Lab2Class / Math for America Field Experience Handbook School of Education, Teaching & Health June 2013 – June 2014 Teacher Education Office Gray Hall, Room 111 4400 Massachusetts Ave., NW Washington, DC 20016-8030 Julie Sara M. Boyd Director of Teacher Education Email: jboyd@american.edu Phone: 202.885.3727 Danielle Goldberg Coordinator of Clinical Placements Email: dgoldber@american.edu Phone: 202.885.3715 School of Education, Teaching & Health Main Office Gray Hall, Room 119 website: www.american.edu/education Phone: 202.885.3720 fax: 202.885.1187 Contents SETH OVERVIEW ................................................................................................................................... 4 School of Education, Teaching & Health Vision and Mission Statement ................................. 4 Shared Values and Educational Philosophy ............................................................................... 4 Organizing Principles ...................................................................................................................... 4 Mission Statement of the Professional Education Unit ............................................................... 5 SETH Tenure Track Faculty ............................................................................................................. 6 Field Experience Overview ................................................................................................................ 8 Attendance .................................................................................................................................... 9 Courses During Field Experience .................................................................................................. 9 Observation and Evaluation Procedures .................................................................................... 9 FORMS AND DOCUMENTATION ...................................................................................................... 10 Fall Student Teaching Documentation ...................................................................................... 10 Spring Student Teaching Documentation ................................................................................. 11 Professional Teaching Portfolio ................................................................................................... 13 THE FELLOW ....................................................................................................................................... 14 Reporting to Assigned School ..................................................................................................... 14 In the School and Classroom ...................................................................................................... 14 Outside your classroom ............................................................................................................... 15 Observation .................................................................................................................................. 16 Participation, Planning and Seminars ........................................................................................ 16 Suggestions for the Student ........................................................................................................ 17 Job Seeking................................................................................................................................... 18 Applying for Teacher Licensure .................................................................................................. 20 THE COOPERATING TEACHER .......................................................................................................... 24 Honorarium for Cooperating Teachers ..................................................................................... 24 Preparation for the Arrival of the Student ................................................................................. 25 Supporting the Student................................................................................................................ 25 Evaluating the Fellow ................................................................................................................... 26 THE UNIVERSITY SUPERVISOR (MENTOR) .......................................................................................... 29 Evaluation ..................................................................................................................................... 29 APPENDIX ........................................................................................................................................... 31 Appendix A: Suggestions for Participation Activities for Fellows ............................................ 31 Appendix B: Other Resources ..................................................................................................... 31 Appendix C: InTASC Performance Standards for Beginning Teachers .................................. 32 Appendix D: District of Columbia Praxis Test and Passing Scores........................................... 33 Appendix E: Who to Contact When .......................................................................................... 33 2 WELCOME MESSAGE Greetings from the School of Education, Teaching & Health! This handbook is a concise, ready reference to the program and clinical experiences, intended to serve fellows and their school-based cooperating and university-based supervisory teachers. Fellows, as you begin the academic year as a new student, I want you to know that the faculty and staff of the School of Education, Teaching & Health are committed to your success. We look forward to working with you in the coming semesters. The strength of the School is the interest that faculty and staff take in the academic and professional development of our students. This is a diverse, academically rich, internationally known faculty. We hope you will get to know your professors, their research, and their significant contributions to education. In addition to the support and encouragement you will receive from faculty, you will have another important set of resources - staff and fellow students. You will find both to be rich in the diversity of their backgrounds and experiences. Moreover, our program provides access to the full resources of the School of Education, Teaching & Health, the University community, and the Washington area. My advice, then, is simple and straightforward: utilize all the resources of the University, and seek out faculty, staff, and students to assist and support you. Best wishes and good luck, Dr. Sarah Irvine Belson Associate Professor and Dean 3 SETH OVERVIEW This handbook provides an overview of the Lab2 Class / Math for America program and outlines the roles and responsibilities of the fellow, the cooperating classroom teacher, and the mentor. It also contains School of Education, Teaching, and Health (SETH) policies regarding teaching, observation, and evaluation procedures. The handbook is a guide but it is not an absolute, rigid code. It may be necessary to alter these guidelines based on the placement's characteristics or the fellow's strengths or weaknesses. The faculty of the American University looks forward to working together with our partner schools to make field experiences a stimulating, rewarding experience for fellows, cooperating teachers and mentors. School of Education, Teaching & Health Vision and Mission Statement The faculty of the SETH contributes to the development and support of socially responsible and change-oriented education and health professionals and the motivation for theorized professional practice. At the center of this mission is a belief in a democratic society. As such, SETH is dedicated to the development of critically literate, reflective, caring, highly skilled professionals, who through advocacy research, and the development of programs predicated on the principles of participation and equity, contribute to social change and the promotion of a socially just