Student Teaching Handbook
University of North Dakota
College of Education and Human Development
Education Building, Room 105
Box 7189
Grand Forks, ND 58202-7189
www.und.edu/dept/ehd/depts.htm
Revised July 2002
UND 2
UND STUDENT TEACHER HANDBOOK
TABLE OF CONTENTS
INTRODUCTION
UND Teacher Education Program ................................................................................................ 4
Department of Teaching and Learning Mission Statement .......................................................... 4
Teaching and Learning Conceptual Model ................................................................................... 5
Interstate New Teacher Assessment and Support Consortium Principles (INTASC) .................. 6
STUDENT TEACHING AT UND
The University and Public School Relationship ........................................................................... 7
Objectives of the Student Teaching Program ............................................................................... 7
Admission to Student Teaching .................................................................................................... 8
Essential Abilities Requirements .................................................................................................. 8
Reasons for Denial or Withdrawal of Student Teaching Applicant ............................................. 9
Applying to Student Teach ......................................................................................................... 10
Registering for Student Teaching and Senior Seminar ............................................................... 11
Student Teacher Orientation ....................................................................................................... 12
Student ND Education Association (SNDEA) ........................................................................... 12
Phases of Student Teaching ........................................................................................................ 13
Guidelines for Student Teaching ................................................................................................ 14
Student Teaching Syllabus ..................................................................................................... 15-19
Senior Seminar Syllabus ........................................................................................................ 20-22
STUDENT TEACHER ASSESSMENT PROCESS
Observation and Assessment Information .................................................................................. 23
Description of Assessment Forms .............................................................................................. 24
Student Teaching Rubric........................................................................................................ 25-26
Early Observation Report ........................................................................................................... 27
Mid-Term Report (student teacher uses same form for self-evaluation) ................................... 28
Professional Dispositions for Teacher Education .................................................................. 29-30
Final Report (student teacher uses same form for self-evaluation) ............................................ 31
Professional Portfolio Guidelines ......................................................................................... 32-35
Policy and Procedures for Unsatisfactory Performance ........................................................ 36-37
Student Right to Appeal .............................................................................................................. 37
STUDENT TEACHER FORMS
Description of Forms .................................................................................................................. 38
Liability Insurance Waiver ........................................................................................................ 39
Review of Student Teaching Handbook ..................................................................................... 40
Student Teacher Orientation Checklist .................................................................................. 41-42
Observation with a Purpose ................................................................................................... 43-45
Teaching Activities Checklist ..................................................................................................... 46
Student Teacher Evaluation of Cooperating Teacher ................................................................. 46
Student Teacher Evaluation of University Supervisor................................................................ 47
UND 3
Student Teacher Evaluation of Student Teaching Experience .................................................... 48
LESSON AND UNIT PLANNING
Things to Think About Before Teaching .................................................................................... 49
A Checklist for Lesson Planning and Lesson Plan Samples.................................................. 50-54
Questions that Reflective Teachers Ask Themselves ................................................................. 55
Unit Planning Outline ............................................................................................................ 56-57
Ineffective and Effective Teaching Behaviors in the Classroom................................................ 58
THE COOPERATING TEACHER
Suggestions for Cooperating Teachers .................................................................................. 60-62
Effective Cooperating Teacher Skills ......................................................................................... 63
Action Plan for Professional Growth (to help student teacher develop professional skills) ...... 64
Student Teacher Assessment....................................................................................................... 65
Student Teacher Recommendation ........................................................................................ 66-67
LICENSURE QUESTIONS and ANSWERS................................................................................ 68-69
NORTH DAKOTA GUIDELINES FOR STUDENT TEACHERS,
COOPERATING TEACHERS, AND UNIVERSITY SUPERVISORS ........................ 70-71
CODE OF ETHICS FOR NORTH DAKOTA TEACHERS....................................................... 72-75
FAMILY EDUCATION RIGHTS AND PRIVACY ACT ................................................................ 75
UND 4
UND TEACHER EDUCATION PROGRAM
Teacher education programs at UND reflect the tradition of progressive education. The progressive
vision includes individualized, developmentally appropriate, and constructivist curriculum; studentcentered learning; interdisciplinary approaches to solving real problems; use of primary resources and
direct experiences of learners; commitment to community involvement and to the school as a model
of democracy; valuing of diversity; and commitment to humane and holistic understandings of
learning, teaching, and evaluation.
Programs which prepare teachers at UND enable development of teachers who are committed to
lifelong learning about many things, but especially about the process of teaching; who are able to take
an active role in promoting the learning of students; and who can envision resolution to the dilemmas
of teaching which contribute to a democratic, humane, and just society. Connections between the
experiences of pre-service teachers as learners and their preparation as teachers are nurtured in the
programs through such practices as field experiences, structured writing, group learning, and
portfolio assessment.
TEACHING AND LEARNING MISSION STATEMENT
The Department of Teaching and Learning organizes programs for preparation and professional
development of teachers/teacher educators at the bachelor’s, master’s, and doctoral levels.
We engage in teaching, research, and service which originate in and inform exemplary practice at all
levels of education, from early childhood through higher education. Our name reflects our
commitment to the intertwined processes of teaching and learning.
We emphasize the personalization of reflective practice within a community supportive of students
and faculty.
We encourage scholarly inquiry and application, support development of interdisciplinary
perspectives, and promote the cultivation of collaborative activities, especially with our colleagues in
the public schools and other educational settings.
We strive to model practices which promote progressive education and affirm diversity.
We believe that learning is most powerful when constructed by the learner with his or her life
experiences.
UND 5
CONCEPTUAL MODEL
The organizing theme that is emerges throughout the UND teacher education program is Teaching
and Learning is a Lifelong Journey. The conceptual model “Teacher as Learner, Teacher as Active
Agent of Learning, and Teacher as Articulate Visionary” serves to guide faculty and students in the
teacher education programs across the University of North Dakota campus. Teacher candidates are
expected to demonstrate knowledge, skills, and dispositions as beginning educators that support this
theme and its conceptual components.
Teacher as Learner addresses our goal of developing teachers who are committed to the continuing
process of learning about many things, and especially about learning to teach. It requires that we
prepare teachers to see learning as a lifelong process and to understand that knowledge is constructed
when we make meaningful connections through and among our experiences (Lambert, 1995). It
recognizes the impact of diversity on our ways of learning and the need to continually champion
greater understanding of diversity to create environments in which all people can learn. The
conception of this theme is established in the general education and specialty areas of our programs
and is continued as an emphasis throughout the professional coursework by studying how one can
learn to teach.
