Appendix A – Student Teacher Information and Teaching Schedules
MILLERSVILLE UNIVERSITY
Supplement to
A Guide for Student Teaching
SECONDARY EDUCATION
HANDBOOK
Department of Educational Foundations
P. O. Box1002
Millersville, PA 17551
Ph: (717) 872 3381
Revised Summer 2015
This packet is a supplement to the Millersville University Guide for Student Teaching. It
provides a brief overview of specific assessments and assignments used by secondary
programs in addition to the MU Adapted Danielson Evaluation. In this supplement we will
refer to student teachers as “Interns” and cooperating teachers as “mentor teachers.” This
supplement is intended for Art, English, Math, Social Studies, Science and Technology
Education interns, mentor teachers, and university supervisors.
Observations, Communication, Lesson planning, and Reflection
Interns will need to meet the expectations of both their mentor teachers and their university
supervisors regarding observations, communication, lesson planning, and reflection.
University supervisors will expect interns to:
 Provide them with a schedule of your mentor teacher’s classes, room location, and
contact information.
 Observe teachers other than their mentor.
 Be part of the school beyond your basic teaching responsibilities.
 Send them weekly schedules indicating classes you are teaching or co-teaching.
Typically supervisors will need these schedules sent by Thursday the week before.
 Require you to complete lesson plans well in advance of teaching.
 Engage in systematic reflection on your teaching.
Different supervisors and different mentor teachers will have different specific expectations
about how to complete these requirements. Interns should discuss expectations with their
supervisors and mentors as early as possible. Appendix A includes sample formats your
university supervisor may ask you to use for communicating schedules.
Co-Teaching
As explained in the Millersville University Guide for Student Teaching, Millersville strongly
supports co-teaching as a very positive way for an intern to learn the art of teaching and
also because it provides a strong learning environment for k-12 students. Co-planning is at
the heart of co-teaching. Interns, mentors, and university supervisors are encouraged to
start the planning process early and to have conversations about different forms of coteaching that will work in specific classrooms and ways for interns to take on varied and
increasing responsibilities as co-teachers.
EDSE 471 Differentiated Instruction Seminar
All secondary education and K-12 content area interns take EDSE 471 Differentiated
Instruction along with student teaching. This seminar is held in-person and through live
video conferencing on Monday nights. Interns must attend all meetings of this seminar
course. Mentor teachers should keep this attendance requirement in mind when suggesting
additional opportunities for involvement in school and professional development activities
that meet on Monday nights.
Requirements for Interns
In addition to participation on Monday nights interns are expected to:
 Develop Case Studies of two students – due the third Monday of the semester.
Interns are asked to “learn/get to know” the students that they will be teaching.
Specifically they are asked to identify two different students and prepare to be
interviewed by their seminar leaders about these students. One of the students
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should be receiving special education services; the other student should be receiving
ELL services. When there are no students receiving these services, interns can
work with their university supervisor and mentor teacher to identify suitable
alternatives.
Complete three formal reflections on differentiated lessons. Interns complete 3
lesson reflections describing what they are learning about their students, how they
differentiate instruction based on their knowledge of students, and how they know
their differentiation techniques lead to student learning. Please include 0relevant
aspects of your classroom context and knowledge of your students, building on
information you presented about your case study students in your interview. Interns
present and answer questions from their peers about their lesson reflections.
Final Forum Interviews. During the last class meeting, interns will attend an
interview-style final forum and answer questions about differentiation techniques and
how they are continuing to better understand diverse student populations. Cooperating teachers and university supervisors are invited to attend the event and to
serve as interviewers.
Mentor Teachers Role Related to EDSE 471
 Please help them identify appropriate students to focus on for their case studies.
Provide your insights about these students and share appropriate resources with
your intern. It is particularly important to be able to share IEP documents or
information based IEPs given to teachers in your district with your intern. This will be
important for your students because as your intern takes over specific responsibilities
they will also need to adapt lessons, assessments, and teaching so that the
requirements of the IEP continue to be met.
 Your intern will be developing three reflections on differentiated lessons. They will be
asking for your feedback and they specifically will need feedback on the
differentiation choices they made and how well those choices helped focus students
and the class as a whole.
 Help your intern arrange to attend an IEP meeting and work with specialist working
with English Language Learners if possible. Interns likely attended IEP meetings
once in their professional bloc and are expected to attend another meeting during
student teaching. The more experience the better.