society in a linguistically and culturally diverse, rapidly changing, and increasingly technological world. Shared Values and Educational Philosophy Four interrelated organizing principles guide the curricular, instructional, research, and professional service activities of the SETH faculty. These principles, which were derived from our mission statement, are equity, community, diversity and excellence. These principles represent our shared values and educational philosophy. Organizing Principles We make clear to our students that we expect them to understand and appreciate the implications of a professional commitment to equity, community, diversity, and excellence. We help them understand that the meanings of these terms are not static and with time and varied circumstances we may negotiate the meanings and implications of these principles both for our programs and for themselves, and in keeping with the continuously changing world around us. 4 Mission Statement of the Professional Education Unit The School of Teaching, Education and Health is committed to advancing theory and professional practice through its programs and the scholarly activities of our faculty. The faculty recognizes the significance of education in contemporary life, the potential of education for each individual, and our special responsibilities to produce individuals prepared for the twenty-first century. SETH seeks to achieve its goals though creative teaching, rigorous research, and professional service. It is committed to ongoing social change, societal improvement, and advancing individual welfare and potential. Graduates of its programs act as agents of social change through work as health professionals, teachers, researchers, managers, and administrators. They share a professional belief in working towards excellence, equity, community, and diversity. Beyond SETH’s fundamental commitment to its students and alumni who work in the community to advocate for the individual, both domestically and internationally, it also prepares candidates to build a learning society in many diverse environments and for many diverse populations. The mission is to equip graduates of SETH programs to meet individual needs, to nurture the strengths and talents of those they serve, and to provide leadership in public policy arenas. The teacher education programs in the professional education unit are anchored in a knowledge-based, research- and values-informed conceptual framework. The framework was developed and adopted by the faculty through almost two years of deliberations. The mission of SETH reflects and reinforces this conceptual framework, which is derived from the teaching, research, professional service, and value commitments of the faculty. It is illustrated below. The conceptual framework for the SETH has at its center the core value of Reflection, which is supported through the professional commitments and activities evoked by teacher Beliefs, Knowledge, and Practice. The conceptual framework is organized by the concepts of Community, Diversity, Equity, and Excellence, and is made operational through the 10 InTASC standards. 5 SETH Tenure Track Faculty Alida Anderson, earned her PhD from University of Maryland, College Park in Special Education with an emphasis in early childhood language acquisition and teaches courses in special education, learning disabilities, language acquisition and literacy development Sarah Irvine Belson, Ph.D., Arizona State University, serves as Dean of the SETH, conducts research, and teaches about integrating technology into teaching and the uses of technology in the classroom. Frederic Jacobs, Ph.D., University of Pennsylvania, is interested in higher education, educational administration, graduate and professional education management in higher education, and experiential education. Robert Karch, Ed.D., American University, is the Director of the MS program in Health Promotion Management and is the principal investigator for the USPS health promotion program. His research areas include worksite health and global health issues. Lauren McGrath, Ph.D., University of Denver, focuses on children with dyslexia, speechlanguage impairments, and ADHD through a cognitive neuroscience perspective. Pete Mehlert, M.Ed, American University teaches several of the undergraduate health and fitness course offerings and is the former Men’s Soccer Coach at AU. Cynthia Miller-Idriss, Ph.D. University of Michigan, is the Director of the International Training and Educational Program at American University. Stacey Snelling, Ph.D., R.D. American University, is an Associate Professor of Health Promotion, with a concentration in nutrition. Her research interests are in the area of school food service programs and nutrition and behavior change. Charles Tesconi, Ed.D., University of Cincinnati, is a leading scholar on the relationships among social philosophy, public policy, and educational opportunity. His recent book Good Schools focuses on the policy environments of public high schools that are unusually successful with economically poor students. Stephen Vassallo, Ph.D, Educational Psychology, Michigan State University, explores the implicit and explicit roles that choice, control, autonomy and freedom play in efforts to teach and learn self-regulation. Vivian Vasquez, Ed.D., Indiana University, researches negotiating critical literacy with children, critical literacy in practice, cultural literacy, early literacy, inquiry and social justice, teacher education, and school reform. Elizabeth A. Worden, Ph.D., New York University, is an Assistant Professor of International Training and Education. Her research interests include education reform in the Soviet Union and the internationalization of American higher education. Faculty Mailboxes Mailboxes are located on the first floor of Gray Hall. You may drop off papers and other documents for professors or staff who are not otherwise available. 6 Lab2Class / Math for America (MfA) Program Overview The overarching project goals are to increase the number of highly qualified science and math teachers teaching in high-needs schools in Washington, DC, through effective recruitment, a high-quality, intensive graduate program designed to prepare fellows for licensure, and retention through professional development and mentoring support – all designed to increase the quality of instruction and student achievement in science and math. The Lab2Class Science program is funded by Toyota and the National Science Foundation (NSF). It is a collaborative project between American University’s SETH and Department of Environmental Science. Its primary goal is to improve the teaching of secondary school science in Washington, DC secondary public schools by providing teachers with strong backgrounds in both science and science pedagogy, who will teach in the DC schools for at least four years after completing a one-year intensive Masters Teaching Program. Lab2Class MfA DC is funded by Toyota and NSF. It is a collaborative project between American University’s SETH and Department of Mathematics and Statistics (M/S) and the Carnegie Institution of Washington’s (CIW) Carnegie Academy for Science Education (CASE). MfA DC seeks to improve the teaching of secondary school mathematics in Washington, DC secondary public schools by providing teachers with strong backgrounds in both mathematics and mathematics pedagogy, who will teach in the DC schools for at least four years after completing a one-year intensive Masters Teaching Program. 