PITTSBURG STATE UNIVERSITY
PROFESSIONAL SEMESTER HANDBOOK
2012-2013
Office of Teacher Education
College of Education
Table of Contents
Page
Welcome
1
Introduction
2
The Professional Semester
2
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Outside Activities/Classes During Professional Semester
2
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Phases of Student Teaching
3
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Coursework
4
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Major Assignments
5
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Performance Evaluations
6
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Observation and Evaluation Timeline
7
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Suggested Timeline for Professional Semester
8
Expectations of Professional Behavior
9
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Dispositions
9
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Confidentiality
9
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Student Teacher as a Substitute
9
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Attendance
10
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Professional Use of Technology
11
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Dress Code
12
The Professional Semester Team
13
Dealing with Problems involving Student Teachers
14
Responsibilities of the Professional Semester Team
15
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The Student Teacher
15
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Frequent Questions & Answers of Student Teachers
15
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The Cooperating Teacher
17
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Frequent Questions & Answers of Cooperating Teachers
18
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The University Supervisor
19
Licensure Requirements and Expenses
20
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Licensure Tests and Application Fees
20
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PLT and Content Test ID #’s, Names and Scores
21
Professional Knowledge Base
22
Welcome
Welcome to your professional semester at Pittsburg State University. This semester is designed to be a
culminating experience to help you become a competent, committed, caring teacher. As a candidate in teacher
education, you have completed all of the requirements that provide the content knowledge and pedagogical
skills that you will need in order to begin your professional semester. This semester will provide you with an
opportunity to practice, reflect, and build upon your knowledge and skills in a supportive environment. You
will have the opportunity to perform many of the duties and to make many of the instructional decisions of a
classroom teacher.
You may experience many gratifying and difficult days as the semester progresses. The work load will be
heavy and intense at times, but the semester has been carefully designed to help you be successful. This
professional experience will offer you many opportunities for professional growth if you keep an open mind,
positive attitude and do your best work. Set realistic goals and strive to meet them. It is our belief that a
successful professional semester experience depends on a solid partnership among the student teacher,
cooperating teacher, and university supervisor, so keep the lines of communication open. Don’t be afraid to ask
questions and seek advice.
We are proud of all you have accomplished to date and expect you to be very successful as you work toward
your ultimate goal of becoming a competent, committed, caring teacher.
Office of Teacher Education
Pittsburg State University
Phone: (620) 235-4489
E-mail: teachered@pittstate.edu
1
INTRODUCTION
During the professional semester it is understood that student teachers are trying, applying, and expanding on
professional knowledge, skills, and understanding gained during initial coursework and learning new knowledge,
skills and understanding under the direction of a certified and successful classroom teacher. Teacher candidates
come to the professional semester having had diverse experiences in elementary and secondary classrooms and
working with children in a variety of settings. These experiences have prepared you to be a student teacher.
The Professional Semester is a field-based experience that spans an entire semester. Student teachers will be
assigned to an area PK-12 school in your designated field with an experienced teacher. Cooperating teachers are
licensed in the state where they teach and have a minimum of three years teaching experience. They are identified
by the principal as a teacher who exhibits all the characteristics and skills of a highly qualified, master teacher and
who has a desire to mentor a student teacher.
THE PROFESSIONAL SEMESTER
All student teachers (fall and spring) are to report to their student teaching sites on
the first day of the semester for that district, including in-service meetings and work
days. Be prepared to report to your student teaching site before the PSU semester begins.
You will follow the school district calendar, not PSU’s calendar, for student contact days
and holidays.
As a student teacher, you are assigned a supervisor from the university who works with you throughout the
semester and will observe you several times. They will act as your mentor and will provide guidance, feedback, and
support. Some university supervisors also facilitate the professional semester seminar sessions. The Professional
Semester seminars are conducted from 9:00 a.m. to 4:00 p.m. during eight Thursdays of the PSU semester.
OUTSIDE ACTIVITIES/CLASSES DURING PROFESSIONAL SEMESTER
The Professional Semester is considered the beginning of your teaching career, and your energies should be
focused on gaining as much practical experience in the classroom as possible. Therefore, outside employment or
taking additional coursework is definitely not advised during the Professional Semester. If employment or
additional course work is a necessity, you must petition the Committee for Admission to and Retention in Teacher
Education (CARTE) for approval. A maximum number of hours that can be spent working is 20 hours per week.
Activities like coaching or sponsoring a club, while good experience, are considered extracurricular and should not
in any way interfere with your student teaching experience. If a conflict should become apparent or difficulties arise
in any outside activities you will be expected to reevaluate your obligations and make appropriate changes. Failure
to make appropriate changes could affect your status in the professional semester.
2
PHASES OF STUDENT TEACHING
The timeline for assuming full responsibility in the classroom is unique for each candidate. The
professional semester consists of three basic phases. Phase one consists of candidates primarily observing but
beginning to take over routines and procedures such as attendance and small group work. Phase two involves
gradually taking over the responsibility of managing the classroom under the guidance of the cooperating teacher.
In phase three candidates gradually return the responsibility of the classroom to the cooperating teacher. The
ultimate goal is to have the student teacher assume all duties and responsibilities for 3 to 5 weeks during the
professional semester. In no case will the candidate immediately assume total responsibility for the class.
Phase
Weeks
1-2
1
Role of the Candidate
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3-4
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5-8
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2
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9-12
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13-17
3
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Become oriented to the school and specific classroom
Become acquainted with the school’s policies, curriculum, culture, and
personnel
Become acquainted with the specific classroom’s instructional equipment,
procedures, rules, management plans and students
Meet daily/weekly with the cooperating teacher to ask questions, discuss
concerns, seek clarifications, celebrate success and reflect on the week
Is actively involved in assisting the cooperating teacher
Begin to work with individuals and small groups or teach specific lessons
Meet daily/weekly with the cooperating teacher to ask questions, discuss
concerns, seek clarifications, celebrate success and reflect on the week
Become more involved in teaching
Plan instruction, gather necessary materials, and carry out the instruction
Write lesson plans and share those with the cooperating teacher and university
supervisor
Begin to gradually take over beginning with a subject area or class section
adding more subjects and responsibilities gradually until full responsibility has
been reached
Meet daily/weekly with the cooperating teacher to ask questions, discuss
concerns, seek clarifications, celebrate success and reflect on the week
Fully responsible for the classroom including lesson planning, implementation
and management of the curriculum and students
Meet as needed with the cooperating teacher to ask questions, discuss concerns,
seek clarifications, celebrate success and reflect on the week
Gradually begin to phase out of full responsibility returning the classroom back
to the cooperating teacher
Spend part of the final weeks observing other classrooms
Meet as needed with the cooperating teacher to ask questions, discuss concerns,
seek clarifications, celebrate success and reflect on the week
3
COURSEWORK
The professional semester provides a hands-on application of knowledge and skills learned during your
preparation program. It offers experiences related to the realities of teaching and effective management of a
classroom. During the semester, you will be enrolled in 17 hours of coursework. The Office of Teacher Education
will enroll you in these courses when you have been conditionally admitted to professional semester.
The following list describes topics that are explored in the professional semester courses and seminars:
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Effective teaching principles including curriculum design, educational trends and issues, lesson
planning, instructional techniques, and professionalism.
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The educational foundations of the American school including national educational goals, social and
ethnic changes in education, school law, school policies and procedures, and the administrative
organization of the school system.
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The purposes, students and programs of the elementary or middle and secondary school with emphasis
on the theories of learning associated with elementary or secondary education including classroom
management, special programs, adolescent characteristics, communication, cultural influences on
learning, and effective relationships with students, staff, and parents.
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The theories and practice of evaluation including the uses of educational tests, assessment system
components, test development, parental/student communication and techniques of using evaluative
information, as well as teacher self-assessment.
4
MAJOR ASSIGNMENTS
Each course has its own objectives and requirements; however, the coursework is designed to be integrated
with the classroom teaching experience. A number of class requirements may apply to several different course
objectives. It should also be noted that changes and/or adjustments may be made at the discretion of the instructor
to meet class needs or individual school district schedules. Other activities will be assigned and actual due dates for
all assignments will be set by the seminar instructor.
Major assignments include but are not limited to:

