STUDENT TEACHING
Spring 2016
EDUC 460 (Learning Disabilities)
EDUC 465 (Emotional Impairments)
EDUC 470 (Elementary Education)
EDUC 475 (Early Childhood)
EDUC 480 (Secondary Education)
EDUC 485 (K-12)
Professor: Nancy L. Cook
Director of Student Teaching
Email address: ncook@hope.edu
Office Hours: By appointment
Office Number: VanZoeren 283
Office phone: 616-395-7895
SYLLABUS
Course Overview
Student teaching is a semester-long, field-based experience that is supervised by the Education Department
and completed in full cooperation with area school systems. Students are placed in local classrooms with
highly qualified and carefully selected cooperating teachers. Area administrators are consulted and play an
integral role in the selection of cooperating teachers and placement of student teachers. The student
teacher completes an experience that matches the certification level and/or major areas of study and
endorsement. The student teaching experience provides a platform for the student to demonstrate the
knowledge, skills, attitudes and values necessary to teach. During the experience, the cooperating teacher
provides the day-to-day supervision of the student teacher, while the college supervisor observes and guides
the student teacher at critical junctures throughout the semester.
Student teaching is offered during both the fall and spring semesters at Hope College. During the Spring
semester, all teacher candidates complete the equivalent of a full-semester in a full-day student teaching
assignment appropriate to their level and subject specialty. Teacher candidates also co-enroll in
Perspectives in Education (EDUC 500) and often in the Senior Seminar (IDS 452), both of which meet one
afternoon per week. They also complete the Student Teaching Seminar (ED 455 or ED 456) which also
meets weekly.
Course Objectives/Assignments
A number of assignments will be completed during the student teaching experience. Some will be due to the
cooperating teacher and others will be submitted to the college supervisor. In addition, several assignments
will be due in the Student Teaching Seminar. Each assignment is aligned with state and national standards.
Standards
There are several sets of standards that guide the work in the student teaching experience.
1. Interstate Teacher Assessment & Support Consortium (InTASC) Model Core Teaching
Standards: The InTASC Standards provide a “roadmap” of knowledge, skills, attitudes and values
that all individuals entering the teaching profession are expected to “know and be able to do to
ensure that every PK-12 student reaches the goal of being ready to enter college or the workforce in
today’s world. This ‘common core’ outlines the principles and foundations of teaching practice that
cut across all subject areas and grade levels and that all teachers share” (InTASC Model Core
Teaching Standards & Learning Progressions for Teachers 1.0, p. 3). Student teachers are
expected to demonstrate the following standards throughout and by the end of the student teaching
experience.
 Standard #1 - Learner Development: The teacher understands how learners grow and
develop, recognizing that patterns of learning and development vary individually within and
across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally appropriate and challenging learning experiences.
 Standard #2 – Learning Differences: The teacher uses understanding of individual differences
Student Teaching Syllabus-Spring 2016
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and diverse cultures and communities to ensure inclusive learning environments that enable each
learner to meet high standards.
 Standard #3 – Learning Environments: The teacher works with others to create environments
that support individual and collaborative learning, and that encourage positive social interaction,
active engagement in learning, and self-motivation.
 Standard #4 – Content Knowledge: The teacher understands the central concepts, tools of
inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences
that make these aspects of the discipline accessible and meaningful for learners to assure
mastery of the content.
 Standard #5 – Application of Content: The teacher understands how to connect concepts and
use differing perspectives to engage learners in critical thinking, creativity, and collaborative
problem solving related to authentic local and global issues.
 Standard #6 – Assessment: The teacher understands and uses multiple methods of
assessment to engage learners in their own growth, to monitor learner progress, and to guide the
teacher’s and learner’s decision making.
 Standard #7 – Planning for Instruction: The teacher plans instruction that supports every
student in meeting rigorous learning goals by drawing upon knowledge of content areas,
curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the
community context.
 Standard #8 – Instructional Strategies: The teacher understands and uses a variety of
instructional strategies to encourage learners to develop deep understanding of content areas
and their connections, and to build skills to apply knowledge in meaningful ways.
 Standard #9 - Professional Learning and Ethical Practice: The teacher engages in ongoing
professional learning and uses evidence to continually evaluate his/her practice, particularly the
effects of his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.
 Standard #10 - Leadership and Collaboration: The teacher seeks appropriate leadership roles
and opportunities to take responsibility for student learning, to collaborate with learners, families,
colleagues, other school professionals, and community members to ensure learner growth, and to
advance the profession.
(InTASC Model Core Teaching Standards & Learning Progressions for Teachers 1.0, April 2013)
2. Elementary Certificate Program Standards for the State of Michigan – These standards,
provided by the state of Michigan, outline the content that beginning teachers at the elementary level
must possess.
1.0 Curriculum - Central Concepts, Tools of Inquiry, and Structures of Content
Teacher preparation programs provide candidates opportunities to develop and demonstrate
knowledge, understanding, and use of the central concepts, tools of inquiry, and structures of
content for instructing students across grades K-8. Programs create meaningful learning
experiences that develop candidates’ competence in subject matter and skills for various
developmental levels.
As a result of successfully completing a teacher preparation program:
- Candidates will possess the depth of knowledge necessary to teach and assess all content
in a differentiated manner to all students in self-contained classrooms for grades K-8; and
- Candidates will have a thorough applied understanding of pertinent Michigan policy
documents (e.g., Michigan Curriculum Framework (MCF), Grade Level Content
Expectations (GLCE), and Universal Design for Learning (UDL)).
1.1 Language Arts- Candidates demonstrate a high level of competence in the use of English
language arts. Candidates know, understand, and use concepts from language arts, and
child development to teach listening, speaking, reading, writing, viewing, visually
representing, and thinking skills. Candidates know, understand, and encourage content
mastery to help students successfully apply their developing skills to many different
situations, technologies, multiple media formats, materials, and ideas. Candidates model
and teach students how effective speaking and listening skills are developed, the use of
reading and writing processes, and the integration of writing throughout all aspects of
language arts instruction.