7 Field Experience Overview All fellows will be placed in a variety of DC classrooms for over 800 hours throughout the 12-month academic program. We work with a group of teachers in DC’s public and public charter secondary schools to design placements that expose fellows to challenging and successful urban classrooms. This critical component of the program will provide fellows with field experience in urban DC classrooms with highly qualified teachers who have been successful in these high-needs urban classrooms. Fellows will observe these highly qualified teachers and, under the highly qualified teachers’ supervision, gradually begin to plan and teach lessons, eventually “taking over” the classroom for a period of time. The field experience has three components: Summer Introductory Field Experience, Fall Student Teaching and Spring Student Teaching. The Fall and Spring Student Teaching will be at two different sites, with one site being a middle school and the other at a high school. Summer Introductory Field Experience (June – July) EDU 696 School Reform in Education During the EDU 696 Summer Course, you will be introduced to prevalent issues in urban education reform. These issues will have a marked effect on your role as a teacher in the DC classroom. Additionally, this course contains a field experience component where you will see a sample of DCPS and DC Charter schools and have a chance to interact with teachers and administrators. Fall Student Teaching (August 19 – December 13) You are expected to be at your school for a minimum of 4 days a week. The fall placement allows the fellow to gain hands-on experience. The fellow will observe their assigned cooperating teachers and participate by assisting the teacher with the implementation of classroom objectives. However, he/she will also teach more lessons and start to independently manage lesson planning and teaching as the semester progresses. Spring Student Teaching (January 3 – May 16) You are expected to be at your school for a minimum of 4 days a week. This final placement allows the fellow to integrate all the experience and knowledge from his coursework and prior student teaching experiences. The fellow will continue to observe and participate in the classroom. However, the student will “take over” the classroom for at least two weeks. With the assistance of the cooperating teacher, the fellow will be responsible for all lesson plans, teaching and assignments. The “two-week” take-over can be modified if needed. 8 Attendance The fellow’s daily schedule is the same as the cooperating teacher's schedule. Fellows should attend faculty meetings, PTA meetings, conferences, in-service workshops, duty assignments, and any other appropriate meetings. You are expected to be at your school four days per week. Absences should be limited to emergencies. It is the responsibility of the fellow to notify the cooperating teacher and the supervisor as soon as possible if he/she will be absent. You may miss up to 3 days of student teaching each semester with prior permission from your cooperating teacher. If the number of days absent exceeds three days for Student Teaching, fellows will be asked to extend or repeat their experience. The Director of Teacher Education evaluates each case individually when a fellow, cooperating teacher or university supervisor raises such concerns. When fellows have teaching responsibilities on a day when they must be absent, they must arrange either to send their teaching plans and materials to the school or have on file at the school alternate lesson plans already prepared for teacher use. Inclement weather can disrupt school schedules. Late openings or school closings, which are announced on local broadcasting stations, will guide your decisions. Fellows adhere to their assigned school's calendar, not American University’s, including holidays. In the case of inclement weather, the Director of Teacher Education will notify fellows on whether these hours need to be made up. Courses During Field Experience We understand that field experiences can be challenging, especially with the additional course load. Fellows are encouraged to keep the Office of Teacher Education abreast of anything that may interfere with the objectives of student teaching. Support will be provided to the extent possible. Observation and Evaluation Procedures Evaluation should be a continuous, sustaining process that helps students recognize their strengths and weaknesses. Communication between the fellow, cooperating teacher and mentor will often include brainstorming ideas and analyzing practice in order to examine why teaching succeeds or falters. By citing actual classroom performance, both informal and formal evaluations can explore ways to refine or adapt practices so that the fellow becomes more effective with all students. 9 FORMS AND DOCUMENTATION Submit the following documents each semester. All forms must be submitted in GoEd, unless otherwise indicated. Fall Student Teaching Documentation Submit the following documents at the end of the fall placement. All forms are due by January 1. Fellow ☐ Initial meeting with cooperating teacher and mentor ☐ Log of Hours ☐ 4 Observation Forms: 2 observations of cooperating teacher and 2 observations of other teachers ☐ 1 Practicum Final Evaluation (self-evaluation) ☐ Pre- and post-conference observation meetings for mentor and fellow to discuss observation ☐ Midterm and final conference meetings for cooperating teacher, mentor and fellow to discuss progress Cooperating Teacher ☐ 1 W9 Form, if one hasn’t been submitted in the past ☐ Updated Cooperating Teacher Dashboard ☐ Pre- and post-conference observation meetings for mentor and fellow to discuss observation ☐ 1 Observation Form ☐ 1 Practicum Final Evaluation ☐ 1 Cooperating Teacher Program Evaluation Form ☐ Midterm and final conference meetings for cooperating teacher, mentor and fellow to discuss progress Mentor (University Supervisor) ☐ Sign Agreement and return to Gray 111 ☐ Pre- and post-conference observation meetings for mentor and fellow to discuss observation ☐ Midterm and final conference meetings for cooperating teacher, mentor and fellow to discuss progress ☐ 4 Observation Forms ☐ 1 Lesson Plan Analysis and Implementation Form ☐ 1 Practicum Final Evaluation ☐ Approval of Log of Hours 10 Spring Student Teaching Documentation Submit the following documents at the end of the spring placement. All forms are due by June 1. Fellow Teacher ☐ Log of Hours ☐ 4 Observation Forms: 2 observations of cooperating teacher and 2 observations of other teachers ☐ Student Teaching Midterm Evaluation (self-evaluation) ☐ Student Teaching Final Evaluation and Content Addendum Form (final selfevaluation) ☐ Electronic portfolio (due in July) Cooperating Teacher ☐ 1 W9 Form, if one hasn’t been submitted in the past ☐ Updated Cooperating Teacher Dashboard ☐ 1 Observation Forms ☐ 1 Lesson Plan Analysis and Implementation Form ☐ Student Teaching Midterm Evaluation ☐ Student Teaching Final Evaluation and Content Addendum Form ☐ Cooperating Teacher Program Evaluation Form Mentor (University Supervisor) ☐ 4 Observation Forms ☐ Student Teaching Midterm Evaluation ☐ 1 Lesson Plan Analysis and Implementation Form ☐ Student Teaching Final Evaluation and Content Addendum Form ☐ Approval of Log of Hours Log of Hours: This form is used to document your field experience for purposes of AU credit and state certificates. Most states require clock-hour information before granting teacher certification. For these reasons, keep close track of the hours spent in observation, participation, and teaching. Record your daily hours on Form A. Our program requires 400 hours of Student Teaching each semester, with at least 120 hours of "direct teaching activities" over the course of both of these experiences. Form A allows AU to complete future requests for state verifications when you apply for various state certifications. University Superiors are responsible for approving Log of Hours in GoEd. 11 Definitions for time-log categories for Log of Hours: • Observation - watching students and/or teachers, scripting lessons, working in groups, writing detailed descriptions of specific children over time • Participation - conferencing with cooperating teacher and/or university supervisor, attending faculty/parent meetings, correcting papers, helping students with assignments, making bulletin boards, interactions with students which do not require a lesson plan and non-instructional time • Direct teaching - instruction, either individual, small group, entire class, or team-taught Observation Form and Lesson Plan Analysis and Implementation Form University supervisors observe fellows multiple