Your To Do List:
1. Pick up your PROGRAM.
2. Check Kathryn & Jolene’s Lists. If your
name is on one of their lists make sure
you meet with them.
3. Check the “ Who is your University
Supervisor” lists!
Today’s Schedule
8:30-9:30
Welcome/General Orientation to Student Teaching
9:35 -11:15
EdTPA/TK20, MTLE, & Licensure Informational Sessions
11:20 – 12:15
Introduction of University Supervisors. Meetings
between SCSU students and supervisors
SPED Students ONLY Meeting
12:15 -1:00
11:30 -1:00 in Voyager North
Lunch on your own
1:00 – 3:15
Co-teaching
3:15 TESL Students Meeting with Dr. Robinson in Ballroom
Teacher Candidate Responsibilities
Download or purchase the handbook
Know the contents and expectations
Eligibility questions please see Jolene.
Placement questions please see Kathryn
You must be registered for student teaching!
Field Experience Placement during
your Student Teaching
 Elementary Education:
 Follow the calendar that Teacher Development
gave to you. Mondays will be in the field.
 Child and Family Studies:
 2 full days in the field during Methods. One half
day must be in an inclusive setting!
Can you
believe it?
Where will you be
one year or two years
from now?
(Table Talk)
Stephen R. Covey
“Start with the end in mind.”
Stephen R. Covey, Seven Habits of Highly
Effective People: Powerful Lessons in Personal
Change.
Knowing what I know now…
Setting Goals…
Short Term:
Student Teaching:
Standards (INTASC,NYAEC)
EdTPA:
Get the rubrics now and each week
work on understanding them.
MTLE: Sign up to take them now
Long Term:
Getting your first job:
Preparation and Relationships
A Thought for New Teachers to Ponder……..
“I have come to a frightening conclusion.
I am the decisive element in the classroom.
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.
As a teacher, I possess tremendous power to make a
child’s life miserable or joyous.
I can be a tool of torture or an instrument of inspiration.
I can humiliate or humor, hurt, or heal.
In all situations, it is my response that decides whether
crisis will be escalated or de-escalated and a child
humanized or de-humanized.”
-- Hiam Ginott
A Major Impact
on Your Future
What is
Professionalism?
(elbow partner)
Everything counts…
FIRST IMPRESSIONS
MATTER!
The Ever Important…
Tips to a Great Handshake
1. Extend your hand and grip the other person's hand so
that the web of your thumbs meet.
2. Shake just a couple of times.
The motion is from the elbow, not the shoulder.
3. End the handshake cleanly, before the introduction is
over.
If you want to count, a good handshake is held for three or four
seconds
Adapted and taken from: http://www.dummies.com/WileyCDA/DummiesArticle/id-704.html
Remember you are a
GUEST
in the classroom…
If you are no longer wanted in the classroom, you
will be asked to leave.
At that point are mediation plan must be met
before you are placed again.
Calendar
Issues
Responsibilities of a Teacher Candidate:
(complete list in handbook)
Follow the Code of Ethics for MN teachers
• Provide professional educational services in a nondiscriminatory manner
• Protect the health and safety of students
• Maintain confidentiality
• Use reasonable disciplinary action
• Do not falsify or misrepresent records or facts about
your qualifications
• Do not knowingly make false or malicious
statements about students or colleagues
EXPECTATIONS
Taken from eduClipper
 The Charlotte Observer reported that an
afterschool staffer from Charlotte was fired for
his Facebook comment that he likes “chillin’ wit
my niggas” and a “suggestive exchange” with
a female friend. Two probationary teachers
faced termination for their Facebook musings
that “I’m feeling pissed because I hate my
students,” and I’m “teaching in the most ghetto
school in Charlotte.”
MORE Facebook/Twitter/Blogs
The Columbus (Ohio) Dispatch ran an exposé entitled,
“Teachers’ Saucy Web Profiles Risk Jobs.” One 25-year-old
female bragged on her MySpace site about being “sexy” and
“an aggressive freak in bed.” Another confessed that she
recently got drunk, took drugs, went skinny-dipping, and got
married.