Student Teaching Syllabus-Spring 2016
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2.0
3.0
4.0
5.0
1.2 Science- Candidates know, understand, and use fundamental concepts in the subject
matter of science – including physical, life, and earth/space sciences – as well as concepts
in science and technology, science in personal and social perspectives, the history and
nature of science, the unifying concepts of science, and the inquiry processes scientists
use in discovery of new knowledge to build a base for scientific and technological literacy.
1.3 Mathematics- Candidates demonstrate knowledge, understanding, and application of the
major concepts, procedures, and reasoning processes in mathematics that define number
systems and number sense, geometry, measurement, statistics and probability, and
algebra in order to foster student understanding and use of patterns, quantities, and spatial
relationships that can represent phenomena, solve problems, and manage data.
1.4 Social Studies- Candidates demonstrate knowledge, understanding, and application of the
major concepts and modes of inquiry from the social studies – the integrated study of
history, geography, political science and economics – to promote all elementary students’
abilities to make informed decisions as citizens of a culturally diverse, democratic society
and interdependent world.
1.5 Visual and Performing Arts- Candidates demonstrate knowledge, understanding, and
application of the content, functions, and achievements of dance, music, theatre, and the
visual arts to promote elementary students’ ability to create, perform and respond in and
through the arts. Candidates know that all students can learn the knowledge and skills that
make up the arts.
1.6 Health Education- Candidates demonstrate knowledge, understanding, and application of
research-based strategies to create opportunities for all students to develop critical
knowledge, skills, and behaviors that contribute to life-long health.
1.7 Physical Education- Candidates demonstrate knowledge and understanding through
planning and appropriate implementation of effective past and current research-based
human movement and physical activity strategies as central elements to foster active, lifelong, healthy life styles for all elementary students.
1.8 World Languages- Candidates demonstrate knowledge, understanding, and application in
the classroom of the major concepts in the acquisition and learning of languages to create
opportunities for communication in a multi-lingual global society.
Development, Learning, and Motivation of Children
Teacher preparation programs provide candidates opportunities to develop and demonstrate
across core curriculum as defined within standard one the knowledge, comprehension, and
application of the major concepts, principles, theories, and research related to development of
children and young adolescents to construct learning opportunities that support individual
students’ development, motivation, acquisition, and application of knowledge and skills.
Candidates apply the principles and concepts of universal design for instruction, the legal
requirements of the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA),
and are committed to the success of all students (e.g. Universal Design for Learning, Positive
Behavior Supports 2006).
Instruction - Integrating and Applying Knowledge for Instruction
As a result of successfully completing a teacher preparation program:
-Candidates will possess the depth of knowledge necessary in order to teach and assess all
content in a differentiated manner to all students in self-contained classrooms for grades K-8;
and
-Candidates will have a thorough understanding of pertinent Michigan policy documents (e.g,
MCF, GLCE, and UDL).
Assessment - Assessment for Instruction
Candidates know, understand, and use data from formative and summative assessments in
addition to formal and informal assessment strategies to plan, evaluate, and strengthen
instruction that will promote continuous intellectual, social, emotional, and physical
development of each elementary student.
Professionalism - Reflective Practices, Collaboration, and Professional Growth
Teacher preparation programs provide candidates opportunities to develop and demonstrate
practices and behaviors that are characteristic of developing collaborative teachers in light of
research on teaching and resources available for professional learning including Michigan’s
policy documents (e.g., MCF, GLCE, and UDL).
Student Teaching Syllabus-Spring 2016
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6.0 Field Experiences
Elementary teachers prepared to teach in Michigan’s self-contained classrooms will know and
be able to manage instruction in all of the core content areas within the self-contained
classroom for grades K-8 (e.g. integrated science, mathematics, language arts, reading, social
studies, music, health, physical education, and world languages) and with appropriate
endorsements, provide instruction for single-discipline content classes for students in grades 68. (http://www.michigan.gov/documents/mde/Elementary_Standards_JAN2008_231066_7.pdf )
3. Content Standards - Student teachers teaching in their major and/or minor areas of study
(including special education) will consult and adhere to the specific content standards as applicable.
4. National Educational Technology Standards for Teachers (NETS*T) – This set of standards
recommends what teachers should be able to know and do with their own P-12 pupils in terms of
technology. A complete list of the standards and indicators can be examined at:
(http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teache
rs_2008.htm)
 Standard 1-Facilitate and Inspire Student Learning and Creativity - Teachers use their
knowledge of subject matter, teaching and learning, and technology to facilitate experiences that
advance student learning, creativity, and innovation in both face-to-face and virtual environments.
 Standard 2-Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment
incorporating contemporary tools and resources to maximize content learning in context and to
develop the knowledge, skills, and attitudes identified in the NETS•S.
 Standard 3-Model Digital-Age Work and Learning - Teachers exhibit knowledge, skills, and
work processes representative of an innovative professional in a global and digital society.
 Standard 4-Promote and Model Digital Citizenship and Responsibility - Teachers understand
local and global societal issues and responsibilities in an evolving digital culture and exhibit legal
and ethical behavior in their professional practices.
 Standard 5-Engage in Professional Growth and Leadership - Teachers continuously improve
their professional practice, model lifelong learning, and exhibit leadership in their school and
professional community by promoting and demonstrating the effective use of digital tools and
resources.