times during their field experiences. A pre- and post-conference should occur at every formal observation. Following each visit, university supervisors should complete all pertinent forms within 48 hours of the visit. Fellows must prepare written plans for the lessons they teach.The cooperating teacher should preview plans in a pre-planning session. A fellow should not teach a lesson without such pre-planning. A copy of the lesson plan should be shared with the university supervisor before any visit. Cooperating teachers are expected to critique the fellow’s lessons providing professional assessment and guidance for improvement. It is highly recommended that other school professionals observe the fellow, providing a written performance assessment if possible (e.g. principal, vice-principal, department chair, etc.). Practicum Final Evaluation The fellow, cooperating teacher, and university supervisor each complete the Practicum Final Evaluation at the conclusion of the fall student teaching. Student Teaching Midterm Evaluation The fellow, cooperating teacher, and university supervisor each complete the Student Teaching Midterm Evaluation during the spring student teaching experience. Student Teaching Final Evaluation and Content Addendum Form At the conclusion of the spring student teaching placement, the fellow, cooperating teacher, and university supervisor hold a final three-way conference. Each individual completes a Student Teaching Final Evaluation and Content Addendum Form to be discussed at this conference. 12 Cooperating Teacher Dashboard, Cooperating Teacher Program Evaluation Form and W9 We ask that cooperating teachers keep updated profile information in the Cooperating Teacher Dashboard in GoEd. Accurate information is necessary to ensure timely payment. In order to process the cooperating teacher honorarium, each cooperating teacher is asked to evaluate the program using the Program Evaluation Form and submit a W9 form, if one has not been submitted in previous semesters. The W9 form can be found at http://www.irs.gov/pub/irs-pdf/fw9.pdf and must be faxed, mailed or emailed to the Office of Teacher Education. Professional Teaching Portfolio goed.american.edu The electronic portfolio is the culminating assignment of your program. It should consist of purposeful selections of work, which represent developing competency and provide evidence of growth towards beginning teacher performance standards. These selections may include assignments, assessments, art, videotapes, photographs, etc. The portfolio can supplement a resume to a prospective employer. The portfolio will be discussed in detail in EDU 540/542 methods courses. You should be incorporating artifacts into the portfolio system starting in the fall. As you gain more responsibility in their classrooms throughout the year, your portfolios should also reflect an increased level of activity, which will culminate in its submission in Summer 2014. 13 THE FELLOW Reporting to Assigned School Once you get your placement assignment, check on the best transportation route and method for getting to your assigned school. Also, contact or visit your cooperating teacher to introduce yourself and to confirm your date of arrival. When you arrive, report to the main office, unless you made other arrangements with your cooperating teacher. Introduce yourself to the front office staff and to the principal, if possible. These individuals will direct you to your classroom or introduce you to your cooperating teacher. In your first meeting, take time to understand the teacher’s background, class culture and the layout and sequence of the class. Also, go through the documentation sections of this handbook. Discuss with your cooperating teacher how to introduce yourself formally to the students, what roles you will play in your first week, and what ways you can immediately be helpful. In the School and Classroom Responsibility to the Student The first consideration of the cooperating teacher and the fellow should be to the personal and academic welfare of the students you teach. Although this is a preparation period, you must remember that you are influencing students intellectually and emotionally. As a prospective teacher you must strive to be a positive role model personally and professionally, relating to each pupil without prejudice or partiality. Responsibility to the Teacher Education Institution You are representatives of American University. The quality and integrity of the institution and the SETH are affected by the manner in which each fellow upholds our academic and professional standards during interactions with students, school staff members, and parents. Responsibility to One's Development as a Professional Patterns of professional behavior are nurtured as the fellow progresses through SETH's teacher preparation program. Field experiences enable you to become a more active member of the teaching profession, to recognize professional obligations, and to assume administrative responsibilities that are part of an educator's role. Use this time to inform yourself about professional organizations and legal aspects of the profession, focus on continual self-development and enrichment, reappraise teaching values and goals, and act according to 14 professional ethics. It is important that you continue this development on a regular basis after the conclusion of student teaching. Responsibility to the Profession and Society Fellows should be aware of the recent national concerns with the quality of today's teachers and the quality of instruction students have been receiving. Teaching is a golden opportunity to make a positive difference in your local community and in the world. Good teaching infuses the educational system with new ideas, an enthusiasm for teaching, and a commitment to create learning environments that respect the needs of all children. Relationship with the Cooperating Teacher Your relationship with your cooperating teacher will probably be different from that established with university faculty. The daily, informal contact between students and cooperating teachers often lends itself to a more personal rapport than is generally found in the university classroom. You should approach your relationship with your cooperating teacher in an open manner, while always acting with professional discretion. You should project an interested, cooperative, and enthusiastic attitude when working with your cooperating teacher, anticipating ways to be helpful. Discuss your cooperating teacher's long-range plans for the classes you are to teach so that you may better plan individual lessons. Learn about any individual students in the classes you will teach who have special needs. Encourage the teacher to explain what she/he does to meet such needs. Relationship with the University Supervisor A university supervisor is responsible for evaluating your work. However, your supervisor's primary role is that of a resource person. You can seek help from your supervisor in preparing lessons, invite suggestions for improving effectiveness, and call upon her/him to resolve ambiguities or problems in your student teaching setting. Outside your classroom Introduce yourself to other faculty and staff members. Arrange to meet the school principal and other administrators, and tour the school building, including the library, staff lounge, cafeteria, art, music, physical education rooms, and any other facilities unique to the school. Familiarize yourself with the outside facilities. If you plan to use any of these spaces with your class, inquire about school policies concerning their use. Obtain copies of school handbooks, textbooks, workbooks, or curriculum guides you can use in lesson preparations. Locate other resource materials and 15 technology in your assigned classroom or in the school, which may be useful in lesson preparation. Observation When you have all the responsibilities of a full-time teacher, you will find little chance to observe as thoroughly as you can now. At first, observe your own classroom in order to become familiar with the children (learn their names