Teacher as Active Agent of Learning focuses on the development of teachers who are able to take an
active role in promoting the learning of all students. In order to support the learning of others,
teacher candidates must master content knowledge, have full knowledge of the learner and a robust
understanding of pedagogical knowledge (Ball & Cohen, 1999, Darling-Hammond, 2000; 1999).
The context of learning and all of the elements that impact that context must be considered.
We support nurturing, trusting environments in which old assumptions and myths about learning are
abandoned while we focus on the construction of meaning and provide alternative ways of assessing
and evaluating knowledge and understanding. This theme is developed most strongly in the methods
and materials courses and clinical experiences of our programs.
Teacher as Articulate Visionary permeates all professional coursework. It is through this theme that
professional educators emerge who can envision alternative solutions to the dilemmas posed in
schools and can demonstrate the dispositions required of advocates for quality educational programs.
Teachers need to be able to seek, plan, and implement creative and human solutions that are inclusive
and are respectful of diverse communities. Teachers need to clearly articulate those visions and
collaborate with others to make them realities.
The UND teacher education program endorses Teaching and Learning is a Lifelong Journey as the
cornerstone for preparation of teacher candidates. The program measures growth and development of
its candidates through principles established in the Interstate New Teacher Assessment and Support
Consortium (INTASC).
UND 6
INTASC Principles
Interstate New Teacher Assessment and Support Consortium (INTASC)
1.
Knowledge of Subject Matter
 The teacher understands the central concepts, tools of inquiry, and structure of the
discipline(s) s/he teaches and can create learning experiences that make these aspects of
subject matter meaningful for students.
2.
Knowledge of Human Development and Learning
 The teacher understands how children learn and development and can provide learning
opportunities that support their intellectual, social, and personal development.
3.
Adapting Instruction for Individual Needs
 The teacher understands how students differ in their approaches to learning and creates
instructional opportunities that are adapted to diverse learners.
4.
Multiple Instructional Strategies
 The teacher understands and uses a variety of instructional strategies to encourage
students’ development of critical thinking, problem solving, and performance skills.
5.
Classroom Motivation and Management Skills
 The teacher uses an understanding of individual and group motivation and behavior to
create a learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation.
6.
Communication Skills
 The teacher uses knowledge of effective verbal, non-verbal and media communication
techniques to foster active inquiry, collaboration, and supportive interaction in the
classroom.
7.
Instructional Planning Skills
 The teacher plans instruction based on knowledge of subject matter, students, the
community, and curriculum goals.
8.
Assessment of Student Learning
 The teacher understands and uses formal and informal assessment strategies to ensure the
continuous intellectual, social, and physical development of the learner.
9.
Professional Commitment and Responsibility
10.

The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and
actions on others (students, parents, and other professionals in the learning community), and who
actively seeks out opportunities to grow professionally.
Partnerships
 The teacher fosters relationships with school colleagues, parents, and agencies in the
larger community to support students’ learning and well-being.
UND 7
STUDENT TEACHING AT UND
The University - Public School Relationship
A cooperative effort between the College of Education and the school in which the student teaching
is to take place provides the best possible learning experiences for student teachers. Student teachers
are considered interns in their assigned schools established by the Field Placement Office, school
administration, and cooperating teacher.
Student teachers are quasi-staff members of the school in which they are interning. Therefore, the
school has jurisdiction concerning school policy and classroom instructional expectations. Student
teachers who fail to comply with these policies and expectations are subject to whatever measures
have been established in the area of staff management. Student teacher work schedules will conform
to the school calendar regarding holidays and school functions and not to that of the University.
Concurrent with serving as quasi-staff members of their school, student teachers are UND students
completing their degree requirements of their teacher education programs. They have a commitment
to attend Senior Seminar and University-sponsored functions and occasionally may need limited
release time to complete University paperwork, to interview for teaching positions, etc.
The responsibility for student teachers is shared by the University and the school and is
complementary. Any major conflicts, problems, or questions of jurisdiction are best resolved through
mutual agreement or resolution on the part of both institutions.
Objectives of the Student Teaching Program
1.
To provide student teachers with a gradual induction into the role of professional teacher; and
opportunities to teach under guidance.
2.
To help student teachers develop an understanding of and demonstrate competence in the
role of professional teacher.
3.
To provide feedback to the student teacher in terms of growth in understandings and abilities
needed to assume the responsibilities of a beginning teacher.
4.
To develop improved programs by encouraging cooperative efforts among cooperating
teachers, university supervisors, administrators, consultants, and coordinators.
5.
To provide opportunities for student teaching experiences in multicultural settings in a variety
of locations across the nation and overseas.
UND 8
ADMISSION TO STUDENT TEACHING
Student teaching is required in all teacher education programs. Each student teaching placement
requires work and planning on the part of the student, the Director of Field Placement, the
cooperating faculty in the schools, and the faculty from the department of the student’s major.
Minimum requirements must be completed to be eligible for student teaching.

Early Childhood Education--all coursework in the major must be completed, a GPA of
2.75 presented, and recommendation of the Early Childhood Education faculty. A Phase 1
and/or 2 Professional Portfolio Review must be completed satisfactorily for final approval
to student teach.

Elementary Education— the following prerequisites must be completed before applying to
student teach:
1. Grade of C or better in TEAM courses
2. T&L 432 (Classroom Management)
3. Grade of C or better in all courses taken in the Elementary Major
4. 2.50 GPA in Elementary Major (2.75 beginning Fall 2003)
5. Satisfactory completion of TEAM Portfolio Review
6. Completion of all General Education Requirements
7. Satisfactory removal of Incompletes
8. Overall 2.50 GPA (2.75 beginning Fall 2003)
9. Satisfactory completion of TEAM portfolio
10. Have the recommendation of the teacher education faculty

Middle Level Education—must complete or be enrolled in the Middle School course work
and the areas of concentration with a minimum grade of C, satisfactorily complete a field
experience, earn a minimum overall GPA in their major of 2.75 based on at least 76 hours
of work, have satisfactorily completed a Phase 2 Professional Portfolio review, and have
the recommendation of the teacher education faculty.