Course Objectives
Student teachers will:
1. demonstrate an understanding of the teacher's role as a decision-maker in the classroom, in the
school, in the school system and in society;
2. create a developing philosophy of education;
3. work cooperatively with parents, peers, professionals, and the community;
4. demonstrate the thinking skills, professional dispositions, and personal values required for professional
decision-making;
5. create and manage a classroom environment which encourages the development of a community of
learners;
6. plan and carry out lessons and units of study which recognize the structure and content of the
discipline and the needs and characteristics of learners and are aligned with state and local standards
and benchmarks;
7. assess and reflect on student learning using a variety of tools in order to design effective learning
experiences;
8. utilize self-evaluation as well as the evaluation of pupils and their learning;
9. utilize a variety of instructional techniques in order to meet the diverse needs of all learners;
10. demonstrate the integration of technology as part of effective teaching and learning; and,
11. manage all preparation and tasks required for a successful teaching experience.
Student Teaching Syllabus-Spring 2016
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Course Calendar
Student teachers follow the school district’s master calendar and daily schedule throughout the student
teaching experience. Details for determining the student teacher’s teaching schedule are included in the
Education Department’s Student Teaching Handbook.
Course Requirements and Evaluation
The cooperating teacher and the college supervisor complete midterm and final evaluations of the student
teacher. Student teachers also complete Weekly Reflections as well as a Midterm Self-Evaluation.
Grading
The College Supervisor, in consultation with the Cooperating Teacher(s), determines the final grade for the
student teaching experience. Details for determining the final grade, as well as a scoring rubric, are included
in the Student Teaching Handbook. Per Education Department policy, in order to pass the student teaching
experience and be eligible for a recommendation for teacher certification, students must earn a grade of C+
or higher for the student teaching experience.
Assignment Descriptions
The student teacher will have a number of assignments due to various individuals throughout the student
teaching experience. Some assignments will be due to the cooperating teacher, while others will be due
throughout the semester to the student teacher’s college supervisor or the Director of Student Teaching
in the Student Teaching Seminar. Brief descriptions for student teaching related assignments follow below.
ASSIGNMENTS for the COOPERATING TEACHER
1. Semester’s Overall Daily/Weekly Plan - By the second Wednesday following start of ST experience
Student teachers in dual placements will complete this exercise at the start of each placement.
The student teacher, in consultation with his/her cooperating teacher(s), will design a brief outline of the
semester’ content and significant events. It should include an overall schedule of how each week will
look, as well as an overall plan/sequence of the semester’s course content. For example, the weekly plan
should include the weekly schedule by content area; the semester plan should include a brief description
of the content to be covered on a week-by-week basis. Special events, such as Parent/Teacher
conferences should also be noted.
InTASC Standards
1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Elementary Ed Standards
1, 2, 3, 4, 5, 6
NETS*T
1, 2, 3
2. Weekly Teaching & Lesson Plans
Weekly
The student teacher will submit an outline of plans for each week to the cooperating teacher(s). These
plans will be due by Thursday of the previous week so that the cooperating teacher has ample time
for review and suggestions. Once approved, the student teacher may proceed to finalize the details for
the week as well as the daily lesson plans.
Ideally, there will be a good deal of co-planning with the cooperating teacher, particularly at the
beginning of the student teaching experience. This will allow the cooperating teacher to model the
planning process and make his/her thinking processes “visible” to the student teacher.
The student teacher will subsequently prepare all necessary materials for teaching and smooth
maintenance of the student teaching placement. In addition, the student teacher will maintaining a file of
all lesson plans throughout the experience, in addition to providing copies of all prepared lessons to the
cooperating teacher. See the Student Teaching Handbook for sample lesson plan formats. Student
teachers may also use district-approved lesson plan formats OR content-specific lesson plan formats.
InTASC Standards
1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Student Teaching Syllabus-Spring 2016
Elementary Ed Standards
1, 2, 3, 4, 5, 6
NETS*T
1, 2, 3
-5-
3. Midterm Evaluation Procedures
By Friday, March 4
Student teachers in dual placements will complete this conference twice.
th
st
 8-week placements by Friday, Feb. 5 and Friday, April 1
th
th
 Early Childhood student teachers by Friday, Feb. 12 and Friday, April 15
th
The Midterm Evaluation provides an opportunity for the cooperating teacher and college supervisor to
give feedback on the student teacher’s performance part-way through the student teaching experience. It
also provides the student teacher a chance to reflect formally on his/her performance. The cooperating
teacher will complete and review a midterm evaluation for his/her student teacher. The student teacher
will also complete an evaluation form as well as a narrative self-evaluation. He/She should also arrange
to meet with his/her cooperating teacher(s) in order to review this evaluation.
th
th
th
a. Midterm Self-Evaluation Form
By Fri., Feb. 5 (Dual), Mar. 4 (Gen. Ed.), or Feb. 12 (ECE)
In preparation for Midterm Evaluation meeting with the cooperating teacher, each student teacher will
complete the Midterm Evaluation form at:
(http://www.hope.edu/academic/education/studteach/MIDTERM%20EVALUATION%20fillin.pdf ).
The student teacher will bring a printed copy of the Midterm Evaluation to the conference with the
cooperating teacher.
th
th
th
b. Midterm Evaluation Conference
By Fri., Feb. 5 (Dual), Mar. 4 (Gen. Ed.), or Feb. 12 (ECE)
The cooperating teacher will also complete a midterm evaluation for his/her student teacher. The
student teacher will meet with his/her cooperating teacher(s) in order to review this evaluation and
compare the results of his/her Midterm Self-Evaluation.
th
th
th
c. Narrative Midterm Self-Evaluation
By Feb. 8 (Dual), Mar. 8 (Gen. Ed.), or Feb. 12 (ECE)
The final part of this process will be for the student teacher to complete the online, narrative Midterm
Self-Evaluation. This will be submitted and shared with the college supervisor. (See below for a
more detailed explanation.)