ORIENTATION ASSIGNMENT: You will complete an orientation assignment at the beginning of
the semester. Using your school’s policy manual, School Report Card, and working with your
cooperating teacher, service personnel, and school principal, the assignment will help you become
familiar with: school policies, teacher policies, school curricula, school culture, classroom layout,
classroom procedures, teacher routines, classroom rules and expectations.

LESSON PLANS: You are expected to provide your supervisor with a copy of a typed lesson plan for
the lesson you are teaching for each visit. The format will be determined by your supervisor and
will be addressed during the professional semester seminars. You should consult your supervisor about
providing them with a copy of class handouts, power-points or other materials used in your lesson.

SHADOW STUDY: You will select one pupil and observe their behavior throughout the course of one
school day as they move through their regular schedule. You will be required to write a synopsis of that
student's behavior showing professional insight.
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TEACHER WORK SAMPLE (TWS): The TWS is an integrated teaching unit written by you based
upon Kansas Curriculum Standards and input from the cooperating teacher. The TWS must be grade
and age appropriate and lessons from the TWS must be taught.
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PROFESSIONAL TEACHING PORTFOLIO: Your Professional Portfolio is a collection of
artifacts that should document your mastery of the Professional Knowledge Base and effective
teaching. The portfolio will include your best work.
5
PERFORMANCE EVALUATIONS
Student teacher performance is evaluated through observations of experiences in the field, professional
discussion in the professional semester seminars, course assignments and student teacher self-assessment.
Evaluations are completed by the university supervisor and cooperating teacher(s). The performance evaluations
are centered around the 6 Professional Knowledge Base categories. A copy of the Professional Knowledge Base in
its entirety is included at the end of this handbook.
A. Professional Characteristics
The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which illustrate a
commitment to a dependable and professional demeanor, an underlying belief system that all students can
learn and specific efforts that foster collaborative/caring relationships.
B. Relationships with Students
The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which portray a
caring relationship with students, a positive rapport developed through enthusiasm and high student
expectation.
C. Instructional Planning
The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which denote a
strong knowledge base, an understanding of learning theory, an approach to outcomes-based instructional
planning, an integrated lesson design, and a variety of instructional strategies to provide opportunities for
all students to learn.
D. Instruction
The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which provide
active student-centered instruction characterized by clarity, variety, and flexibility.
E. Classroom Management
The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which promote an
orderly, safe classroom environment conducive to learning by providing clear rules and procedures that are
taught, monitored and consistently reinforced.
F. Evaluation
The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which establish fair
expectations, provide for multiple assessment opportunities, monitor progress in a timely fashion, provides
feedback through multiple means, and collaborate with others to meet the needs of all students.
6
OBSERVATION AND EVALUATION TIMELINE
University supervisors make a minimum of four classroom visits per semester. More visits may be
scheduled as needed. Student teachers are also observed by an academic supervisor from his or her major
department at least one time during the semester. Cooperating teachers make both informal and formal observations
in the classroom throughout the semester. Below is a chart that shows the estimated timeline for university
supervisor visits.
Visit
1
Time Frame
Purpose
Weeks 1-2
“HOWDY” - Getting acquainted
Reviewing Procedures
Setting Professional Goals for Growth
2
Weeks 4-6
First Formal Written Observation
Initial Evaluation submitted online
Outlining Interventions
3
Weeks 8-10
Second Formal Written Observation
Mid-Term Evaluation submitted online
4
Weeks 12-16
Final Formal Written Observation
Final Evaluation submitted to University
At specified times during the semester, a three-way conference is held (between the student teacher, cooperating
teacher, and university supervisor) where the evaluations of the cooperating teacher and the university supervisor
are discussed. Other conferences may be held as needed. The timeline for three-way conferences is:
Initial Evaluation
three to four weeks into the semester
Mid-Term Evaluation
eight to twelve weeks into the semester
Final Evaluation
the last six weeks of the semester
7
SUGGESTED TIMELINE FOR PROFESSIONAL SEMESTER
The professional semester experience is unique to each candidate. Involvement in classroom activities will
depend upon the individual’s readiness to perform the tasks assigned. The timeline below is designed to serve as a
guide to the sequence and pace of the professional semester. It is not expected that an exact adherence to these
guidelines will take place (for example, a student who completed an internship in the previous semester may move
more quickly on the timeline). The ultimate goal is to have the student teacher assume all duties and
responsibilities for 3 to 5 weeks during the professional semester. In no case will the candidate immediately
assume total responsibility for the class.
Professional semester major assignments are placed here in approximate “due date” locations. Other activities will
be assigned and actual due dates for all assignments will be set by the seminar instructor.
TIME
Student Teacher Required Activities
Additional Activities
Week 1
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Weeks 2-3
Weeks 4-5
Weeks 6-7
Weeks 8-9
Weeks 10-12
Weeks 13-16
Remaining
Time
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Observe the CT
Write a letter of introduction to parents
Introduce yourself to school personnel
Review curriculum materials
Begin working with individual students
Take over at least one routine
Complete Orientation Assignment
Observe, plan and evaluate as directed by CT
Teach 1-2 lessons each day
Complete contextual factors for TWS assignment
Teach 3-4 lessons each day
Observe, plan and evaluate as directed by CT
Plan/Complete Shadow Study
Continue adding lessons to teach
Observe, plan and evaluate as directed by CT
Identify topic, objectives, and assessments for TWS with CT
and US
Teach at least ½ the day
Attend and participate in parent teacher conferences (as
scheduled by school district)
Observe, plan and evaluate as directed by CT
Create Lesson Plans and Instructional procedure for TWS
Continue adding lessons to teach
Teach lesson plans from TWS
Observe, plan and evaluate as directed by CT
Take over the classroom completely
Analyze TWS learning results
Complete Professional Portfolio
Begin to return the class to the CT
Reflect on TWS
Complete TWS write-up
Observe in other classrooms/buildings (within the district)
CT= Cooperating Teacher
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Develop seating charts
Keep parallel grade book
Take attendance
Grade papers
Attend faculty meetings
Attend/observe IEP meeting
Observe a special education
classroom
Extra duty assignments
Attend committee meetings
US= University Supervisor TWS= Teacher Work Sample
8
EXPECTATIONS FOR PROFESSIONAL BEHAVIOR
The definition of professionalism is described as being ‘distinguished from an amateur’. As a teacher candidate,