Secondary Education--must complete or be enrolled in all courses of the major and the
professional education programs, have an overall GPA of at least 2.75, a minimum GPA of
2.75 in the major coursework completed by the time of application; have successfully
completed a Phase 2 Professional Portfolio review; and have the recommendation of the
teacher education faculty and the student’s adviser(s).
Essential Abilities Requirements
The following essential abilities are the basis for the requirements for admission, retention, and
graduation of applicants in the teacher education program: communication skills, intellectual
abilities, sensory abilities and the professional, behavioral, and social aspects of the
performance of the teacher. Additional attributes necessary for the teaching profession include
compassion, empathy, integrity, responsibility, a sense of justice, and the physical and
emotional capacity to handle the necessary demands of the job. A handout with detailed
descriptions of these essential abilities requirements is available in following offices: Director
of Teacher Education (103), Teaching and Learning (3) and Field Placement/Advising (105).
UND 9
ALL STUDENT TEACHING APPLICANTS:

All incompletes must be satisfied and grades of D and/or F in education coursework must
be raised to a minimum of C before applying to student teach.

All field experiences must be completed successfully.

All applicants must be approved and recommended for student teaching by their program
area faculty and screened by the teacher education faculty.
Requests to Student Teach out of the area: Although student teacher placement is usually made
within the greater Grand Forks area, more distant placements can be arranged for students whose
performance in the program is strong and who are recommended by their program area faculty.
The College of Education recommends that student teachers not be assigned to schools in which
they attended as students, where their children attend, or where they have relatives or close
acquaintances on the faculty and staff. The Department encourages student teachers who are
interested in urban and multicultural experiences to consider the QUEST (Quality Experiences in
Student Teaching) teaching sites in culturally and socio-economically diverse schools in Las Vegas,
Phoenix, and St. Paul. Overseas opportunities are offered through the Department of Defense
Dependents Schools. If interested, contact the Director of Field Placement for further information.
Students who are approved to student teach outside of the UND supervision area (a 70-mile radius)
must complete Senior Seminar their last semester on campus before student teaching. Out-of-area
student teachers are responsible for their own lodging and transportation expenses as well as their
supervision fee (set by the host district/campus).
Reasons for denial or withdrawal of the student teaching applicant:
1.
2.
3.
4.
5.
6.
7.
Failure to meet academic prerequisites.
Unsatisfactory performance in field experiences completed prior to student teaching.
Inability to perform the essential functions of a full-time student teaching position, with
reasonable accommodation.
Current illegal drug or alcohol use.
Repeated and documented inability to interact effectively with people.
Conviction of an offense which would authorize or require the superintendent of public
instruction to refuse to grant a teaching license.
Violation of the UND Code of Student Life or other evidence of incompetence, immorality,
intemperance or cruelty on the part of the student.
UND 10
Instructions for Applying to Student Teach
Application Deadlines:
To student teach in fall semester – the fourth Friday of January of the preceding semester.
To student teach in spring semester – the fourth Friday of September of the preceding semester.
A Seven-Step Process
Step 1: Pick up a Student Teaching Handbook in the Field Placement Office in the Education
building, Room 105. See student teaching guidelines and policies (pages 7-22).
Step 2: Pick up an unofficial current transcript from the Registrar’s Office (Twamley, 2nd floor).
Step 3: Complete your Student Teaching Application and Autobiography by following the
directions on-line: www.und.nodak.edu/dept/steach (or www.und.edu/dept/ehd/depts.htm).
Save your Autobiography on disk to make it easier to edit. List all relevant course titles
in each applicable category (do not include course numbers or grades).
Write complete, descriptive paragraphs with a professional appearance. The autobiography
is mailed to your cooperating teacher & supervisor and it represents you.
Double check to make sure the font is 12 pt Times New Roman or Helvetica and that the
printed copy is clear.
Step 4: Schedule an appointment with an EHD advisor (777-3183 or 777-4097) in the
Education Building, Room 105 to allow sufficient time for you to complete the full
application process.
Bring your Student Teaching Application Form and current transcript for EHD advisors to
compute your GPA information and to check your graduation status. (EHD advisor must
complete the GPA section of your application before you meet with your T&L
Advisor.)
Bring an updated program status sheet from your major, if you have one.
Step 5: Schedule an appointment with your Teaching and Learning Advisor.
Bring your Student Teaching Application and Autobiography.
Obtain advisor’s signature on your Application Form after s/he reads through your
autobiography.
Make any suggested changes in your Autobiography as advised or recommended.
Obtain a copy of your Phase 2 Portfolio Review report. If your portfolio review will not be
completed prior to your applying to student teach, inform the Field Placement staff of that
fact when you submit your other materials.
UND 11
Step 6: Submit required paperwork to the Field Placement Office, Education Building, Room
105. Your picture will be taken and a checklist will be completed for the following:
 Student Teaching Application (with all signatures)
 Unofficial current transcript
 Phase 2 Portfolio Review Report
 Autobiography (with the appropriate number of copies of your Autobiography).
o Single student teaching placement requires 3 autobiographies (office copy,
teacher copy, supervisor copy).
o Double placements require 5 copies (one office copy, 2 teacher copies,
supervisor copies).
While you are in the Field Placement Office dropping off your materials:
Step 7: Schedule an appointment to meet with the Director of Field Placement to review your
file and discuss placement options and any other concerns. Bring your handbook. You will
be asked to sign a Tentative Placement form that indicates you have read the handbook.
Inform the Director if you wish to disclose a health condition or disability that may require
modifications. Accommodations are made on an individual basis as disclosed and
requested.
If you request to student teach out of the area, submit your Out of Area Waiver with all
required signatures. You do not have to provide specific names and addresses at the time
you submit the Waiver. You and the Director of Field Placement will work on the specific
placement information after the application deadline.
All Student Teaching Applications are reviewed by the Teacher Education faculty (including
Extended Faculty) for acceptance or denial.