InTASC Standards
1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Elementary Ed Standards
1, 2, 3, 4, 5, 6
NETS*T
1, 2, 3, 4, 5
nd
4. Unit Plan
By Monday, May 2
Students completing the Early Childhood Endorsement will submit TWO Unit Plan Reflections no
nd
later than Monday, May 2 .
As noted in the subsequent section (“Assignments for the College Supervisor”), the student teacher will
create and teach a unit of study or student study (special education option). This will include pre- and
post-evaluations as well as an analysis of the data and decisions made based on this data. The unit will
be completed in consultation with the cooperating teacher(s).
InTASC Standards
1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Elementary Ed Standards
1, 2, 3, 4, 5, 6
NETS*T
1, 2, 3
a. Though they may do more than one unit plan, student teachers completing double placements (i.e.,
placements in two different locations) will be required to complete and submit one unit plan to the
college supervisor and one Unit Reflection to the Director of Student Teaching. The student teacher
will determine which unit plan will be submitted.
b. Student teachers completing the Early Childhood endorsement will turn in the unit plan completed
in the elementary education portion of the student teaching experience. They will also complete
and submit a Preschool Thematic Plan during the preschool portion of the student teaching
experience.
InTASC Standards
1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Elementary Ed Standards
1, 2, 3, 4, 5, 6
NETS*T
1, 2, 3
th
5. Thematic Plan
By Friday, May 6
This assignment applies only to those students completing the Early Childhood Endorsement.
Student Teaching Syllabus-Spring 2016
-6-
Student teachers completing the Early Childhood Endorsement will create and implement a Thematic
Plan while in the preschool portion of the student teaching experience. Directions can be found in the
Student Teaching Seminar Coursepack.
InTASC Standards
1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Elementary Ed Standards
1, 2, 3, 4, 5, 6
NAEYC
1, 7, 8, 9, 10, 11, 12, 13
th
6. Final Evaluation Procedures
By Friday, May 6
Student teachers in dual placements will complete this for each placement.
The student teacher will conclude the student teaching experience with final conferences with the
cooperating teacher(s) as well as the college supervisor. These meetings will provide an opportunity to
review the final evaluation as well as the recommended grade for the student teaching experience.
th
a. Final Self-Evaluation
By Friday, May 6
Prior to the Final Evaluation Conference, the student teacher will complete the Final Evaluation form
on his/her own. This will be shared with the cooperating teacher during the meeting.
th
b. Final Evaluation Conference
By Friday, May 6
The cooperating teacher will complete a Final Evaluation form for his/her student teacher. The
student teacher will meet with his/her cooperating teacher(s) in order to review this evaluation and
compare the results of his/her Final Self-Evaluation. This will provide an opportunity to review the final
evaluation as well as the recommended grade for the student teaching experience.
InTASC Standards
1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Elementary Ed Standards
1, 2, 3, 4, 5, 6
NETS*T
1, 2, 3, 4, 5
ASSIGNMENTS for the COLLEGE SUPERVISOR
1. Checklist of Activities & Experiences
By first Friday following start of ST experience
Student teachers in dual placements should complete this for each placement.
Each student teacher should complete the “Checklist of Activities & Experiences” found in the ST
Seminar coursepack. This will provide the student teacher with the opportunity to become familiar with
the building layout, key personnel and pertinent school policies within the beginning week of the
placement.
InTASC Standards
3, 9
Elementary Ed Standards
5
NETS*T
5
2. Weekly Reflections
Weekly
Each student teacher will submit a weekly, electronic reflection to his/her college supervisor. The college
supervisor will announce the weekly due date during the initial meeting with student teachers. The form
can be found on the Education Department website (“Current Student Information”---“Current Student
Teacher
Information”---“Electronic
Communication”---“Weekly
Progress
Report”):
http://www.hope.edu/academic/education/studteach/report.html.
InTASC Standards
9
Elementary Ed Standards
5
NETS*T
5
th
3. Semester’s Overall Daily/Weekly Plan
By January 18
Student teachers in dual placements will complete this for each placement.
th
th
 8-week placements by Monday, January 18 and Friday, March 11
th
th
 ECE placements by Monday, January 18 and Friday, March 25
The student teacher, in consultation with his/her cooperating teacher(s), will design a brief outline of the
semester’ content and significant events. It should include an overall schedule of how each week will
look, as well as an overall plan/sequence of the semester’s course content. For example, the weekly plan
Student Teaching Syllabus-Spring 2016
-7-
should include the weekly schedule by content area; the semester plan should include a brief description
of the content to be covered on a week-by-week basis. Special events, such as Parent/Teacher
conferences should also be noted.
InTASC Standards
1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Elementary Ed Standards
1, 2, 3, 4, 5, 6
NETS*T
1, 2, 3, 4, 5
th
4. Video Self-Evaluation
By Friday, March 18
Student teachers in dual placements will complete this for each placement.
th
nd
 8-week placements by Friday, March 18 and Friday, April 22
th
th
 ECE placements by Friday, February 26 and Monday, April 25
Each student teacher will be responsible for videotaping him/herself teaching a minimum of one lesson.
He/She will then review the tape and analyze his/her teaching. A written report will be submitted to the
college supervisor. The student teacher should refer to the rubric found in the ST Seminar coursepack or
on the Education Department website (“Current Student Information”---“Current Student Teacher
Information”---“Electronic
Communication”“Evaluation
Forms”-“Video
Analysis
Rubric”):
http://www.hope.edu/academic/education/studteach/STVideoSelfAnalysis.pdf.