you are more than a student; you are representing the teaching profession. As a teacher candidate at Pittsburg State
University, you will be interacting with and teaching in school classrooms. Behaving professionally is important
because you are making an impression at your school and do not know who will notice and/or remember you. You
will be representing PSU, the department, and yourself as a future teacher. If you choose to not follow the
expectations of Pittsburg State University during your Professional Semester, consequences could be imposed.
See page 14 for policy information.
DISPOSITIONS
As you move into the role of the professional educator, be aware that there are dispositions that great
teachers embody. Some of these dispositions include, but are not limited to: dependability, fairness, consistency,
positive demeanor, belief in all students’ ability to learn, ethical behavior, self-evaluation and reflection, effective
communication, and respect for all cultures and differences of others. These dispositions are all part of the
Professional Knowledge Base and you will be evaluated on these throughout your professional semester by your
cooperating teacher(s) and university supervisor. A copy of the Professional Knowledge Base in included on page
22.
Remember that you are a guest in the classroom and the school. You may disagree with your teacher’s or
principal’s teaching or communication style, but unless someone is hurt by abusive actions, you must refrain from
criticism and remain polite at all times. Talk with your university supervisor if you have concerns or want tips on
how to deal with the issue. DO NOT EVER discuss these concerns with other teachers or staff or on social network
sites. Also, refrain from expressing negative perceptions about a previous experience, clinical supervisor, principal
or school.
CONFIDENTIALITY
Confidentiality in all situations is required. Professional discussions may give you access to student and/or
school information. It is important that this information be used with integrity in a professional manner and remain
confidential. In other words, don’t talk about your students or any teacher from your cooperating school(s) in any
public forum including but not limited to Facebook and the teachers’ lounge. A breach in confidentiality will result
in consequences set forth by the university.
STUDENT TEACHER AS A SUBSTITUTE
Kansas state regulation (KSDE 91-19-6 e) and Pittsburg State University College of Education regulations
do not allow student teachers to fill any position except for those duties designated within the Student Teaching
Certificate issued by the Office of Teacher Education in conjunction with KSDE. It is imperative that student
9
teachers not be placed in a situation that is contrary to state regulations or puts the school and student teacher in a
liable situation.
ATTENDANCE
An important part of being a professional person is time management. You are expected to be at the school
during your scheduled times. If you are ill, have been in an accident or have a family emergency, please contact
your cooperating teacher and your university supervisor to report your absence. Any extracurricular activities
should not interfere with your scheduled time at your placement.
Excused Absences from Campus Sessions
1.
2.
3.
4.
5.
6.
Weather: snow, ice, flood (if roads are closed)
Death of immediate family member
Illness – Self or others in immediate family – Doctor excuse required
Court appearances/Jury duty
Participation in university activities if member of a team or group: Track meets, concert tours, etc.
National conferences – Must be approved by the cooperating teacher, university supervisor, and Director of
Teacher Education
*MAY NOT MISS CAMPUS SESSIONS for Parent/Teacher conferences, field trips, or other school functions.
Procedures to Follow if Thursday Session Must Be Missed
1. Call your supervisor before 8:45 a.m.
2. If you do not reach the supervisor, leave a voice message and a number where you can be reached
(NO e-mail messages or text messages)
3. Failure to comply with this policy will result in a consequence determined by the Director of Teacher
Education.
Excused Absences from School
1.
2.
3.
4.
5.
Death of immediate family member
Illness – Self or others in immediate family – Doctor excuse required
Court appearances/Jury duty
Participation in university activities (same as above)
National conferences if approved by cooperating teacher, university supervisor, and Director of Teacher
Education
Procedure to Follow if School Must Be Missed
1. Notify the cooperating teacher by phone (don’t email or text) as early as possible that you will be absent
2. Call the Principal’s Office
3. Call your supervisor (NO e-mail messages or text messages)
If more than 5 days of school are missed a consequence determined by the Director of Teacher Education will
result.
Failure to comply with the above procedures will put your professional semester completion in jeopardy.
10
PROFESSIONAL USE OF TECHNOLOGY
Appropriate use of technology is an important factor of professional behavior. Due to the fact that you will
be interacting with children who will be curious about you, you must make good, professional choices about the
content of personal webpages and social network sites. Working in the field of education places you in the public
eye, so awareness of your public persona is important. You should expect a degree of public scrutiny. With this in
mind, some basic guidelines have been provided for you.
Social network sites or personal webpages
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Your students ARE NOT your friends; do not initiate or confirm any friendship requests on Facebook or
any other social network site.
DO NOT post or blog about your cooperating teacher/students/school.
DO NOT be on Facebook or other social network sites during school hours!
Check photos (even the backgrounds) to make sure that all content is appropriate.
Remember you have a right to privacy; keep private what should be private.
DO NOT include anything on your personal site that you would not want a potential employer to view;
they will “Google” you.
Email address tags
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Change inappropriate email tags (i.e. sexybaby@hotmail.com).
DO NOT give students or parents your private email address.
Consider creating a separate email address for your profession. When you become a classroom teacher, the
school will provide one to you.
Phones
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Your students should NOT be provided your phone number.
Parents can call the school to make contact with you.
DO NOT be on your phone when you are supposed to be in the classroom, this includes texting and
accessing the internet.
11
DRESS CODE
Your manner of dress will need to reflect appropriateness for your chosen profession. You are being
provided with guidelines that will assist your success in the classroom. Remember that there are body parts that
should never show (both front and back). Also, underwear should be worn under your clothing. After dressing in
the morning, stand in front of your mirror and bend over, squat, raise your arms and bend forward from the waist. If
those certain body parts remain covered during this movement, you are probably pretty safe. If there is a doubt
about an outfit, DON’T WEAR IT! It is better to be safe than sorry!
Professional clothing generally includes:
Men
Women
Dress slacks
Casual dress slacks (khaki or twill)
Dress shirts, ties, collared polo shirts
Sweaters, vests, jackets
Dress and casual shoes
Business Casual
Dress slacks
Casual dress slacks (khaki or twill)
Dresses, skirts
Blouses
Sweaters, vests, jackets
Pant suits
Dress and casual shoes
Business Casual
Do Not Wear
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Any footwear that may interfere with performing your job, such as flip-flops or extremely high heels