NOTE: As of July 1, 2002, teacher candidates are required take the Praxis I Basic Skills Test (PPST)
to be licensed in North Dakota if you have not already taken it. (Minnesota already required the test
for licensure.) Listed below are the required cut-off scores for each state:
North Dakota:
Math
Reading
Writing
172
173
173
Minnesota:
Math
Reading
Writing
169
173
172
REGISTERING FOR STUDENT TEACHING AND SENIOR SEMINAR
Student Teaching:
The Time Schedule of Classes for Teaching and Learning lists T & L 487 Student Teaching as the
prefix for all categories of student teaching. Student teachers must select the call number and credit
hours for their particular area of student teaching. Double placements require registration in both
areas. All placements are 16 weeks or 8wk/8wk combination placements (Exceptions: Pre-K requires
18 weeks ½ days. BVED requires a practicum +10 wks completed in the same semester).
UND 12
Student Teaching Sections:
487 Student Tch: Sec ed/BVED
487 Student Tch: Post Voc
487 Student Tch: Sec Ed/Sec Engl
487 Student Tch: Sec Ed/Sec Frgn Lang
487 Student Tch: Sec Ed/Sec Ind Tech
487 Student Tch: Sec Ed/Sec Math
487 Student Tch: Sec Ed/Sec Music
487 Student Tch: Sec Ed/Phy Ed
487 Student Tch: Sec Ed/Sec Sci
487 Student Tch: Sec Ed/Sec Speech
487 Student Tch: Sec Vis arts
487 Student Tch: Sec Ed/Social Sci
487 Student Tch: Sec Ed/Voc Mrkt
487 Student Teaching Pre-K
487 Student Teaching Kindergarten
487 Student Teaching/Elem
487 Student Teaching/Elem Art
487 Student Teaching/Elem Music
487 Student Teaching/Elem PE
487 Student Teaching/Middle School
487 Student Teaching/Elem/Middle School
Senior Seminar:
Student teachers register for T&L 488 Senior Seminar concurrently with student teaching. This onecredit professional development seminar provides current, critical information on various topics
related to the teaching profession. In addition, student teachers have the opportunity to receive onsite finger printing services for teacher licensure, to register for HIV training, to set up their
credential file, to attend mock interviews and the education fair, etc. Student teachers develop a
professional portfolio during the student teaching semester that demonstrates their proficiency in
several areas related to teaching and learning. Students who plan to student teach out of the area
should attend Senior Seminar their last semester on campus before their student teaching semester.
(Pre-K and ISBE have their own seminars but students are welcome to attend Senior Seminar).
Teacher Education Fee:
Beginning fall 2002, a teacher education program fee of $100 will be charged each semester to all
full-time students who have been admitted to the education program. Part-time students will be
assessed a prorated fee.
STUDENT TEACHING ORIENTATION
The Director of Field Placement facilitates an orientation for applicants the semester prior to their
student teaching. All teacher candidates attend this orientation to receive their placement
assignments, to review student teaching expectations and guidelines, to clarify policies and
procedures, and to prepare for an introductory classroom visit before their student teaching semester
begins.
SNDEA (Students ND Education Association)
All student teachers are encouraged to join SNDEA for several reasons:
 A pre-professional association for students entering the teaching profession
 $1,000,000 association professional liability insurance while in the classroom;
 Workshops and publications from national and state affiliates
 Opportunities to network with other pre-professionals
 Opportunities for leadership at the local, state, and national levels
Dues are approximately $38 per year (Aug-May). Information and applications are available in the
Education Building, Room 105.
UND 13
PHASES OF STUDENT TEACHING
Planning the experiences of a student teacher is not an easy task. It is especially difficult for the
College of Education to suggest any set pattern because of the differences between student teachers,
cooperating teachers, and classroom settings. Consequently, cooperating teachers are in the best
position to formulate a plan by which their student teachers will assume classroom responsibilities.
The following phases are approximations to serve as general guidelines.
Stage 1 Orientation: An orientation phase at the beginning of the semester provides student
teachers with an opportunity to become familiar with school policies, classroom routines, building
personnel, classroom objectives, procedures, and individual students. During the first two weeks,
student teachers complete an Orientation Checklist that serves as a guide to becoming familiar with
the building, its faculty, staff and students. Cooperating teachers and student teachers plan
collaboratively for the upcoming transition in to teaching.
Stage 2 Observing/Participating: During this stage, student teachers should be provided
opportunities to assist cooperating teachers. It is a good policy for students to assume some
responsibilities immediately. These responsibilities will vary from school to school and at different
grade levels. Cooperating teachers should gradually increase the responsibilities of student teachers in
performing routine duties, working with individuals/small groups, etc.
This stage is an ideal time to plan collaboratively and establish team-teaching strategies, as well as
provide opportunities to observe in other classrooms. The cooperating teacher should offer the
student teacher support and modeling while encouraging independence. Cooperating teachers should
provide continuity for the classroom. As student teachers develop skills and confidence, cooperating
teachers relinquish more duties to them.
Phase 3 Full Teaching Responsibility: Together, the cooperating teacher and student teacher
decide when it is time for full teaching responsibility. Teaching a full class schedule is desirable
because it gives the student teacher a realistic perspective of the work required of a full-time teacher.
Student teachers should fully implement the activities from the Teaching Activities Checklist. The
College of Education recommends a minimum of two full weeks of lead teaching (assumption of
complete planning and teaching responsibilities) for a 16-week assignment and a minimum of one
full week lead teaching for each eight-week assignment.
The length of full teaching responsibility will depend upon such factors as: 1) the nature of the
classes, 2) progress of the student teacher, 3) responsibility and maturity of the student teacher,
4) judgment of the cooperating teacher, and 5) policy of the school system.
The State allows student teachers to substitute in their assigned classrooms for 2 days only.
Phase 4 Phase-out/Observations: The purpose of this phase is to provide a smooth transition
of responsibilities from student teachers back to cooperating teachers. While student teachers will
continue to assist with various aspects of the teaching, they should gradually reduce their teaching
load and be provided opportunities to observe in other classrooms, attend end-of-semester
Department activities and prepare for graduation and licensure. Student teachers are to be engaged in
teaching-related activities through their sixteenth week, but not necessarily in their assigned
classroom.
UND 14
GUIDELINES FOR STUDENT TEACHERS
1. Be familiar with this handbook and be responsible in carrying out the requirements.
2. Place student teaching responsibilities as the highest priority even though there may be other
personally compelling concerns.
3. Obtain, know, and conform to the school and classroom policies and time schedules. Follow the
public school calendar rather than the university calendar
4. Behave in a professional manner. Use proper grammar, spelling and punctuation. Avoid trite and
slang expressions and gender-biased comments.