InTASC Standards
9
Elementary Ed Standards
5
NETS*T
5
th
5. Midterm Self-Evaluation
By Tuesday, March 8
Student teachers in dual placements will complete this exercise in each placement.
th
th
 8-week placements by Monday, February 8 and Monday, April 12
th
th
 ECE placements by Monday, February 15 and Monday, April 18
The student teacher will have the opportunity to receive and review a midterm evaluation completed by
the cooperating teacher. Following this, each student teacher will complete the online, narrative midterm
self-evaluation and share this with the college supervisor. Each college supervisor will then meet with
his/her student teachers to review the student teaching experience to date.
a. In preparation for Midterm Evaluation meeting with the cooperating teacher, each student teacher will
complete the Midterm Evaluation form at:
(http://www.hope.edu/academic/education/studteach/MIDTERM%20EVALUATION%20fillin.pdf ).
The student teacher will bring a printed copy of the Midterm Evaluation to the conference with the
cooperating teacher.
b. Following this meeting, each student teacher will also complete the online midterm self-evaluation
narrative and share this with the college supervisor. Each college supervisor will then meet with
his/her student teachers to review the student teaching experience to date. The narrative Midterm
Self-Evaluation form can be found on the Education Department website at:
http://www.hope.edu/academic/education/studteach/mideval.html.
InTASC Standards
9
Elementary Ed Standards
5
NETS*T
5
st
6. Interview with Building Administrator or Human Resources Director
By Friday, April 1
th
Student teachers completing the Early Childhood Endorsement will complete this by Friday, Feb. 10 .
Each student teacher will complete an interview with his/her building administrator or district Human
Resources Director. The purpose of the interview is to provide a chance for the student teacher to ask
any questions he/she might have about the district (e.g., curricular decisions, demographics, the interview
process, key advice for the job seeker, advice for the beginning teacher, etc.). The student teacher will
then submit a 1-3 page summary of the interview for the college supervisor.
InTASC Standards
9, 10
Student Teaching Syllabus-Spring 2016
Elementary Ed Standards
5
NETS*T
5
-8-
7. Unit Plan
By Monday, May 2
nd
and Friday, May 6
th
a. Unit Plan-Each student teacher will design, develop and teach a unit of study during the student
teaching experience. The main purpose of the unit is to provide the student teacher’s pupils with a
long-term learning experience that leads to the development of new skills, knowledge or learning.
This will provide a chance for the student teacher to think through and design a long-term plan that
will provide for instruction and monitor pupil learning. The student teacher should refer to the “Unit
Plan Directions” and the “Unit Plan Scoring Rubric” found in the ST Seminar coursepack. The Unit
Plan will be submitted to the cooperating teacher and college supervisor.
The scoring rubric can also be found on the Education Department website (“Current Student
Information”---“Current Student Teacher Information”---“Electronic Communication”---“Evaluation
Forms”---“Unit Plan Rubric”) at:
http://www.hope.edu/academic/education/studteach/STUnitPlanRubric.pdf.
b. Dual Placements-Though they may do more than one unit plan, student teachers completing double
placements (i.e., placements in two different locations) will be required to complete and submit one
unit plan to the college supervisor. The student teacher will determine which unit plan will be
submitted, with the exception of student teachers completing the Early Childhood endorsement
who will turn in the unit plan completed in the elementary education portion of the student
teaching experience. They will also complete and submit a Preschool Thematic Plan during the
preschool portion of the student teaching experience.
c.
Unit Plan Reflection-In addition to completing the Unit Plan assignment, each student teacher will
submit a separate, written reflection to the Director of Student Teaching no later than Friday,
th
May 6 . The reflection must address three key areas:
 Description of the Unit: This section will include the unit’s title, the unit’s overarching
goal(s) and short-term objectives, related GLCEs, content and/or district standards, and a
brief description of the unit.
 Impact on Pupil Learning: This section will require the student teacher to analyze pre- and
post-assessment data and determine the effect of his/her teaching on pupil learning. It will
include:
i. A short description of the pre-assessment and the specific results (e.g., “None of
the students were able to define the terms.” or “The average score was 28%.”)
ii. A short description of any decisions that came from analysis of the pre-assessment
data
iii. A short description of any formative assessments and their results
iv. A general description of the final assessment, the specific results, as well as an
analysis of the data (e.g., percent scoring at a passing level, error patterns).
v. A statement indicating whether there was a positive impact on pupil learning
 Reflection on Teaching: This section will require the student teacher to reflect on the unit
as a whole and the data derived from assessments. It will include a statement of what the
student teacher would repeat if given the opportunity to teach the unit in the future, what
would be changed and why, and an overall personal reaction to the unit assignment.
InTASC Standards
1, 2, 3, 4, 5, 6, 7, 8, 9, 10
8. Preschool Thematic Plan
Elementary Ed Standards
1, 2, 3, 4, 5, 6
NETS*T
1, 2, 3, 4, 5
th
By Friday, May 6
Only student teachers completing the Early Childhood endorsement will also complete a Preschool
Thematic Plan while in the preschool portion of the student teaching experience. Directions and a
scoring rubric can be found in Student Teaching Coursepack as well as on the Education Department’s
website.
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InTASC Standards
1, 2, 3, 4, 5, 6, 7, 8, 9, 10
NAEYC
1, 3, 7, 8, 9, 10, 11, 12, 13
th
9. Final Conference
By Friday, May 6
Student teachers completing dual placements will complete this activity in each placement.
The student teacher will conclude the student teaching experience with the final conference with the
college supervisor. This will provide an opportunity to review the final evaluation as well as the
recommended grade for the student teaching experience.
InTASC Standards
1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Elementary Ed Standards
1, 2, 3, 4, 5, 6
NETS*T
1, 2, 3, 4, 5
Required Texts
Students are required to receive and read the Education Department’s Student Teaching Handbook (also
located on the Education Department’s website) along with the Student Teaching Seminar Coursepack.