quickly!), the group dynamics, the curriculum, and your cooperating teacher's expectations and routines. Also, at the beginning and at the end of this experience, observe teachers of different subjects and ages (with their permission). These visits will reveal the broad range of effective teaching styles that your students encounter. Participation, Planning and Seminars Participation From the first day, begin to be an active participant in the classroom. Find ways to become actively involved (tutoring, small group work, bulletin boards, etc.), participating wherever it is appropriate, in ways that are comfortable for both you and your cooperating teacher. When appropriate and feasible, you should attend faculty meetings, PTA meetings, parent/teacher conferences, in-service meetings, extra-curricular activities, and other applicable professional activities. Learn about ancillary resources available to teachers, such as curricular libraries and book depositories. Planning and Teaching Discuss your role with your cooperating teacher. When you begin teaching the students, try starting with a small group and working toward a larger group of students. Experiment with a wide variety of appropriate teaching methods and materials. After you have become more comfortable and competent, you will eventually teach the whole group for an extended period. Meet with your cooperating teacher to discuss lesson plans prior to implementing them. Ask your cooperating teacher to observe your lessons and, for one lesson, to complete the lesson plan form, Form D09. Keep any other feedback in your notebook. Referring to the Evaluation forms will remind you of specific teaching behaviors that you want to develop during these months. Discuss your lesson strengths and needs with your cooperating teacher and university supervisor and openly invite constructive criticism. Act upon their suggestions. 16 Suggestions for the Student Be Professional: Look your best. The clothing you are used to wearing on the university campus may not be suited to your new role as teacher. School administrators, staff members, your students and their parents will make judgments about you based in part on your appearance. Be sure your dress and personal grooming habits say something positive about you! Be Prepared: The power of preparation cannot be underestimated! Excuses for teaching without proper planning are unacceptable. You have an obligation to your students and to the teaching profession to do the best job possible. Time spent in thoughtful consideration of specific lesson objectives, creative motivation ideas, sequencing of class activities, questions and examples, evaluation techniques, and differentiated instruction to assist those with special needs IS A MUST! As you will soon discover, proper planning will give you a feeling of personal confidence. Rather than “locking” you into a rigid set of daily activities, it frees you to make necessary modifications to your lessons. Having a very clear picture of your goals and procedures will allow you to quickly adapt them when necessary to accommodate newly discovered student needs or to compensate for unforeseen interruptions. Be Dependable: The whole world is depending on you! Well, maybe not the whole world, but the small part of the world in which you will soon find yourself. The school principle the parents, and the community at large depend on you to develop a solid educational program that will both guide and motivate students throughout their academic careers. Most importantly, your students depend on you for wisdom, strength, hope, and understanding. Be Open Minded: You know the basics of education and of teaching, but there is much information to learn. Be open to the possibility that your cooperating teacher and other teachers in your school may have teaching styles very different from your own. Their styles have been shaped and defined after years of experience, and trial and error in the classroom. Some teachers’ methods may at first seem “old fashioned”, “boring”, or ineffectual to you. Look deeper. What positive aspects of their teaching can you find that is working for them and for their students? Which students in the classroom respond to and benefit from each teacher’s style? Think about what you can personally or professionally learn from each person you come in contact with in your student teaching experience. Be Accepting of Criticism: Know that criticism from the cooperating teacher, university supervisor, and even from the students is genuinely meant to be constructive. Try to accept and even welcome criticism as a positive way to improve yourself. Evaluative comments can be useful as a means for 17 understanding how others perceive you, even if you believe the perception is an inaccurate assessment of your true personality or abilities. Accepting criticism won’t be easy. It will take strength and courage to admit to having weaknesses and to overcome them through change. Be an Authority Figure: Developing good rapport with students can be a formidable task. Be friendly to your students; show them care, respect, and understanding; exhibit a good sense of humor, and be interested in their interests. But be an authority figure first. It may feel good to be “one of the gang” today, but tomorrow, you may notice repercussions such as lack of respect, inappropriate language or behavior, or students unwilling to meet your expectations. Students expect and desire discipline, leadership, and visible maturity from their teachers. Be a Team Member: Be an active part of the school and community in which you teach! Get involved in extracurricular activities, by Co-advising a club or sport. Help with theater set construction, tennis practice, yearbook photography, or other activities appropriate to your skills and interests. Effective teaching depends in part on the degree to which you know your students. Look for ways outside the typical classroom setting where you can learn more about them. Be a team member with other school personnel. Get to know the various specialists in your assigned school so that you may seek their services or offer them yours. Custodians, secretaries, school cooks, psychologist, counselors, librarians, etc., all have areas of expertise, which could be useful to your planning and implementing lessons. Job Seeking This is the exciting part, the reason for all of your efforts. Jobs are out there to reward your search. Organize your materials early. Prepare your portfolio throughout the year, adding substantive, thoughtful components from your field experience and your coursework. • Take the appropriate Praxis II content test by September 1 and the Praxis II PLT test by February 1. http://www.ets.org/praxis/dc/requirements • Find out about the specific application procedures for each school system, including public and charter schools to which you are applying. Don't hesitate to call the school system offices to confirm their receipt of your application materials. • Obtain multiple copies of strong recommendations from your cooperating teachers, university supervisors, and university professors. It might help with 18 future applications to ask them to seal and sign the back of each envelope. • The AU Career Center (http://www.american.edu/careercenter/) organizes an extensive on-campus Interviewing schedule every spring semester for teachers. This service invites employers to interview selected graduating students by appointment. Students who first attend a Job Search Orientation at the Career Center may submit resumes for employer review. Other school systems asked students to use the AU Resume Referral Service. Register early in the semester to participate. • The AU Career Center offers advisory sessions in resume writing, interview strategies, and job search strategies. • The AU Career Center hosts an education networking event every spring semester. • School systems often send job opportunity notices directly to the AU SETH, which is sent out on our list serve. To join the list-serv, email sethadmin@american.edu. 19 Applying for Teacher Licensure The Office of Teacher