Denim jeans (jeans of any color or style) unless the school has a special occasion or celebration that calls
for wearing jeans
Shorts of any type (exceptions for Physical Education majors)
T-shirts (especially with logos)
Clothing with potentially offensive phrases, political statements, religious statements, or inappropriate
advertising
Shirts (low-cut, short waisted, or short sleeved) that reveal too much skin, underwear, or tattoos
Athletic clothes (sweatshirts, hoodies, jogging suits)
Sagging pants worn low or pants cut with a “low rise” that reveal underwear or too much skin
Faded, unclean or wrinkled clothing
Grooming and Hygiene Basics
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Regular bathing and deodorant should be used to eliminate body odor
Wash and brush your hair regularly
Hair, beards and mustaches should be neatly trimmed and clean (or removed if not in accordance with
school policies)
Cologne or perfume, if used at all, should be subtle
Body piercing, other than earrings, should be unnoticeable
Fingernails should be trimmed and clean
Beware of smoking or pet odors
12
THE PROFESSIONAL SEMESTER TEAM
Pittsburg State University envisions the professional semester experience as a “partnership” between the student
teacher, the cooperating teacher, the district administrators, the university supervisors and the Office of Teacher
Education. The team effort provided, when all parties involved are directed toward a common goal, ensures a
successful experience for the student teacher. Team members and their roles include:
Student Teacher:
A student who has completed a sequenced course of study that prepares him or her
for classroom teaching under the guidance of a cooperating teacher and university
supervisor. The focus for the student teacher is the welfare of the students in his or
her classroom. While the student teacher is in a learning experience, he or she plans
lessons and interacts with students in a manner that meets the needs of all students.
Cooperating Teacher:
An experienced and licensed/certified “highly qualified” classroom teacher, working
in a state accredited school. The principal appoints the cooperating teacher to guide
the student teacher throughout the semester.
University Supervisor: University faculty member from the Office of Teacher Education who serves as
instructor of the Professional Semester courses, facilitates the Professional Semester
seminar and supervises the student teacher.
Academic Supervisor:
A program representative from the student teacher’s academic department. The
academic supervisor provides content specific support to the student teacher
throughout the program. During the professional semester, the academic supervisor
maintains contact with the student teacher and makes a minimum of one site visit for
observation purposes.
Director of
Teacher Education:
The coordinator of all teacher candidate placements. Contract agreements are
secured between the university and K-12 school districts for placement of teacher
candidates at all levels. The Office of Teacher Education houses all teacher candidate
files and records.
Cooperating
Administrators:
The administrator serves as the contact person between the school district and
Pittsburg State University Office of Teacher Education. He or she is responsible for
selecting experienced, highly qualified, master teachers to serve as cooperating
teachers.
13
DEALING WITH PROBLEMS INVOLVING STUDENT TEACHERS
The professional semester is a very demanding and stressful experience for most student teachers. The majority of
the student teachers quickly organize their schedules so that they are able to function successfully both
professionally and personally. Each student teacher is unique in the amount of supervision and assistance needed
from the cooperating teacher and university supervisor. Most problems which arise between the cooperating teacher
and the candidate are resolved through effective communication on a daily basis.
Very few (less than 2%) of the student teachers encounter difficulties to a degree that require major intervention.
Major intervention can be implemented on several levels. The severity of the concern or issue dictates at which
level the intervention begins. If at any time an administrator in a cooperating school advises the Director of
Teacher Education that a student teacher must be removed from a placement, the candidate will be removed
immediately. The levels of intervention are listed below:
Level 1: If the cooperating teacher or student teacher is unable to satisfactorily discuss the concern or issue
with the other party, he or she is to contact the university supervisor. Working as a team, the university
supervisor, cooperating teacher, and student teacher are usually able to correct the problem.
Level 2: The university supervisor notifies and discusses the concern or issue with the Director of Teacher
Education. A plan of action is developed and a contract may be written specifying action necessary to
address the concern or issue. The university supervisor shares ideas with the cooperating teacher and the
student teacher. If necessary, the Director meets with the student teacher and outlines possible outcomes.
The Director also gathers information from and communicates with the cooperating teacher and appropriate
administrators.
Level 3: The Director of Teacher Education notifies the chairperson of the student’s major academic
department and a committee is organized for developing a plan that best meets the needs of the student
teacher, students in the classroom, and cooperating teacher. The committee will consist of: the university
supervisor, the Director of Teacher Education, and at least one faculty member from the major department.
As appropriate, the cooperating teacher and/or building administrator may be part of this committee. In
some instances, the candidate may be required to appear before this committee. Options available for
committee consideration include:
1) Leave the student teacher in the present situation, creating a contract that outlines areas that must
show marked improvement immediately.
2) Place the student teacher at another site if agreed to by the new cooperating teacher and
administrator after being advised of the problem at the original placement.
3) Bring the student teacher back to campus for remediation and placement in a later semester.
4) Remove the student teacher from the professional semester and the teacher education program.
5) Deny licensure application.
Students have the right to appeal any decision to CARTE. After all other options have been exhausted, the final step
for filing an appeal is to meet with the Dean of the College of Education.
14
RESPONSIBILITIES OF THE PROFESSIONAL SEMESTER TEAM
THE STUDENT TEACHER
The student teacher moves from the role of a student in the university classroom to the facilitator of
learning in the school classroom. The professional semester is a vital part of the professional education experience.
Each student teacher is expected to achieve competence in all skill areas described by the PSU Professional
Knowledge Base.
The following includes suggestions for achieving success during the professional semester:
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Become familiar with rules and regulations established by the school.
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Check with the cooperating teacher about appropriate dress (see page 12).
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Be prompt arriving at school and don’t leave school until the approved time for teachers to leave the
building.
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If you must miss school because of an emergency or illness, call your cooperating teacher AND your
university supervisor prior to the beginning of the school day (see page 10).