Course Policies
STUDENT TEACHING EXPECTATIONS: The student teacher will conduct him or herself in a professional
manner throughout the student teaching experience. This means that the student teacher will assume all
responsibility for conducting him/herself as if he/she is a full-time member of the profession. Expectations, in
part, include dressing in an appropriate manner, attending and arriving at expected times, addressing the
cooperating teacher, college supervisor, faculty, administration and staff with respect, being fully prepared to
teach at all times, and treating the students with care and authority. A complete list of expectations is
outlined in the Student Teaching Handbook.
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Hope College Education Department Policies
Professional Abilities: The Hope College Education Department has identified six professional abilities that
serve as touchstones for collective curricular, instructional, and assessment decisions. They include:
 Effective Communicator: Student teachers must be able to communicate effectively with a variety of
audiences in diverse settings – with students each day in class, with fellow teachers and
administrators, with parents, and with community members.
 Professional Collaborator: Student teachers must have strong, positive interpersonal skills and be
both enthusiastic and confident about working with diverse groups of people. Teamwork involves
communication, coordination, division of labor, and effective negotiation.
 Curriculum Developer: Student teachers are not just “recipe readers” or followers of mandates.
Student teachers must know how to adjust the classroom environment, materials and activities to
meet the needs of diverse learners. All students do not learn at the same rate or in the same way.
Thus, student teachers must learn to generate original, creative and appropriate learning
experiences for diverse learners, as well as adapt existing state or district curricula to meet student
needs.
 Problem Solver: Student teachers in today’s classroom are faced with multiple problems of varying
degrees of severity each day. The sources of some problems come from outside of the classroom,
while others are generated within the classroom itself. All, however, may need to be addressed in
the school environment.
 Decision Maker: Student teachers often must make decisions based on incomplete information,
ambiguous circumstances, and unpredictable, rather than certain outcomes. A professional must be
willing to take a risk and decide a best course of action, based on personal and professional value
systems. It is important for developing educators to clarify personal values and recognize
professional choices and responsibilities in order to support actions and decisions made as a
teacher.
 Scholarly Educator: Student teachers understand that teaching is an intellectual activity, although
educational research is continually expanding, understanding and knowledge about the
teaching/learning process will always be incomplete. Still, the rich and varied professional literature
can inform classroom and curricular decisions. Student teachers must regard professional
development as a lifetime endeavor and continue to keep abreast of current research and
innovations in education. (Hope College Student Teaching Handbook)
Field Placement Recommendation Policy:
1. A student receiving a “Recommended” or “Highly Recommended” rating from the field placement
mentor teacher will continue in the student teaching experience without stipulation.
2. A student earning a “Recommended with Reservations” rating for a field placement just prior to
student teaching, will be notified in writing that s/he will continue in the student teaching placement
on probationary status.
3. A student earning a “Not Recommended” rating from the field placement mentor teacher just prior to
the student teaching semester, will be notified in writing that s/he will not be allowed to continue in
the education program.
4. A student will retain the right to appeal any decision made by the Education Department through
procedures outlined in the Education Department’s Handbook.
Dispositions Policy:
1. A student receiving an Excellent, Proficient, or Developing Proficiency from his/her field placement
mentor teacher (just prior to the student teaching experience) will continue in the program.
2. The first time a student earns one or more unsatisfactory ratings on any disposition from the field
placement mentor teacher (just prior to the student teaching experience) the student will:
a. Be notified by the professor for that course.
b. Have a meeting with that professor.
c. Complete a form which includes action steps for rectifying the unsatisfactory rating.
The professor will:
a. Copy the field placement form, attach it to the student’s goals/action plan form, and place in
the student’s file in the Education Department.
b. Contact the Student Support Chair.
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3. The second time a student earns one or more unsatisfactory ratings on any disposition for a field
placement (including just prior to the student teaching experience), the student will:
a. Be notified by the professor for that course.
b. Have a meeting with that professor and the Director of Student Teaching.
c. Be given the option to take part in Student Support.
d. Be informed, by letter from the Education Department chair that a third unsatisfactory rating
will result in dismissal from the Education Department.
4. The third time a student earns one or more unsatisfactory ratings on any disposition from the field
placement mentor teacher (including the student teaching experience) the student will:
a. Be notified in writing, by the chair of the department that he/she will not be allowed to
continue in the education program.
5. A student will retain the right to appeal any decision made by the Education Department through
procedures outlined in the Education Department’s Handbook.
Policy adopted January, 2001; amended August 19, 2003
C+ Requirement for Levels II and III Courses:
The Teacher Education Program at Hope College is committed to the preparation of teacher
candidates who successfully meet all Education Department course objectives and who make continuous
progress toward meeting the Department's established goals for future educators, as outlined in the
Department's Six Professional Abilities.
To achieve these ends, we believe that students must successfully complete all courses for which
they are enrolled through the Education Department. They must also successfully complete the field
placements that may be attached to these courses. Successful completion will be demonstrated when
students earn a C+ grade or better in each course and field placement. Students who fail to earn a C+ grade
or better in any Education Department course offering or field placement after admission to the Teacher
Education Program will not be allowed to continue in the program until they have successfully completed the
course or field placement.
Policy adopted January, 2001; amended August 19, 2003
Social Media: Education Department Policy Guidelines
When the student teacher was admitted to the Education Department he/she signed a Statement of
Commitment to Professionalism. By signing that statement he/she agreed to display the dispositions that
exemplify a teaching professional. Several areas on the statement are especially pertinent in regards to
social media – responsibility, maturity, respect, and personal integrity. In particular, he/she should consider
the following advice:
 Do not post anything that he/she would not want a future employer to know/see/read on Facebook,
twitter, or other social media sites because posts can be easily viewed by students, teachers,
potential employers, etc.
 Do not post anything that discloses confidential information on any students or staff from field
placements, including the names of the school, mentor teacher, or any other school personnel.
 Do not post anything that would reflect negatively on the field placement mentor teacher or the
students in the placement.