Education strongly recommends students apply for initial DC licensure upon completion of your program. You can apply for an initial license once your degree has been conferred, you have completed the background check and fingerprinting and received DC passing scores on Praxis I and applicable Praxis II exams. The Teacher Education Program at American University is nationally accredited by the National Association for the Accreditation of Teacher Education (NCATE), and approved through the District of Columbia, which is a partner in a reciprocity agreement with the National Association of State Directors of Teacher Education and Education and Certification (NASDTEC). Reciprocal certification is accepted in over 40 states. You may find the reciprocity agreement at www.nasdtec.org/agreement.php. Licensure is not an automatic process. It has detailed, prescribed procedures, some of which are time-bound. You should plan carefully to complete the licensure process in a timely fashion. SETH's Office of Teacher Education is here to help you through the process, which is outlined below. Initial Licensure in the District of Columbia To teach in the public school system, you must be properly licensed. The Teacher Education Office will answer any questions about the licensing process, but you are responsible for submitting your application to OSSE. Teacher certification is a state responsibility; it is not granted by any university. By completing a teacher education program at American University, you are eligible to apply for a Regular II Initial DC License (F-2). Following are the procedures to complete this application. 1.) Students submit Regular II DC Initial License Application (F-2) to OSSE. The application can be found at http://osse.dc.gov/publication/applicationregular-ii-license. The application includes: • Fully completed application form (Parts I - V). Please include your AU ID on your application. • A $50 application processing fee in the form of a cashier’s check or money order made payable to DC Treasurer. No cash and no personal checks will be accepted. • Official undergraduate transcript(s) sealed in a college/university envelope documenting completion of a Bachelor's Degree. OSSE also recommends that all degree-bearing transcripts be submitted to them, 20 • • which means you should also include your AU transcript and transcripts for any other graduate degree program you have completed. An original fingerprint supported nation-wide Criminal History Report that has been issued within the previous 12 months. The report must be sealed in the official enveloped mailed by the agency issuing the criminal history background report. If you are employed with DC Public Schools (DCPS), you may submit the official clearance letter issued by the DCPS Office of School Security - Fingerprinting/ID Badge Office in lieu of the national criminal history report. (Please see more information below) Submit your complete application package to: OSSE - Division of Educator Licensure and Accreditation 810 First Street, NE, 5th Floor Washington, DC 20002 Background Check and Fingerprinting Information DC Public Schools (DCPS) Employees: All licensure applicants must provide a criminal history record/background check with their licensure application. The DCPS fingerprinting clearance process meets this requirement. This applies to initial, renewals, upgrades, and added endorsements. This clearance must be completed no more than one year from the date of the application submitted to OSSE. The District of Columbia Public Schools (DCPS) currently fingerprints existing and recently hired employees at no cost. Please go to the DCPS Office of Human Resources located at 1200 1st street N.E. Washington, DC 20002 10th floor to obtain the required authorization form to complete the fingerprinting process. DCPS employees must submit the original fingerprint clearance letter to OSSE along with their complete licensure application packet. OSSE cannot accept applications that are not inclusive of an official fingerprinting clearance letter from DCPS. If you are not a current DC Public Schools Employee, (which includes new hires) you may not access fingerprinting services from the District of Columbia Public Schools. 21 Non-DCPS Employees Applicants who are not employed or recently hired by the District of Columbia Public Schools (DCPS) must submit official background check results from the FBI. STEP 1 Go to one of the following locations to complete your fingerprinting with a photo ID: • • • • Central Business Services 1634 I Street, NW Suite 702 Washington, DC 20005-1226 (202) 628-3716 Hours: 9:00 - 5:00 M-F Fee: $15.00 (cash only) Card provided Miller Consulting Services 118 Broad St., Suite B Falls Church, VA 22046 (703) 241-4911 Hours: By appointment Fee: $15.00 Card provided ID Systems, Inc. 1010 Vermont Avenue, NW Suite 221 Washington, DC 20005 (202) 265-6500 American Fingerprinting Services 7272 Wisconsin Avenue Suite 300 Bethesda, MD 20814 (301) 941-1916 Some (NOT ALL) local police stations can do it for you as well, but you must call the FBI FIRST to have them send you a blank card for fingerprinting. You will need a blank card with you when you go to the police station. You can receive a card from the FBI by calling 304-625-5590, extension 3. Check with the local police station first to see if it will fingerprint you. Blank cards and more information can be found at www.fbi.gov: on the left side near the bottom click on more services, then ½ way down on right click on request FBI ID record. 22 STEP 2 The next step is to mail your fingerprints in an envelope along with the following items: 1. An $18.00 money order (no personal checks will be processed) made out to the Treasury of the United States 2. A letter stating the reason for the request. Be sure to include your home address. You will need to include the sealed envelope from the FBI with your application to OSSE. Please note that this process may take up to 16 weeks to complete, so we encourage you to submit your fingerprints to the FBI at the beginning of your student teaching. AU Submits Program Verification Form to OSSE. The Field Placement Coordinator will complete this form once your degree has been conferred. This form also verifies the PRAXIS scores that SETH has on file for you. OSSE will not authorize you to be licensed unless you have passed the appropriate PRAXIS exams for your program. Praxis Requirements for Graduation and Licensure This link provides you with a list of the required Praxis exams http://www.ets.org/praxis/dc/requirements. You must have passing scores on all required tests to receive a license. Licensure in Other States Students who complete approved teacher preparation programs and pass the appropriate national teacher examinations are eligible to apply for teacher certification (licensure) in the District of Columbia, and through such certification are eligible for reciprocal certification in over 40 states. Please be aware that some states may require additional courses or national teacher examinations. Students should contact individual State Departments of Education for the most recent information on current state requirements. Also, be sure to consult the ETS website (www.ets.org/praxis) for the specific tests required by each state. 