Attend in-service workshops, teacher meetings, school functions, and student activities.

Develop an open and honest working relationship with the cooperating teacher.

Develop an open and honest relationship with the students making sure they understand you are a teacher
and not their buddy.

Get to know the school staff. Introduce yourself to the secretary(s), custodian(s), school nurse, school
counselor, special services teachers, bus drivers, food service personnel, etc. Learn about the important role
every person plays in providing quality educational services.

Review the curriculum guide(s) for your classroom(s). This will help you to plan lessons that fit within the
established curriculum.

Accept constructive feedback from the cooperating teacher and evaluate your own performance after each
lesson taught.

Organize your time effectively. Be sure to include some time in your schedule for fun and exercise.
FREQUENT QUESTIONS AND ANSWERS OF STUDENT TEACHERS
 What if the principal of the school requests that I not wear certain jewelry or clothing?
 Don’t wear it! You are required to follow the rules and regulations of the school district including dress
codes.
 What time should I go to school and how long should I remain?
 Follow the school schedule. Your hours should be consistent with those of your cooperating teacher.
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 If my cooperating teacher does not ask me to be involved with classroom activities, what should I do?
 Take initiative. Volunteer to help with routine activities and share your desire to be involved with the
cooperating teacher.
 What should I focus on during my first few weeks in the classroom?
 Observe how the teacher manages the classroom, presents lessons, responds to student questions,
organizes materials, and relates to students and other staff members. This is a good time to ask “Why?”
questions.
 Do I need to make daily lesson plans even if the cooperating teacher does not request a copy?
 Yes. Learning to teach is a process. Planning lessons as you begin to learn the art and science of
teaching will help you to think though the details you might otherwise overlook. The university
supervisor will request your lesson plan when observing. Lesson plans provide structure that leads
to successful teaching.
 What should I do if I must be absent from school?
 Call your cooperating teacher and university supervisor as soon as possible and share the reason for
your absence. You are allowed only a specified number of absences before your status in the
professional semester becomes a concern (see page 10).
 If I am injured while at school, does the school district insurance cover me?
 No. You need to secure your own personal insurance. The school district is not liable for any injuries to
you because you are not an employee of the district. There are several options for liability insurance,
discuss the concern with your university supervisor.
 If I have a problem, to whom should I talk?
 First, speak with your cooperating teacher, if this does not solve the problem then inform the university
supervisor (asking for help is not a sign of weakness or bad teaching!). Your supervisor can help you
develop an action plan to address the concern or issue. If you do not feel that these steps have been
successful, contact the Director of Teacher Education.
 When do I apply for teacher licensure?
 At the final professional semester seminar, you will be given licensure instructions and forms and
guided though the process. You are not eligible for your license until your degree has been posted
in the Registrar’s Office approximately two weeks following graduation and you have met all other
requirements.
16
 If I need special accommodations, to whom should I seek assistance?
 You should contact the Equal Opportunity Office located in 218 Russ Hall. They can be contacted by
phone at 620-235-4185 or by email at eoaa@pittstate.edu.
THE COOPERATING TEACHER
The cooperating teacher is the person who works the most closely with the student teacher. Cooperating
teachers are selected by building principals and district level administrators to serve as mentors. In this most
important role, acquainting the student teacher to the school setting and providing an environment that facilitates an
opportunity for success in the professional semester and beyond is the responsibility of the cooperating teacher.
The cooperating teacher is legally responsible for all that takes place in his or her classroom. While the
student teacher is eager to learn and is prepared to perform the duties of a beginning student teacher, ultimately, it is
the role of the cooperating teacher to monitor the lesson planning, classroom management implementation, teaching
technique, and interpersonal interaction style of the student teacher.
Upon the arrival of the student teacher, the following steps are suggested for orientation to the school
environment:
 Introduce him or her to the class as a teacher.
 Take the student teacher on a tour of the building and introduce him or her to personnel and school
policies.
 Share your classroom routine and instructional procedure, and show him or her where to find supplies
and equipment.
 Encourage the student teacher to become familiar with services provided in the school, such as library
services, school nurse services, counseling services, and special services programs.
 Help the student teacher build relationships with the students in the classroom. Advise him or her of
any specific medical or behavioral problems that might arise.