5. Be well groomed at all times. Determine what is appropriate for your building. It may be
advisable to model from the more formal faculty examples to help make the transition from
student to teacher.
6. Treat all information regarding students, faculty and staff as strictly confidential.
7. Demonstrate interest and initiative in assuming student teaching duties. Be inquisitive.
8. Prepare, write, and teach detailed lessons (and a unit) in accordance with established procedures
or agreements. Provide copies of each lesson to Cooperating Teacher for review two days before
you teach it. Provide a copy of your lesson plan and journal to your Supervisor at each visit.
9. Demonstrate teaching skills that include individualizing for cultural and learning differences.
10. Demonstrate appropriate classroom and behavior management skills.
11. Develop good rapport with students, faculty, staff, administration and the public.
12. Be willing to accept suggestions and assessment, demonstrate the ability to assess personal
progress, and incorporate new ideas in subsequent planning and teaching.
13. Perform whatever non-instructional duties within and outside the classroom that are normally
expected of the classroom teacher.
14. Demonstrate the ability to assume all teaching duties for a minimum of two full weeks (one full
week for eight-week assignments) during student teaching.
15. Notify the cooperating teacher and the University supervisor as far in advance as possible if an
absence from school is unavoidable. In cases of prolonged excused absence, it may be necessary
to require an extension of the student teaching experience.
16. Maintain open communication with the University supervisor concerning progress, problems or
other matters pertinent to the student teacher experience.
17. Attend Senior Seminar.
UND 15
T&L 487 STUDENT TEACHING
Director:
Linda M. Holdman, Ph.D.
Education Building, Suite 105
Office: 701-777-3142
Home: 701-795-6958
E-Mail: linda_holdman@und.nodak.edu
Description: Student teaching is the culminating experience in the education program. It provides
the opportunity for the student teacher to put theory into practice under the guidance of a licensed
teacher and a university supervisor, allowing the gradual induction into the role of a professional
teacher. Feedback and assessment are given in terms of growth in the understandings and abilities
needed to assume the responsibilities of a beginning teacher. Emphasis is placed on helping the
student teacher become a reflective professional. Cooperation among the classroom teacher,
university supervisor, and administrators is encouraged. The teacher education program provides the
student teacher with the opportunity to participate in multicultural or international sites.
Teacher Education Performance Standards—to be demonstrated through your student teaching
experience and documented in your Professional Portfolio.
1. Knowledge of Subject Matter
6. Communication Skills
2. Knowledge of Human Dev. and Learning
7. Instructional Planning Skills
3. Adapting Instruction for Individual Needs
8. Assessment of Student Learning
4. Multiple Instructional Strategies
9. Professional Commitment & Responsibility
5. Classroom Motivation and Management Skills 10. Partnerships
Anticipated Experiences and Accomplishments:
1. Observing teachers in their various roles as they work with students, meet with parents, confer
with support staff and administrators, and collaborate with colleagues (4)
2. Practicing various teaching methods (including technology) in relevant curricular areas (6)
3. Developing and implementing appropriate lesson plans in relevant curricular areas for optimal
teaching and learning. Developing and implementing a quality unit (1, 3, 7)
4. Developing an awareness of one’s preferred teaching style (9)
5. Practicing various documentation and assessment tools (5, 8)
6. Demonstrating classroom management principles that promote responsibility and selfdiscipline (help students learn conflict negotiation strategies) (5)
7. Recognizing and understanding individual and group needs, especially in terms of inclusive
education (multicultural, gender-fair, disability aware) (3, 4, 5)
8. Demonstrating professional characteristics, including punctuality, confidentiality, flexibility,
cooperation, enthusiasm, and responsibility (6, 9)
9. Demonstrating oral and written communication skills at a level at which ideas are conveyed
clearly and effectively (6)
10. Teaching with full responsibility for a minimum of ten days (five consecutive days for each
eight-week assignment) (9)
11. Practicing reflective teaching by communicating weekly with the cooperating teacher through
UND 16
dialogue and reflective journaling to describe and ask questions regarding observations and
perceptions (include University supervisor in discussion when appropriate) (9, 10)
Content Outline:
Begins with an orientation conducted by the Director of Field Placement,
including discussion of all basic policies of the student teaching program and the guidelines for
student teachers contained in the Student Teaching Handbook. A full semester experience of 16
weeks (a five-week experience is offered to those who already hold a North Dakota license and desire
to complete a second endorsement). Full-day teaching for a minimum of ten school days (five
consecutive days for each eight-week assignment). Student teachers follow the calendar of the school
in which they are placed and are to be in attendance at the school for a full teacher-day. Student
teachers are encouraged to attend and appropriately participate in any school events such as parentteacher conferences, workshops or seminars, faculty meetings, and staffings for special needs
students as well as school board meetings and extracurricular events.
All student teachers are required to attend Senior Seminar which runs concurrently with the teaching
semester and meets on Tuesday afternoons from 4:30-5:30 p.m. (Pre-K and ISBE hold their own
seminars). Topics include, but are not limited to, ND and MN licensure process, resume-interviewjob search information, professional portfolio development, legal issues, special education concerns,
and various presentations from public school administrators and guest speakers.
Assignments
(All student teachers are required to have a Student Teaching Handbook):









Complete the Observation with a Purpose through a variety of observational settings.
Prepare, write and teach lesson plans (cooperating teacher reviews the plans before
presentation, University supervisor receives a copy of the plans at each visit)
Prepare, write and teach one quality unit
Complete a midpoint and final self-evaluation (one for each 8-week assignment)
Submit weekly reflective journals to cooperating teacher (copies to supervisor at each visit)
Assume full-day teaching responsibility for a minimum of ten days (five consecutive days for
eight-week assignment)
Attend all scheduled seminars, including Student Teacher Orientation Seminar
Develop a Professional Portfolio following guidelines provided at seminar—University
supervisor and/or cooperating teacher should review the Portfolio periodically and give
feedback and suggestions.
Participate in Professional Portfolio Review during the sixteenth week of student teaching.
Final grade for Seminar is contingent upon satisfactory completion of the Professional
Portfolio review.