 It is not wise to be “virtual friends” with students as this then gives them access to personal
information that the student teacher may not want them to know.
 Take time to review the technology usage policy for the school district in which he/she has been
placed. The mentor teacher should be able to provide the student teacher with this information.
 In addition to the above advice about the use of social media, ensure that the content and tone of
his/her cell phone voicemail is professional and uses appropriate language.
The student teacher has been duly alerted to the stance taken by the Education Department in regards
to professional behavior outside of the field placement setting, including the use of social media. Please
understand that there are consequences if he/she fails to adhere to a school district’s technology usage
guidelines and policies or uses poor judgment in the personal use of social media. The Education
Department will not be able to defend the student teacher if he/she has failed to be professional in the
use of technology.
Policy adopted April 9, 2013
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Hope College Policies
Course Evaluation: Hope College expects all students to assess each course in an effort to continuously
improve student learning. At the end of the semester, the student teacher will be asked to assess how well
this course met its stated goals. Responses will be kept anonymous, however the collective results will be
considered seriously when planning for future Hope student teachers. The student teacher will be presented
with several opportunities at the end of the semester to participate in this important process.
Americans With Disabilities Act: Any student whose disability falls within ADA guidelines should inform the
Director of Student Teaching at the beginning of the semester of any special accommodations or equipment
needs necessary to complete the requirements for this course. Students must register documentation with
the Office of Disability Services and/or Academic Support Center. Questions should be directed to the office
of Student Development at extension 7800.
Academic Integrity:
Academic integrity is of critical importance throughout one’s academic career, but particularly so during the
student teaching experience. Student teaching, as well as the Student Teaching Seminar, as with other
Hope College courses, follows the Hope College Code for Academic Integrity. Violations of the Code for
Academic Integrity may lead to failure in the course, in addition to a record of academic misconduct kept on
file in the Provost’s Office. The entire Code can be found in the Hope College Catalog and is reprinted in part
as applicable to this course:
Academic Integrity is based on the principles of honesty and individual responsibility for actions. As
these principles are applied to academic life at Hope College, it follows that a student will not:
1. Give, offer, or receive aid on examination other than that specifically allowed by the professor.
2. Do course work in a manner that is inconsistent with the standards of conduct set forth by the
professor.
3. Falsify or fabricate data. This has particular application to laboratory work and research.
4. Engage in conduct that destroys another person’s work or hinders another in her/his academic
endeavors. This has particular application to computer files, library resources, and laboratory or
studio work.
5. Knowingly represent the work of others as his/her own. This includes plagiarism. Plagiarism is the
dishonest presentation of the work of others as if it were one’s own. Writers, speakers, musicians,
artists, or computer programmers — whether students or professionals — commit plagiarism when
they present, without acknowledgement, all or part of another person’s work as if it were their own.
Because plagiarism violates the expectations of trust and honesty necessary for academic work in an
ethical community, it is a serious offense. In addition, plagiarism undercuts the basic purposes of
higher education by short-circuiting the process of inquiry, reflection, and communication that leads to
learning. (2009-2010 Hope College Catalog, p. 88)
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Appendix A
Council for Exceptional Children (CEC) Content Standards
Knowledge and Skills for Student Teachers Majoring in Special Education
Learning Disabilities and/or Emotional Impairments
The Council for Exceptional Children’s Content Standards identify standards of knowledge and performance
for all special educators. These include:
Standard 1 – Foundations: Special educators understand the field as an evolving and changing
discipline based on philosophies, evidence-based principles and theories, relevant laws and policies,
diverse and historical points of view, and human issues that have historically influenced and continue
to influence the field of special education and the education and treatment of individuals with
exceptional needs in both school and society. Special educators understand how these influence
professional practice, including assessment, instructional planning, implementation and program
evaluation. Special educators understand how issues of human diversity can impact families,
cultures, and schools, and how these complex human issues can interact with issues in the delivery of
special education services. They understand the relationships of organizations of special education
to the organizations and functions of schools, school systems, and other agencies. Special educators
use this knowledge as a ground upon which to construct their own personal understandings and
philosophies of special education.
Standard 2 - Development and Characteristics of Learners: Special educators know and
demonstrate respect for their learners first as unique human beings. Special educators understand
the similarities and differences in human and the characteristics between and among individuals with
and without exceptional learning needs. Moreover, special educators understand how exceptional
conditions can interact with the domains of human development and they use this knowledge to
respond to the varying abilities and behaviors of individuals with exceptional learning needs. Special
educators understand how the experiences of individuals with exceptional needs can impact families,
as well as the individual’s ability to learn, interact socially, and live as fulfilled, contributing members of
the community.
Standard 3 - Individual Learning Differences: Special educators understand the effects that an
exceptional condition can have on an individual’s learning in school and throughout life. Special
educators understand that the beliefs, traditions and values across and within cultures can affect
relationships among and between students, their families, and the school community. Moreover,
special educators are active and resourceful in seeking to understand how primary language, culture,
and familial backgrounds interact with the individual’s exceptional condition to impact the individual’s
academic and social abilities, attitudes, values, interests, and career options. The understanding of
these learning differences and their possible interactions provides the foundation upon which special
educators individualize instruction to provide meaningful and challenging learning for individuals with
exceptional learning needs.
Standard 4 - Instructional Strategies: Special educators possess a repertoire of evidence-based
instructional strategies to individualize instruction for individuals with exceptional learning needs.
Special educators select, adapt, and use these instructional strategies to promote positive learning
results in general and special curricula and to modify learning environments appropriately for
individuals with exceptional learning needs. They enhance the learning of critical thinking, problemsolving, and performance skills of individuals with exceptional learning needs, and increase their selfawareness, self-management, self-control, self-reliance, and self-esteem.
Moreover, special
educators emphasize the development, maintenance, and generalization of knowledge and skills
across environments, settings, and the life span.