 Invite the student teacher to team-teach with you after he or she has become familiar with the
procedures and strategies you implement in your lessons.
 Set aside time to discuss steps you take when preparing for class. For example, share how you plan
lessons, select materials, present the lesson, evaluate the level of success, etc.
 Follow the guidelines provided by the university supervisor for when and how long the student teacher
should take over teaching duties, and for appropriate lesson critiquing strategies.
 Evaluate the student teacher’s performance at three points throughout the semester and submit a final
evaluation for inclusion in the student teacher’s credential file in the Office of Career Services.
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FREQUENT QUESTIONS AND ANSWERS OF COOPERATING TEACHERS
 How long should the student observe before teaching the class?
 Involve your student teacher immediately by assigning responsibilities such as taking attendance,
working with individuals or small groups, assisting with lab projects, etc.
 How soon should the student teacher begin full time teaching responsibilities?
 This varies according to the type of classroom. The university supervisor will discuss this during
the “HOWDY” visit. Allow the student teacher to gradually take over classes until he or she is
responsible for all classes. The ultimate goal is to have the student teacher assume all duties
and responsibilities for 3 to 5 weeks during the professional semester. In no case will the
candidate immediately assume total responsibility for the class. During the final two weeks of
the semester allow time for observing and visiting other classrooms in the district (see page 8).
 Should the student teacher prepare daily lesson plans?
 The student teacher should develop a lesson plan for each class taught consistent with the school’s
policy. The cooperating teacher should review the plan and provide constructive feedback.
 Should the student teacher make long term lesson plans?
 When preparing for taking over full teaching responsibility, long-term plans should be developed
for all units being taught. Again, guidance from the cooperative teacher is helpful. Monitor yourself
so that you are not doing more of the work than the student teacher. Your support and
encouragement are vital to the success of the lessons taught.
 Is it okay for the student teacher to use some of the cooperating teacher’s lesson plans and unit materials?
 During the early stages of teaching this will provide the student teacher with ideas and structure for
making his or her own lesson plans. However, the candidate must create their own Teacher Work
Sample unit and lessons with your guidance.
 If the student teacher makes a mistake in teaching the lesson should I correct him or her during the lesson
in front of the class?
 Avoid criticism of the student teacher in public whether with students or faculty and staff.
Conference with the student teacher in private when the need arises. Make notes of mistakes, point
them out, and discuss strategies for making improvements. Providing constructive feedback in a
non-threatening manner provides the best learning experience.
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 Should I leave the room while the student teacher is teaching?
 At the beginning of the semester, take care in leaving for any length of time. When the student
teacher becomes familiar with your classroom management methods and both you and the student
teacher feel comfortable, it is desirable for you to leave the student teacher in control. When the
student teacher assumes full responsibility of the class, you will want to provide feedback to him or
her after observing lessons taught. However, it is necessary for most student teachers to have the
freedom to teach without another adult in the room. Make sure the student teacher knows where
you are in case of an emergency.
 How often should I have conferences with the student teacher?
 Set aside a time at least once each week where you can discuss past performances and plan for
future lessons. The ability to communicate openly and honestly leads to success for everyone in the
classroom. This helps ensure there are no surprises on the final evaluation.
 If the teacher across the hall is absent, should I volunteer my student teacher for substituting since I am
close enough to see if problems arise?
 No! The student teacher cannot legally assume the role of substitute teacher.
 If I need to contact someone at the university, other than the supervisor, whom do I call?
 Contact Office of Teacher Education.
Phone: (620) 235-4489, e-mail: teachered@pittstate.edu
THE UNIVERSITY SUPERVISOR
The university supervisor is responsible for guiding the student teacher throughout the semester by
monitoring progress and working as a team with the cooperating teacher. While each supervisor’s specific style of
supervision is unique, they all share common goals. During the “HOWDY” visit, the university supervisor will
explain his or her role with the team. During the sixteen-week experience, you can expect, at a minimum, several
things from the supervisor. He or she will:

Keep informed of the student teacher’s work through conferences and observations as scheduled with the
student teacher.

Provide support and encouragement to the student teacher and cooperating teacher throughout the semester.

Make a minimum of four scheduled visits to the classroom.

Be available whenever the student teacher or cooperating teacher has questions and requests a meeting.