Assessment/Evaluation: The University supervisor makes five visits--an introductory visit before or
during the first week of the student teaching assignment, four observation/ assessment visits
(including mid-term and final) during a 16-week semester (eight-week assignments receive three
visits--introductory, midterm and final).
The cooperating teacher routinely observes throughout the student teaching assignment, but reports
only four formal observations—an early observation, a mid-term observation/assessment, a
dispositions report between mid-term and the final observation, and the final observation/ assessment.
Additional observations will be determined by the University supervisor and cooperating teacher as
UND 17
need dictates.
At least two three-way conferences are held--one at the midpoint (in conjunction with the supervisor's
midpoint observational visit) to discuss progress and to determine goals for the remainder of the
student teaching assignment and one after the supervisor’s final observational assessment to discuss
the level of progress made throughout the semester and to recommend a final grade.
Final Portfolio Review:
At the end of the semester, student teachers schedule appointments with teams comprised of faculty,
supervisors, and cooperating teachers to present their portfolios, to answer questions and provide
evidence of their growth as teacher and learner as measured through INTASC principles.
University supervisor and cooperating teacher each submit a recommended grade of "S"--satisfactory
or "U"--unsatisfactory. The Director of Field Placement and Director of Teacher Education meet
jointly with a cooperating and supervisor to determine a final grade should a final grade and/or
recommendation be significantly discrepant between the two observers.
Grading: Satisfactory/Unsatisfactory
UND 18
Bibliography
Acheson, K.A. & Gall, M.D. (1997). Techniques in the clinical supervision of teachers:
preservice and inservice applications (4th ed.) New York, NY: Longman.
Blair, T.R. & Jones, D.L. (1998). Preparing for student teaching in a pluralistic classroom.
Boston, MA: Allyn & Bacon.
Campbell, D.M., Cignetti, P.B., Melenyzer, B.J., Nettles, D.H. & Wyman, Jr., R.M. (1997). How to develop a
professional portfolio: A manual for teachers. Boston, MA: Allyn & Bacon.
Colville-Hall, S., MacDonald, S. & Smolen, L. (1995). Preparing preservice teachers for diversity in learners.
Journal of Teacher Education, 46 (4), 295-305.
Goethals, M.S. & Howard, R.A. (2000). Student teaching: A process approach to reflective practice. Upper
Saddle River, NJ: Merrill.
Green, J.E. & Smyser, S.O. (1996). The teacher portfolio: A strategy for professional development and
evaluation. Lancaster, PA: Technomic Publishing Co., Inc.
Hurst, B., Wilson, C., & Cramer, G. (1998). Professional teaching portfolios: Tools for reflection, growth, and
advancement. Phi Delta Kappan (April), 578-582.
Kieffer, R. D. & Morrison, L.S. (1994). Changing portfolio process: One journey toward authentic assessment.
Language Arts, 71, 411-418.
Kronowitz, E.L. (1999). Your first year of teaching and beyond (3rd ed.). New York, NY: Longman.
McCarney, S.B. (1994). The student teacher’s guide: Intervention strategies for the most common learning and
behavior problems encountered by student teachers in our schools. Columbia, MO: Hawthorne Educational Services. Inc.
McDonald, R.E. & Healy, S.D. (1999). A handbook for beginning teachers (2nd ed.). New York, NY:
Longman.
McLaughlin, M. & Vogt, M. (1996). Portfolios in teacher education. Newark, DE: International Reading
Association.
Moffat, C.W. & Moffatt, T.L. (2000). How to get a teaching job. Boston, MA: Allyn and Bacon.
Nelson, T. (Ed.) (1999). Field –based teacher preparation: Experience and reflection. Teacher Education
Quarterly, 26 (2), 3-96.
Pelletier, C.M. (2000). A handbook of techniques and strategies for coaching student teachers (2 nd ed.). Boston,
MA: Allyn and Bacon.
Pelletier, C.M. (2000). Strategies for successful student teaching: A comprehensive guide. Boston, MA: Allyn
and Bacon.
Perrone, V. (2000). Lessons for new teachers. Boston, MA: McGraw Hill.
Pitton, D.E. (1998). Stories of student teaching: A case approach to the student teaching experience. Upper
Saddle River, NJ: Merrill.
Posner, G.J. (2000). Field experience: A guide to reflective teaching (5th ed). New York, NY: Longman.
UND 19
Roe, B.D. & Ross, E.P. (1998). Student teaching and field experiences handbook (4th ed.). Upper Saddle River,
NJ: Merrill.
Rosenberg, M.S., O’Shea, L. & O’Shea, D. (1998). Student teacher to master teacher: A practical guide for
educating students with special needs (2nd ed.). Upper Saddle River, NJ: Merrill.
Schwebel, A.I., Schwebel, B.L., Schwebel, C.R., & Schwebel, M. (19951996). The student teacher’s handbook
(3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
Silverman, R., Welty, W.M., & Lyon, S. (1996). Case studies for teacher problem solving (2nd ed.). New York,
NY: McGraw Hill.
Slick, G.A. (Ed.) (1995). Emerging trends in teacher preparation: The future of field experiences. Thousand
Oaks, CA: Corwin Press.
Slick, G.A. (Ed.) (1995). Making the difference for teachers: The field experience in actual practice. Thousand
Oaks, CA: Corwin Press.
Slick, G.A., (Ed.) (1995). Preparing new teachers: Operating successful field experience programs. Thousand
Oaks, CA: Corwin Press.
Slick, G.A. (Ed.) (1995). The field experience: Creating successful programs for new teachers. Thousand Oaks,
CA: Corwin Press.
Wentz, P.J. & Yarling, J.R. (1994). Student teaching casebook for supervising teachers and teaching interns.
New York, NY: Macmillan.
Wiles, J. & Bondi, J. (2000). Supervision: A guide to practice (5th ed.). Upper Saddle River, NY: Merrill.
Wolf, K. (1996). Developing an effective teaching portfolio. Educational Leadership, (March), 34-37.
Wong, H.K., & Wong, R. (1998). The first days of school: How to be an effective teacher. Mountain View, CA:
Harry K. Wong.
Zidon, M. (1996). Portfolios in preservice teacher education: What the students say. Action in Teacher
Education, XVIII (1), 59-70.
Zubizarreta, J. (1994). Teaching portfolios and the beginning teacher. Phi Delta Kappan, (December),
326.