23 THE COOPERATING TEACHER Cooperating teachers assume daily responsibility for the practical professional experiences of the fellows. At the same time, cooperating teachers serve as models for the fellows, who often emulate their philosophies, attitudes and techniques. SETH recognizes that cooperating teachers, while concerned with the preparation of future teachers, must first consider their obligations to the students for whom they are responsible. Nonetheless, cooperating teachers must be willing, especially in the early part of the experience, to give extra time and energy to provide adequate guidance for the novices. Relying upon you for your professional guidance, we urge you to trust your professional instincts and judgment, not only about delegating responsibility, but also about any reservations about the student's ability to be successful. Rarely, but inevitably, a few students come to this point with solid records but lack skills or traits to meet high professional standards. In these cases, teachers aid the university immensely by documenting problems in performance and by working with the supervisor, principal, and the Director of Teacher Education to provide the support our student needs or to remove the student from this teaching situation. Inducting new teachers can be thrilling, but is indeed the time to shift from academic to professional standards. Honorarium for Cooperating Teachers (Cooperating Teacher Dashboard, Program Evaluation Form and W9) The SETH presents small financial honoraria to cooperating teachers in appreciation for their professional assistance in the training of future teachers. By January 1st (fall placements) or June1st (spring placements), cooperating teachers should complete all forms on GoEd. Also, we must have a W9 on file to process payment. The W9 can be mailed, faxed or emailed to the Office of Teacher Education. All forms must be received by due date in order to process payment. Please note: We will not be able to compensate you if you do not submit your payment request on time. 24 Preparation for the Arrival of the Student Before the student arrives, you can take steps to establish a positive environment in which the student can learn and grow professionally. It is very helpful if you prepare a work area for the student to designate a place for personal items such as clothes, books, and teaching materials. Copies of curriculum guides, textbooks and teachers' guides, handbooks, faculty and student directories, or other materials that you think will help the student can provide a good start with you and your students. The students in your class should be prepared for the fellow. They should know the length of time in which the student will be in the classroom and that he or she should be given as much respect as any other teacher in the school. In the secondary level, desktop names or seating charts for each class can help a fellow immensely. Please inform the school faculty, administration, and staff prior to the arrival of your fellow. You might set up conferences for the first week between the fellow and various school personnel (e.g., principal, vice-principal, guidance counselor, department chair, media specialist, etc.). Such meetings enable the fellow to learn about school personnel, services and general policies. Supporting the Student Communication Establishing a rapport with the fellow will allow initial teaching experiences to take place in a supportive atmosphere. It is important that you model the types of lessons/activities you expect the student to prepare, and share your longrange plans, in order to help the fellow develop effective individual lesson plans. Praise and encouragement (when appropriate) can go a long way, for this is an anxious time for the fellow. Specific constructive criticism can clearly identify ways of improving. Although too much responsibility too soon might inhibit the student’s successful growth, too little responsibility detracts from growth as well. Acquainting the student with your school and class You may want to arrange for the fellow to tour the school building, including the staff lounge, cafeteria, art, music, physical education rooms, library, special education facilities, and any other facilities unique to the school. It is also helpful to direct the student to other resources in your classroom or in the school, which may be useful in lesson preparation, in addition to the copies of textbooks, workbooks, and curriculum guides available in your classroom. Inform the student of any individuals in the classroom with special needs and share ways you have found to meet those needs successfully. 25 Helping the student better observe teaching Sharing your lesson plans will both guide your fellow’s observations and reveal the preparation needed for successful teaching. You might suggest specific areas for the student to focus upon while observing and share your own reactions about the lesson you just taught, noting any changes you might make if you were to do the lesson again. It is helpful if you demonstrate varied teaching methods and materials. Please provide time and encouragement for the fellow to observe other staff members as well. Involving the students in all capacities Please suggest ways for the fellow to become actively involved in your classroom right away (e.g., tutoring, small group work, developing bulletin boards). The fellow looks forward to sharing your duties and responsibilities, and with your prior instruction and modeling, should be able to assume them at an incremental pace. You can aid the fellow's professional growth by encouraging participation in parent-teacher conferences, teacher in-service meetings, extra-curricular activities, and professional organizations whenever it is appropriate and feasible. Working with the University Supervisor You and the supervisor are the two expert advisors for the fellow. Supervisors will meet with you, as the semester begins and during the midterm and final evaluations of the fellows. You may always contact the university supervisor with questions or concerns by contacting the Office of Teacher Education. Evaluating the Fellow Planning To assist the fellow in developing comfort and confidence in teaching, plan cooperatively and review the student's daily plans. Expect consistent, effective lesson plans. No fellow should teach without such planning. Observations Critique the fellow’s lessons, sharing your observations in a constructive and timely manner. For formal observations, give complete written and oral feedback using the appropriate forms. For other lessons, give enough oral or written feedback to provide the fellow guidance for future lessons. 26 Evaluations Conversing frequently and openly, on a daily basis, with the fellow assures that the two of you are working as an effective team and nurtures the fellow's quest to become an effective teacher. Informal conversations are one of the most effective ways to give this type of feedback. Reviewing the student's performance at the end of each week is another way to offer constructive feedback in a timely manner, pointing out strengths and suggesting specific ideas for overcoming needs. This might also be a good time to discuss the academic and social needs of individual students. Forms E and F indicate the specific teaching skills and strategies American University uses to identify high standards. These performance-based assessments direct evaluation and feedback toward actual teacher practice. A successful field experience should prepare a fellow to perform at a level that is consistent with professional standards for a beginning teacher. As the cooperating teacher you will be responsible for assisting in the achievement of that level of proficiency, which will qualify the fellow for entrance into the teaching profession. Included in the Appendix is a set of performance standards, which have been adapted from InTASC: The Interstate New Teacher Assessment and Support Consortium. Please refer to this document to assist you in writing the midterm and final recommendation for your fellow. 27 Guiding a Candidate that is not progressing • Identify the problems and discuss them with the fellow and university supervisor in a three-way conference. • Identify areas for growth, and create an action plan to remedy the problem. • Arrange for the fellow to observe you teaching a lesson to a small group, and then have the fellow teach the same lesson to another small group (micro-teaching). • Be sure that the fellow understands the performance expectations of the field experience. • Increase observations of fellow and provide continuous written and verbal feedback that includes specific examples for change. • Provide many opportunities for the fellow to reflect on the instruction and assess their own performance. Use audio and videotaping. • Identify strengths, and have fellow work in areas of strength to enhance the possibility of success. • Keep accurate records of specific instances of difficulties, and discuss with fellow. • Arrange for the principal or another teacher to observe the fellow, and provide feedback. • AU requires our fellows to video themselves "in action" during the student teaching semester. If the student asks you to view the lesson, please support this effort. These evaluations enable us to monitor and assess student professional development through their pre-service training, identify program strengths and weaknesses, and obtain recommendations for program and staff refinement. 