Evaluate the student teacher’s performance at three points throughout the semester and submit a final
evaluation for inclusion in the student teacher’s credential file in the Office of Career Services.
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LICENSURE REQUIREMENTS AND EXPENSES
Licensure to teach in the state of Kansas requires graduation from a state approved program, successful
completion of a Principles of Learning and Teaching (PLT) test (minimum score = 160), and the successful
completion of an academic content exam. Additional licensure requirements have been mandated by the Kansas
State Department of Education. Information specific to licensure will be discussed in seminar classes during the
professional semester. Contact the Director of Teacher Education for additional licensure information.
LICENSURE TESTS AND APPLICATION FEES
The following listing includes expenses to expect with their current fee rates:
1.
Principles of Teaching and Learning (PLT): $90.00 testing fee plus $50.00 registration fee.
2.
Content Test: Range from $65.00 - $90.00 testing fee plus $50.00 registration fee. A content test must
be completed for each subject area for which licensure is sought.
Note: The non-refundable registration fee covers all paper-based tests taken in the same testing year. It is
always possible to take one Content Test along with the PLT on any testing date. Check page 21 for a
listing of the KSDE required Content Test codes and titles.
3.
Fingerprinting for licensure: $50.00 to KSDE. The fingerprint card can be completed at any law
enforcement agency. PSU Campus Police will complete the fingerprinting process for a fee of $5.00
for current PSU students. It can be completed for those who are not students for a fee of $10.00. The
process from a local police department or law enforcement office may cost $10.00 or more.
4.
Official transcript for licensure: $5.00 per transcript
5.
Application for licensure to teach in Kansas: All licenses start with a $39 fee. An additional $3
per year of license life will be added. For example, an initial license, which lasts two years,
will cost $45 [39+3+3]. A professional license, which lasts 5 years, will cost $54 [39+(3x5)].
6.
For licensure or certification in other states, an application and fingerprinting fee specific to that state’s
requirements will be required.
Upon successful completion of the PSU teacher education program and the successful completion of all
required tests, you will be eligible for licensure in Kansas and Missouri. Certification in Oklahoma requires
licensure in Kansas and successful completion of three tests developed for Oklahoma teachers. An exception may
be possible if a request to substitute tests completed for Kansas licensure is submitted to the Oklahoma State
Department of Education. Specific requirements for licensure or certification in other states may be secured by
going to that states Department of Education website.
20
Application for licensure cannot be made until all requirements for graduation have been completed. Before
licensure applications can be submitted to the Kansas State Department of Education for processing, degrees must
be posted by the PSU Registrar’s Office, an official transcript submitted to the PSU Licensure Officer, and the PLT
and Content Area Tests must be successfully passed.
PLT & CONTENT TESTS IDENTIFICATION NUMBERS, NAMES, & SCORES
PLT: Licensure Levels
All Early Childhood Licenses
All Elementary Licenses
All Secondary Licenses
All PreK-12 Licenses
Content Licensure Area
Test Code
0621
0622
0624
Test Code
Test Name
Principles of Learning & Teaching: Early Childhood
Principles of Learning & Teaching: Grades K-6
Principles of Learning & Teaching: Grades 7-12
Select from the K-6 or 7-12
Test Name
Art
Adaptive Special Education
0134
0543
Biology
Chemistry
Early Childhood
Earth & Space Science
Elementary
0235
0245
0021
0571
0011
English as a Second Language
0361
English Language Arts 5-8
English Language Arts 6-12
0049
0041
Family & Consumer Science
French
Functional Special Education
0121
5174
0545
History Comprehensive 5-8
History & Government 6-12
Mathematics 5-8
Mathematics 6-12
0089
0081
0069
0061
Music: General, Instrumental,
Vocal
Physical Education
Physics
Psychology
Science 5-8
Spanish
Speech/Theatre
Technology Education
0113
Art: Content Knowledge
Special Education: Core Knowledge and Mild to
Moderate Applications
Biology: Content Knowledge
Chemistry: Content Knowledge
Education of Young Children
Earth & Space Science: Content Knowledge
Elementary Education: Curriculum, Instruction, and
Assessment
English to Speakers of Other Languages (contains
listening section)
Middle School English Language Arts
English Language, Literature, and Composition: Content
Knowledge
Family & Consumer Sciences
French: World Language
Special Education: Core Knowledge and Severe to
Profound Applications
Middle School Social Studies
Social Studies: Content Knowledge
Middle School Mathematics (Calculator Allowed)
Mathematics: Content Knowledge (Graphing Calculator
Required)
Music: Content Knowledge (contains listening section)
0091
0265
0390
0439
5195
0221
0051
Physical Education: Content Knowledge
Physics: Content Knowledge
Psychology
Middle School Science
Spanish: World Language
Speech Communication: Content Knowledge
Technology Education
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Kansas Cut
Score
160
160
160
160
Kansas Cut
Score
160
155
150
152
172
150
163
138
165
165
162
159
155
155
158
158
137
152
148
141
550
149
165
148
160
PITTSBURG STATE UNIVERSITY
COLLEGE OF EDUCATION
PROFESSIONAL KNOWLEDGE BASE
*
(D)
(T)
This indicator has been identified as representing a disposition.
This indicator has been identified as representing diversity.
This indicator has been identified as representing technology.
PROFESSIONAL CHARACTERISTICS
The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which illustrate a
commitment to a dependable and professional demeanor, an underlying belief system that all students can
learn and specific efforts that foster collaborative/caring relationships.
____ 1.
____ 2.
____ 3.
____ 4.
____ 5.
____ 6.
____ 7.
____ 8.
____ 9.
____ 10.
____ 11.
____ 12.
____ 13.
Is dependable, flexible, and punctual.*
Maintains a consistently positive and professional demeanor.*
Believes that all students can learn and teachers can make a significant contribution to learning.*(D)
Understands and respects a diverse student/parent population and helps all children learn respect for the
traditions and cultures of others.*(D)
Promotes a classroom environment that is caring and supportive to all students.*(D)
Complies with confidentiality laws and policies regarding students, parents, and personnel.
Knows and follows school policies and shares in the general responsibilities and duties associated with
teaching (e.g., attendance, discipline, hall duty).
Establishes two-way communication with colleagues and students.*
Communicates fluently using appropriate and grammatically correct oral and written language.