Standard 5 - Learning Environments and Social Interactions: Special educators actively create
learning environments for individuals with exceptional learning needs that foster cultural
understanding, safety and emotional well-being, positive social interactions and active engagement of
individuals with exceptional learning needs. In addition, special educators foster environments in
Student Teaching Syllabus-Spring 2016
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which diversity is valued and individuals are taught to live harmoniously and productively in a
culturally diverse world. Special educators shape environments to encourage the independence, selfmotivation, self-direction, personal empowerment and self-advocacy of individuals with exceptional
learning needs. Special educators help their general education colleagues integrate individuals with
exceptional learning needs in general education environments and engage them in meaningful
learning activities and interactions.
Special educators direct motivational and instructional
interventions with individuals with exceptional learning needs to teach them to respond effectively to
current expectations. When necessary, special educators can safely intervene with individuals with
exceptional learning needs in crisis. Special educators coordinate all these efforts and provide
guidance and in direction to paraeducators and others, such as classroom volunteers and tutors.
Standard 6 - Language: Special educators understand typical and atypical language development
and the ways in which exceptional conditions can interact with an individual’s experience with and use
of language. Special educators use individualized strategies to enhance language development and
teach communication skills to individuals with exceptional learning needs. Special educators are
familiar with augmentative, alternative and assistive technologies to support and enhance
communication of individuals with exceptional needs. Special educators match their communication
methods to an individual’s language proficiency and cultural and linguistic differences. Special
educators provide effective language models and they use communication strategies and resources
to facilitate understanding of subject matter for individuals with exceptional learning needs whose
primary language is not English.
Standard 7 - Instructional Planning: Individualized decision-making and instruction is at the center of
special education practice. Special educators develop long-range individualized instructional plans
anchored in both general and special education curricula. In addition, special educators systematically
translate these individualized plans into carefully selected shorter-range goals and objectives, taking
into consideration an individual’s abilities and needs, the learning environment, and a myriad of cultural
and linguistic factors. Individualized instructional plans emphasize explicit modeling and efficient
guided practice to assure acquisition and fluency through maintenance and generalization.
Understanding of these factors as well as the implications of an individual’s exceptional condition,
guides the special educator’s selection, adaptation, and creation of materials, and the use of powerful
instructional variables. Instructional plans are modified based on ongoing analysis of the individual’s
learning progress. Moreover, special educators facilitate this instructional planning in a collaborative
context including the individuals with exceptionalities, families, professional colleagues, and personnel
from other agencies as appropriate. Special educators also develop a variety of individualized
transition plans, such as transitions from preschool to elementary school and from secondary settings
to a variety of postsecondary work and learning contexts. Special educators are comfortable using
appropriate technologies to support instructional planning and individualized instruction.
Standard 10 - Collaboration: Special educators routinely and effectively collaborate with families,
other educators, related service providers and personnel from community agencies in culturally
responsive ways. This collaboration assures that the needs of individuals with exceptional learning
needs are addressed through schooling. Moreover, special educators embrace their special role as
advocate for individuals with exceptional learning needs. Special educators promote and advocate the
learning and well-being of individuals with exceptional learning needs across a wide range of settings
and a range of different learning experiences. Special educators are viewed as specialists by a myriad
of people who actively seek their collaboration to effectively include and teach individuals with
exceptional learning needs. Special educators are a resource to their colleagues in understanding the
laws, policies and relevant to individuals with exceptional learning needs. Special educators use
collaboration to facilitate the successful transitions of individuals with exceptional learning needs across
settings and services.
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Appendix B
National Association for the Education of Young Children (NAEYC) Standards
and
Michigan Early Childhood Education Standards (MECES)
Student teachers/interns completing the Early Childhood minor will:
1. demonstrate an understanding of young children’s characteristics and needs in order to create and
manage environments that are appropriate, respectful, supportive and challenging for all children;
(NAEYC 1a, 1b, 1c, 4b, 4c, 4d) (MECES 1.0, 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7)
2. understand, value and create respectful, reciprocal relationships that support, empower and involve
families in their child’s development and learning; (NAEYC 2a., 2b., 2c) (MECES 2.0, 2.1, 2.2, 2.3,
3. demonstrate an understanding of the teacher's role as a decision-maker in the early elementary
classroom or preprimary agency, in the school, in the school system and in the larger community;
(NAEYC 1b, 1c, 2a, 2b, 2c, 4a)
4. create a developing philosophy of education; (NAEYC 5a, 5b, 5c, 5d, 5e)
5. demonstrate an understanding of special education processes in initiating and developing plans,
services and procedures; (MECES 2.4, 2.5,
6. work cooperatively with parents, peers, professionals, and the community; (NAEYC 1b, 1c, 2a, 2b,
2c, 4a)
7. demonstrate the thinking skills, professional dispositions, and personal values required for
professional decision-making; (NAEYC 5b, 5d)
8. plan and carry out lessons and units of study which recognize the structure and content of the
discipline and the needs and characteristics of young learners and are aligned with local, state and
national standards and benchmarks; (NAEYC 1a, 1b, 1c, 4b, 4c, 4d)
9. assess student/child learning using a variety of tools in order to design effective learning
experiences; (NAEYC 3a, 3b, 3c, 3d)
10. utilize self-evaluation as well as the evaluation of young children and their learning; (NAEYC 5c, 5d)
11. utilize a variety of instructional techniques in order to meet the diverse needs of all learners;
(NAEYC 1a, 1b, 1c, 4b, 4c, 4d)
12. demonstrate the integration of technology as part of effective teaching and learning for young
children; (NAEYC 1a, 1b, 1c, 4b, 4c, 4d) and,
13. manage all preparation and tasks required for a successful teaching/internship experience. (NAEYC
1a, 1b, 1c, 4b, 4c, 4d)
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