28 THE UNIVERSITY SUPERVISOR (MENTOR) The supervisor is the liaison between SETH and the school where the fellow is placed for their field experience. The primary function of the university supervisor is to provide guidance for the fellow in their development of teaching competency and to give assistance to the cooperating teacher. Supervisors are responsible for the following: • Attending University Supervisor Training session each semester • Initiate and attend an initial meeting with the cooperating teacher and fellow • Conducting pre- and post conference meetings for every formal observation to assist in improving instruction, analyzing problems, identifying strengths, and reflecting on teaching effectiveness • Reviewing lesson plans prior to formal observations • Completing required evaluation forms as outlined in the checklist • Unannounced visit – once during the practicum semester • Communicating regularly with assigned fellows and their cooperating teachers • Suggesting specific strategies or approaches if fellows are unsuccessful in implementing particular lesson plans or have management problems • Utilizing the observation framework, lesson plan format and rubric, and the InTASC standards to frame the evaluation of fellows; • Assisting fellows in identifying and collecting appropriate activities for their portfolios • Monitoring fellow’s progress on graduation portfolio; • Acting as a critical and resource for fellows as they face the challenges of teaching and learning • Assigning a grade for each fellow by using the Student Teaching rubric (Student Teaching Supervisors Only) • Grading two portfolios for each assigned student (Example: if you have 2 assigned students you will grade their two portfolios plus two others) Make an initial visit to each school to meet with the fellows and their cooperating teachers. Facilitate communication among the fellows, their cooperating teachers, and yourself. Encourage candidates to become actively involved in class and professional activities right from the start and give them suggestions on how to do so. Evaluation Encourage fellows to analyze their own lessons. Support their efforts in evaluating their performance through the use of video lessons. Suggest specific areas for the candidates to focus on while observing other teachers' lessons. 29 Monitor the pace at which fellows accept responsibilities and classroom duties from their cooperating teachers. Observe candidates' lessons on a regular basis, sharing your observations with them in a timely and constructive manner and completing written lesson evaluations. Encourage fellows to use a variety of appropriate teaching methods and materials. Check the fellow’s developing portfolio at each post-observation conference. Communicate on a regular basis with the Director of Teacher Education about the fellows' progress. Carefully documenting problems in a placement allows everyone involved to work toward a successful field experience or, if that is not possible, an informed, thoughtful change. Join the fellows and their cooperating teachers in both the Mid-Term and Final Conferences and complete the appropriate evaluation forms. The purpose of the conferences is to discuss the candidate’s progress to date and to discuss specific strengths as well as recommendations for improvement. This feedback provides the student with clear directions and expectations about competencies and skills. The final evaluation conference can be a rewarding culminating experience for the fellow provided that there are no last minute surprises. This conference includes a summative report of the performance criteria that has been considered and discussed during the student teaching semester. This conference should result in the fellow knowing his or her strengths and areas for continued growth. It can also be a time to discuss the type of teaching position for which the candidate is best suited. A successful field experience should prepare the fellow to perform at a level that is consistent with professional standards for a beginning teacher. As the supervisor, you will be responsible for assisting in the achievement of that level of proficiency, which will qualify the fellow for entrance into the teaching profession. Included in the Appendix is a set of performance standards, which have been adapted from InTASC. Please refer to this document to assist you in writing the midterm and final recommendation for your student. 30 APPENDIX Appendix A: Suggestions for Participation Activities for Fellows Below are some suggestions of ways in which fellows can become involved in classroom tasks from the start as they gradually assume their full role as teachers. • Conduct the day’s opening and closing sessions • Take attendance • Collect and distribute homework and other papers • Help supervise lunch, halls, and other informal activities • Dismiss students at the end of the day • Prepare bulletin boards • Create charts, posters, mobiles and other visual aids • Display students’ work within the classroom • Design individualized activities for students with special needs • Write instructions on the board • Assess assignments • Identify common student errors on test or homework • Set up and operate technology • Select and preview filmstrips, videos, movies • Gather materials needed for class demonstrations • Make seating arrangements conducive to a particular lesson or activity • Create a library corner with related readings Appendix B: Other Resources The AU Career Center • Offers extensive On-campus Interviewing schedule every spring semester for teachers. This service invites employers to interview selected graduating students by appointment. Students who first attend a Job Search Orientation at the Career Center may submit resumes for employer review. Other school systems asked students to use the AU Resume Referral Service. • Provides advisory sessions in resume writing, interview strategies, and job search strategies. • The AU Career Center hosts an education-networking event every spring. 31 • Job opportunities are frequently sent directly to the AU SETH, which are sent out on our list serve. Appendix C: InTASC Performance Standards for Beginning Teachers The Learner and Learning 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 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. Content Knowledge 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. Instructional Practice 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 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: 32 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. Professional Responsibility 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. Appendix D: District of Columbia Praxis Test and Passing Scores For updated information, please visit http://www.ets.org/praxis/dc/requirements. Appendix E: Who to Contact When Fellows should always initially contact their university supervisor with any questions or concerns within their field experience or portfolio. If a fellow has a concern with their placement or supervisor, he/she should contact the Director of Teacher Education. University Supervisors should contact the Director of Teacher Education with any questions or concerns. Cooperating Teachers should contact their university supervisor with any questions or concerns. If the university supervisor is not available, they should either contact the Director of Teacher Education or Field Placement Coordinator. Any serious concerns should be directly elevated to the Director of Teacher Education. 33