 In Illinois, a 56-year-old former
language-arts teacher was found
guilty in September on sexual
abuse and assault charges
involving a 17-year-old female
student with whom he had
exchanged more than 700 text
messages.
 In Sacramento, a 37-year-old high
school band director pleaded
guilty to sexual misconduct
stemming from his relationship with
a 16-year-old female student; her
Facebook page had more than
1,200 private messages from him,
some about massages.
 In Pennsylvania, a 39-year-old
male high school athletic director
pleaded guilty in November to
charges of attempted corruption
of a minor; he was arrested after
offering a former male student gifts
in exchange for sex.
 And then there’s the sad tale of Pennsylvania
college senior who was dismissed from her
student teaching position because of
“unprofessional” postings on her MySpace site,
which she urged her students to visit. Her site
included comments criticizing her supervisor
and a photograph of her wearing a pirate hat
and drinking from a plastic cup with the caption
“drunken pirate.”
LESSON LEARNED!!!!
 The lesson from the Snyder case is this:
Unprofessional and inappropriate Internet
postings by college students can be used to
prevent them from entering the teaching
profession. Seriously.
Have you ever ‘googled’
yourself?
Try it!
Know what comes up.
Schools are ‘googling’ you!!!
What you need to provide for
your supervisor:
• Contact Information
• Weekly Schedule
edTPA
• Good Teaching
•
•
•
•
Good planning
Good instruction
Good assessment
Good reflection
• Every teacher candidate is expected to write
a detailed reflection and video tape
himself/herself teaching as an evaluative
tool.
What is
Professionalism?
JOB FAIR
 Early Spring
 Minneapolis Convention Center
 Contact Career Services
Professional Development
Conference
Monday November 2nd , 2015
8:30 AM to 3:30 PM
Student teachers are required to attend!
EXCEPTION:
Block 3 and CFS teacher candidates attend final semester of
student teaching.
Formal Evaluations
• Six formative evaluations will be completed by
your university supervisor. (Elem. & CFS three each semester)
• Six formative evaluations will be completed by
your cooperating teacher. (Elem. & CFS three each semester)
• An online final summative evaluation will be
completed at the end of the student teaching
experience by the university supervisor and your
cooperating teacher.
Standards of Effective Practice for Teachers
Dispositions
 dis·po·si·tion noun \ˌdis-pə-ˈzi-shən\
 : the usual attitude or mood of a person or
animal
 : a tendency to act or think in a particular way
Dispositions vs. School
•Positive learning environment
•Work ethic
•Willing to learn/improve
•Enjoy working in school
•Commitment to educational
learning
•Instruction tied to standards,
curriculum, and students
•Collaboration
•Value active inquiry, reflection and
problem solving skills
•Enthusiasm
•Value diversity
•Ongoing assessments/strategies
•Be reflective
•Ability to connect with
students
•Work ethic
•Willing to learn/improve
•Classroom Management
•Professionalism
•Teamwork/ team player
•Flexible/adaptable
•Enthusiasm
•Communication (written/verbal)
•Differentiated instruction
•Time Management
•Realistic Expectations
PART TWO
CRITICAL ISSUES
FOR
ALL
EDUCATORS
Health
Insurance
Six Important issues
that impact all teachers
•
•
•
•
•
•
Data Privacy
Boundary Issues
Personal Relationships
Child Abuse
Cultural Competence
School Safety
Taken From: (Education Minnesota, Classroom Essentials 2007-08)
Data Privacy Issues:
Keep student information private
Much of the information you will deal with is private educational data
on students and is protected by both state and federal privacy laws.
Sharing information when there is no valid educational reason for
doing so may subject you to discipline by the district and to civil liability.
When discussing students with colleagues, ask yourself whether the
discussion is really necessary to provide educational services to the
student.
 Do not discuss individual students outside the school setting.