 Sign the sheet your intern will give you verifying that they discussed differentiated
lessons with you and attempted to attend IEP and other meetings.
 The work your intern does for this class could be very informative for several aspects
of their final evaluation. Please see below.
University Supervisors Role Related to EDSE 471
 Discuss differentiated lesson decisions, strategies, and formative assessments with
your interns. Coach them with the goal of helping them know their students well and
to design instruction to meet the needs of all students.
 You may use products created by your student teachers as evidence related to their
evaluation using the MU Adapted Danielson Evaluation. While you may see several
many areas where evidence can be applied, there are three specific elements that
are very closely related. These elements and the associated language for the
Proficient level of the rubric are provided below.
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MU Adapted Danielson Evaluation EDSE 471 Related Elements
1 B: Demonstrating knowledge of students: The teacher candidate understands the active
nature of student learning and attains information about levels of development for groups of
students. The teacher candidate also purposefully acquires knowledge from several sources
about groups of students’ varied approaches to learning, knowledge and skills, special
needs, and interests and cultural heritages.
3D: Demonstrating flexibility and responsiveness: The teacher candidate promotes the
successful learning of all students, making minor adjustments as needed to instructional
plans and accommodating student questions, needs, and interests. Drawing on a broad
repertoire of strategies, the teacher candidate persists in seeking approaches for students
who have difficulty learning.
4a: Reflecting on Teaching: The teacher candidate makes an accurate assessment of a
lesson’s effectiveness and the extent to which it achieved its instructional outcomes and can
cite general references to support the judgment. The teacher candidate makes a few
specific suggestions of what could be tried another time the lesson is taught.
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CIRQL and Unit Planning
Requirements for unit planning vary among content areas, university supervisors, and
placements.
PDS Placements – PDS students generally have the opportunity to plan a unit of instruction
during professional bloc that they will teach during the student teaching semester. PDS
interns may use portions of this unit plan for their EDSE 471 seminar work where they apply.
Math and Foreign Language – CIRQL Math and Foreign Language students complete a
“CIRQL Unit.” This is a unit of instruction combined with specific planning and reflection
requirements. This project can also be used for EDSE 471 seminar work / PDS unit plans
where it applies. Math and Foreign Language interns can find complete information on the
CIRQL website: http://harmony2.millersville.edu/cirql/
This website contains:
 On-line version of the specific requirements and rubrics
 Exemplary samples of each stage from past students
 Movies from past students describing their experiences and providing advice.
 Multiple templates you may consider for planning your lessons and unit.
Others – Individual supervisors may require a unit plan from their interns who are not
completing CIRQL or who are not required to complete a unit as part of the PDS program.
Individual supervisors will explain their planning requirements with their interns.
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Appendix A – Student Teacher Information and Teaching Schedules
STUDENT TEACHER INFORMATION
NOTE: You must complete this form and give a copy to your University Supervisor by Friday
of the first week of student teaching
STUDENT TEACHER INFORMATION:
Name: _____________________________________________________________
Home
Address: _________________________________________ Phone: ____________
E-mail
Address: ____________________________________________________________
Major area of preparation:_______________________________________________
Other subjects able to teach:______________________________________________
Non-academic areas of interest:___________________________________________
Will graduate from Millersville: __________________________________________
Graduated from _____________________________ High School in ________ (year)
SCHOOL INFORMATION:
School name: ________________________________Classroom # ______
School Phone: __________________________
Extension: __________
Mentor Teacher: ______________________________
E-mail address: ___________________________________ Home phone: ____________
Mentor Teacher’s Schedule
PERIOD
Homeroom
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
TIME
MON.
TUES.
WED.
THURS.
FRI.
Schedule of Classes to be Taught
To facilitate the work of the supervisor, each intern will complete this form for each week of
his/her placement. NOTE THE DIRECTIONS.
Fill in all information for those periods which you teach or supervise during the week for
which the form is completed. Leave all other spaces blank. Indicate any period during
which a major test will be given. Fax, drop off, or e-mail to the supervisor no later than
Thursday evening of each week.
FOR THE WEEK BEGINNING MONDAY,
_________________________________________
SUBMITTED BY _____________________________________
_______________________
(name)
(school)
MU
SUPERVISOR______________________________________________________________
Per. Time MONDAY
Rm
Subject
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
Rm
Rm
Rm
Rm
Subject
Subject
Subject
Subject
1
2
3
4
5
6
7
8
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