323-
UND 20
T&L 488 SENIOR SEMINAR
For current student teachers and those student teaching out-of-area next semester
Tuesday, 4:30-5:30 p.m., Education Building , Room 109
Director:
Linda M. Holdman, Ph.D.
Education Bldg., Suite 105
Office: 777-3142
Home: 795-6958
E-mail: lholdman@und.nodak.edu
Textbook:
Pelletier, C.M. (2000). Strategies for successful student teaching: A comprehensive
guide. Boston, MA: Allyn and Bacon.
Course Description:
A discussion of T & L 488 Senior Seminar problems, professional obligations, and careers in
teaching. To be taken concurrently with or the semester prior to student teaching.
Teacher Education Performance Standards—to be demonstrated through your student
teaching experience and documented in your Professional Portfolio:
1. Knowledge of Subject Matter
6. Communication Skills
2. Knowledge of Human Development & Lrng
7. Instructional Planning Skills
3. Adapting Instruction for Individual Needs
8. Assessment of Student Learning
4. Multiple Instructional Strategies
9. Professional Commitment & Responsibility
5. Classroom Motivation and Management Skills 10. Partnerships
Course Goals and Objectives:
1.
To provide a “connection” for you between Teaching and Learning and your public school
assignment (10).
2.
To develop your personal teaching style and to become familiar with effective teaching
behaviors
(1, 2, 3, 4, 5, 7, 8).
3.
To reflect regularly on your student teaching experience and your personal/professional growth
(6, 9).
4.
To become familiar with ND and MN teacher licensure requirements and procedures.
5.
To share experiences with peers for mutual support--the joys and concerns, the successes and
disappointments.
6.
To join a professional educational organization and attend professional conferences (9, 10).
Requirements:
1. Dialogue Journal—write to your Cooperating Teacher at least weekly (notebook or e-mail)
to discuss accounts of your actions as a teacher and your thoughts about those actions. Your
journal is an ongoing dialogue of practices and reflections. It is intended to clarify the
meaning of your encounters with students, colleagues, curriculum, and teaching, and to
encourage you to reflect upon experiences which otherwise might pass unnoticed. Present
your journal to your supervisor at each visit.
UND 21
Journal entries will reflect incidents and concerns relevant to you during your student
teaching. While the distinctive nature of each student teacher's experience is recognized,
most tend to address four recurring themes as students define their evolving role as teacher:




The relationship between teacher and students;
The transition from university student to teacher; forming teacher identity;
The conflict for student teachers between idealism and the realities of the public school
situation;
The nature of meaningful curricula (what is taught and why).
Each journal account should:
 Tell the story of what happened during a particular teaching situation.
 Relate your interpretation of the meaning of those events.
 Consider the meaning your experiences have for you as an individual.
Ask your Cooperating Teacher for frequent feedback on your journal entries.
**Provide your journal for Supervisor to read at each visit.
**Provide a copy of your lesson plan for Supervisor at each visit.
2.
Write a reflection “card” at each seminar meeting—a case or question for your response
will be given at the beginning of each session. The Director will address the most frequently
expressed interests or concerns at the following meeting as time permits. The cards will serve
as attendance records as well as reflections on your teaching. Cards will be returned only
upon request. Regular attendance is an expected professional behavior of teacher candidates.
Successful completion of Seminar could be jeopardized through inconsistent attendance. No
more than three absences are acceptable unless alternative arrangements are made with the
Director.
3.
Compile and Organize Your Teaching Materials
Organize all of your materials into some kind of order and place them in labeled file folders,
notebooks, etc. Add all materials collected during your student teaching. For example, your
file on Classroom Management would include articles, class notes, handouts, lesson plans,
resources you collect, comments from teachers…everything that might be useful to you in the
future. Collect as many resources as possible from your classroom teacher and others.
4.
Develop Your Professional Portfolio (Your “best evidence of teaching” material). This
portfolio is a demonstration of your work throughout your teacher education experience—
with greatest emphasis placed on your student teaching semester. It is a collection of
artifacts that demonstrates your preparedness for teaching as measured by the ten INTASC
principles.
Although you may choose to include some materials from a methods course or another
education course, most artifacts should come from your current student teaching. Detailed
information will be provided at seminar to assist you. Ask for feedback from your
Cooperating Teacher and Supervisor as you develop your portfolio throughout the semester.
Your Supervisor and Cooperating Teacher will complete portfolio progress checks at
three points during the semester—to help you stay on track. You should keep their
progress reports in your portfolio for final portfolio review at the end of the semester
(See Sample).
UND 22
5.
Attend the Celebration and display your Professional Portfolio. The celebration is an
informal reception to allow student teachers time to exchange ideas as they view each other’s
portfolios and to provide an opportunity for university and district educators to view your
finished work. (Frequently we have administrators from outside districts interviewing student
teachers throughout the day of Celebration).
6.
Schedule an appointment for your Final Portfolio Review. The reviews will be held on
Thursday and Friday of the last week of the student teaching semester. The reviews will be
conducted in groups of three student teachers and three teacher educators (faculty, supervisors
and/or cooperating teachers and administrators). Student teachers will present evidence from
their portfolios to demonstrate their growth as teacher and learner as measured by the
INTASC principles. The final review questions are included in the Phase three Portfolio
Review Guidelines. Students should include the Professional Portfolio Progress Checks that
have been completed by their cooperating teachers and supervisors.
Grading:
Satisfactory/Unsatisfactory
UND 23
OBSERVATION AND ASSESSMENT PROCESS
Cooperating teachers and University supervisors each will make four planned (formal) observations
and/or assessments during their student teacher's 16-week assignment. The first formative
observations are made during the beginning weeks of student teaching—while the student teacher is
transitioning into teaching activities--8 week assignments receive 3 observations for each 8 weeks.
Cooperating teachers observe informally throughout the student teaching assignment and provide
spoken and written feedback. Around midpoint of the assignment, the cooperating teacher and
University supervisor observe and hold a formative three-way conference to discuss the level of
progress the student teacher has made and to determine goals for the remainder of the assignment.
Student teachers are expected to complete a self-evaluation at midpoint for the conference.
The third observation/assessment occurs between midpoint and the final week of the student teaching
assignment to monitor progress of the student teacher during full-day teaching responsibilities and
provide formative feedback, with emphasis on professional dispositions.