Be sure volunteers in your classroom know they must keep information
on students private.
•Do not release information
•If you can’t release something in written form, you can’t release it orally.
•Do not list the names of top scorers or students who need to turn in work.
•Do not post students’ work on your class web site unless you have their
parents’ permission.
•Ask if your district allows you to display photos of students or send home
videos of students.
•If in doubt, when asked for information, withhold the requested information
until you check with your principal.
•If anyone questions you about a student, respond simply that the information
is private student data and that you cannot discuss it.
Boundary Issues
“Don’t let allegations of inappropriate touch ruin your career”
It’s sad but true. Every year a dozen or more Minnesota
teachers on average are accused of inappropriate touch.
Even when the charges are proven false, the impact on you
personally, your career and your colleagues can be
devastating.
Be aware of, and sensitive to, physical and emotional
boundaries.
Remember, you are not your students’ friend—you are their
teacher.
Let professional counselors and psychologists assist them with
emotional issues.
Here are some ways to reduce the risk of
being accused:
 Avoid physical horseplay with students.
 Don’t let students sit on your lap.
 Do not meet with students alone in a closed setting.
 If you are male, be especially careful.
 Regardless of gender, if you teach fifth grade or above, avoid
touching any students unless absolutely necessary.
 Avoid personal notes to students unless they deal solely with
educational matters. Be especially careful with e-mail, Twitter,
Snap Chats, and text messages.
 Use extreme caution when meeting with students in non-school
settings, especially when other adults are not present. You
should always have parent and district approval.
 Never use physical force to punish a student.
Personal Relationships…
• AVOID…
• Not Acceptable…
• Teachers “in the news”
• You WILL lose your license!
•
They did!
Child Abuse
“Teachers must report suspected abuse and neglect”
If you know or have reason to believe that one of your students
has been the victim of child abuse or neglect, Minnesota law
requires that you report it.
 It is not sufficient to simply report it to the administration.
 The law also provides you with immunity for reports made in
good faith.
 If you are unsure, you should err on the side of reporting and
leave the investigation to the proper authorities.
One sign or symptom may not necessarily indicate child
abuse, but some clues might lead you to suspect it:
 has a pattern of unexplained injuries or an






inordinate number of “explained” ones
inappropriately dressed for the season
habitually late or often absent
arrives early and leaves late because he or she is
reluctant to go home
unusually fearful of adults or other children
goes to the bathroom with difficulty or has trouble
sitting
constantly tired or shows evidence of malnutrition
Cultural Competence
“The ability to
work effectively across all
cultures in a way that
acknowledges and respects
the culture of the person or
organization being served.”
(Hanley 1999)
“If there is a lack of a close fit
between the primary cultures
of teachers and students,
students are at risk for school
difficulties.” (Cooper, 2002)
Teachers Should:
•Respect cultural differences
•Believe all students are capable of learning
•Have a sense of efficacy
•Know the cultural resources that students bring to school
•Be aware of the culture of their classroom
•Implement an enriched curriculum for all students
•“Build bridges between instructional content, materials, and methods,
and the cultural background of their students.” (Cooper, 2002)
•Be aware of cultural differences when evaluating students
•Be aware of their OWN culture in the classroom
SCHOOL SAFETY
“Help provide a safe learning environment”
 Statistically, public schools are one
of the safest places for children.
 But it is still essential to be
prepared for the possibility of
violence or other life-threatening
emergencies.
Where do you start?
 Familiarize yourself with your district’s crisis management
policy.
 Make sure you receive training in crisis procedures, including
opportunities to practice the procedures with students present.


Lock down procedures
Police canines
 Know your school building
 Know the staff and other adults authorized to be in your school.
 Pay attention to warning signs that a student could become
violent.
 Help foster a safe and respectful environment in your classroom
and school.
 For additional assistance, you can access Education
Minnesota’s Crisis Response Team through your building
representative or local president.
QUESTIONS?