Sets goals or demonstrates a desire to continually acquire knowledge and skills especially in emerging
educational technologies.*(T)
Seeks to implement the recommendations from evaluations of professional performance.*
Practices self-evaluation and reflection to enhance instructional effectiveness.*
Maintains ethical behavior with all students and colleagues.*(D)
RELATIONSHIPS WITH STUDENTS
The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which portray a
caring relationship, positive rapport, high student expectations and a respect for the diverse talents of all
learners.
____ 14.
____ 15.
____ 16.
____ 17.
Conveys high expectations that all students will succeed and learn. (D)
Models an enthusiastic behavior and a caring attitude towards all students. (D)
Demonstrates positive rapport with a diverse student population. (D)
Listens carefully to all students then responds in a professional manner. (D)
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INSTRUCTIONAL PLANNING
The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which denote a
strong knowledge base, an understanding of learning theory, a backward design approach to instructional
planning, lessons designed and implemented with technology, an integrated lesson design, and a variety of
instructional strategies to provide opportunities for all students to learn.
____ 18. Understands the appropriate scope and sequence of objectives for teaching the curriculum (national,
state, and/or local standards).
____ 19. Develops clear short and long-term instruction plans (e.g. lesson plans, units, and/or modules) which
include objectives, materials, activities, adaptations/modifications and evaluation techniques based on
the curriculum.
____ 20. Has an up-to-date knowledge of the subject matter and attempts to incorporate diverse and practical
illustrations, examples and applications in lesson material and activities. (D)
____ 21. Selects materials and activities consistent with the objectives of the lesson and students’ diverse abilities
resulting in appropriate adaptations and modifications. (D)
____ 22. Has knowledge of and plans developmentally appropriate instruction. (D)
____ 23. Uses available technologies for planning and integration with other disciplines. (T)
____ 24. Structures lesson planning to allow for interventions, such as individualization, reteaching, and
alternative assessment, so all students can meet the objectives. (D)
____25. Creates lessons that encourage students to think creatively and critically, to solve problems, and to
develop skills needed in a global society. (D)
INSTRUCTION
The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which provide active
student-centered instruction characterized by clarity, variety, and flexibility to meet the needs of a diverse
community of learners.
____ 26. Conducts class with poise, confidence, and enthusiasm.
____ 27. Presents lessons in a clear, logical, and sequential manner.
____ 28. Insures that lesson materials and information are professionally displayed and accessible to all students.
(D)
____ 29. Communicates clearly to all students the objective and purpose of each lesson. (D)
____ 30. Reviews or provides an anticipatory set in an effort to gain the interest of the student.
____ 31. Provides a real world context for lesson content.
____ 32. Utilizes various instructional strategies appropriate for the objectives of the lesson.
____ 33. Incorporates differentiated instruction to meet the academic needs of all students. (D)
____ 34. Uses available educational technologies for effective instruction. (T)
____ 35. Encourages participation from all students through effective questioning strategies (e.g., equal
distribution, level variation, adequate wait time, probing and clue giving, and appropriate correctives
and feedback). (D)
____ 36. Responds to student questions in a concerned and effective manner.
____ 37. Provides opportunities for all students to successfully apply or practice knowledge and skills learned.
(D)
____ 38. Facilitates instructional strategies which provide opportunities to work individually and collaboratively
in groups.
____ 39. Conducts lessons at an appropriate pace and maximizes time on task.
____ 40. Provides focus on important points and checks for understanding.
____ 41. Accomplishes smooth and orderly transitions between parts of the lesson.
____ 42. Gives clear directions.
____ 43. Effectively achieves closure to each lesson and/or class period.
23
CLASSROOM MANAGEMENT
The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which promote an
orderly, safe classroom environment conducive to learning by providing clear rules and procedures which
are taught, monitored and consistently reinforced.
____ 44. Believes in and communicates a well-defined classroom management system.*
____ 45. Organizes and maintains the physical environment of the classroom in a pleasant and orderly manner
conducive to student learning and safety.
____ 46. Establishes, teaches, and reinforces classroom expectations, rules, routines, and procedures fairly.*(D)
____ 47. Teaches tolerance by example and by design, striving to develop a classroom atmosphere which
recognizes the value of all people regardless of their uniqueness.*(D)
____ 48. Monitors students’ behaviors and activities in the classroom at all times.
____ 49. Displays consistency in dealing with behavior in the least disruptive manner, utilizing appropriate
positive and negative consequences.
____ 50. Handles multiple tasks, intrusions, and distractions while maintaining the flow of the lesson.
____ 51. Understands how to handle unexpected classroom incidents and emergency procedures.
____ 52. Provides a learning environment which includes high time-on-task and active engagement.
EVALUATION
The teacher candidate will demonstrate specific attitudes, values, beliefs and behaviors which establish fair
expectations, provide for multiple assessment opportunities, monitor progress in a timely fashion, provide
feedback through multiple means, and collaborate with others to meet the needs of all students.
____ 53. Develops and communicates to students and parents a fair evaluation system which respects the legal
rights of all involved.*(D)
____ 54. Uses available technologies to post and communicate student progress in a timely manner.(T)
____ 55. Maintains clear and reasonable work standards and due dates.
____ 56. Consults a variety of sources (e.g., student records, counselors, resource specialists, parent conferences,
test results, and other diagnostic tools) to determine the learning needs and capabilities of individual
students.
____ 57. Uses multiple methods of assessing and evaluating student knowledge and performance. (D)
____ 58. Makes changes in instruction based on feedback from multiple classroom assessment sources.
____ 59. Gives timely and specific oral and/or written feedback on all assignments and provides corrective action
so all students can succeed.
____ 60. Has knowledge of the referral and intervention process and can use specialized services as student needs
arise.
24