The last observation/assessment is held near the end of the student teaching assignment, with the
cooperating teacher and University supervisor holding a summative three-way conference to
determine the level of performance demonstrated by the student teacher and to recommend a
semester grade. Student teachers are expected to complete final self-evaluations to discuss at the
conference (Eight-week placements receive midterm and final assessments in each assignment). The
University supervisor and cooperating teacher will submit a grade of “satisfactory” or
“unsatisfactory.” The Director of Field Placement will record the final grade.
Student teachers will receive final grades and recommendations from their cooperating teachers and
University supervisors before the final day of the student teaching assignment so that grades can be
recorded and degrees can be posted for the graduates—allowing them to apply for teacher licensure
in a timely manner. If it is determined that a student teacher is having problems and is unable to
correct those problems, the following policy will apply.
Portfolio Progress Check
Students in UND teacher education demonstrate growth in their teacher preparation by developing
professional portfolios. Phase l portfolios begin in Teaching and Learning introductory courses and
are evaluated by faculty. Phase 2 portfolios are constructed during methods and materials classes and
are evaluated by faculty teams prior to admission to student teaching. Phase 2 portfolios must receive
a satisfactory rating for final approval to student teach.
Student teachers compile a Final Professional Portfolio (Phase 3) to demonstrate their acquisition of
knowledge, disposition, and skills for teaching. These portfolios are built upon their Phase 2
portfolios from methods and materials classes, but focus on artifact selections from their student
teaching semester that support the ten INTASC principles. Students present their portfolios to teams
of faculty, supervisors and cooperating teachers at the end of the student teaching semester.
Cooperating teachers and supervisors monitor the progress of the student teacher’s portfolio
development throughout the semester. Three checkpoints are reported: at the end of the first month,
at the mid-term conference and during the final 3-way conference.
UND 24
DESCRIPTION OF STUDENT TEACHING ASSESSMENT FORMS
The following explanation of student teacher assessment forms provides a guideline for cooperating
teachers and supervisors to use when they observe and conference with student teachers. We ask for
four written reports from cooperating teachers and four from supervisors—to be signed by the student
teacher and observer after each observation.
Student Teaching Rubric
This 2-sided resource is a scoring device that provides descriptions of teaching actions and skills to
be evaluated according to the Interstate New Teacher Assessment and Support Consortium (INTASC
Principles) that Teaching and Learning adopted January 17, 2001. The three scoring categories
described include: Unacceptable, Acceptable, and Target (aim). These categories are included on
three of the observational forms described below.
Early Observation Report
The purpose of this form is to provide the student teacher with formative feedback early in the
assignment. Expectations are fairly general and/or focused on orientation activities. Outcomes
should be shared immediately with the student teacher and copies (including Observational
Comments) distributed as indicated on the form.
Mid-Term Observation Report **Use as your Mid-Term Self-Evaluation**
The purpose of this form is to provide the student teacher with formative feedback at the mid-point of
the experience using the same criteria as will be used for the final summative evaluation at the end of
the student teaching semester. The student teacher, cooperating teacher, and supervisor meet for a 3way feedback conference to discuss the student teacher ‘s progress at mid-term and to set goals for
the remaining weeks of the assignment. The Field Placement Office should receive a copy of the
mid-term report directly following the conference. Include any Observational Comments forms.
Any serious concerns should be directed immediately to the Director of Field Placement.
Dispositions Report
The purpose of this form is to provide the student teacher with formative feedback on the personal
(affective/dispositional) characteristics that are expected to be demonstrated by educational
professionals as adopted by Teaching and Learning January 31, 2001. Outcomes should be shared
immediately with the student teacher. During this observation, the observer will also use an
observational comments form to note other teaching activities that occur during this visit. Copies
should be distributed as indicated.
8-week assignments may report the Mid-Term/Dispositions or Dispositions/Final together
Final Report **Use as your final self-evaluation**
The purpose of this form is to provide the student teacher with a summative evaluation at the end of
the student teaching assignment. The student teacher, cooperating teacher, and supervisor meet for a
final 3-way conference to discuss the student teacher ‘s professional growth and skill performance
demonstrated during the final weeks of his/her student teaching semester. Cooperating teachers and
supervisors should send the Final Report with Observational Comments and the Recommendation
Form together as soon as possible after the conference to the Field Placement Office to prevent any
delay in the student’s graduation.
UND 25
UND 26
UND 27
UND EARLY OBSERVATION REPORT
Student Teacher___________________
Date _________
Observer _________________
Grade/Subject _________________________ Teacher/ School _________________________
As the culminating activity of professional preparation in teacher education at UND, the student teaching experience should provide a
clear demonstration of one’s ability to integrate teaching and learning through a reflective, student-centered process that demonstrates the
aspects of Learner, Active Agent of Learning and Articulate Visionary. Please use the Student Teaching Rubric as a guide to record the
student teacher’s progress on the performance continuum below and indicate NA on any items not observed or addressed during this visit.
Please attach any additional observational comments that you wish to have included with this report.
INTASC
Principle
The Student Teacher:
Unacceptable
Acceptable
Target
1 Demonstrates a readiness to plan and to teach subject/grade
X_______________________________________X
NA
1 Asks questions designed to help prepare him/her to teach
X_______________________________________X
NA
2 Is learning students’ names and interests
X_______________________________________X
NA
2 Observes students and is learning their developmental levels
X_______________________________________X
NA
3 Demonstrates sensitivity to the needs of diverse learners
X_______________________________________X
NA
3 Is becoming familiar with students’ learning styles/differences
X_______________________________________X
NA
4 Shows readiness to help in the classroom in a variety of ways
X_______________________________________X
NA
4 Volunteers to work with students in various learning activities
X_______________________________________X
NA
5 Shows enthusiasm for student teaching
X_______________________________________X
NA
5 Works well with individual students or small groups
X_______________________________________X
NA
6 Interacts positively with colleagues/others
X_______________________________________X
NA
6 Is becoming familiar with school personnel
X_______________________________________X
NA
7 Plans ahead for future participation
X_______________________________________X
NA
7 Is punctual throughout the school day
X_______________________________________X
NA
8 Shows interest in student assessment
X_______________________________________X
NA
8 Seeks ways to track student learning
X_______________________________________X
NA
9 Demonstrates reflection in self-assessment activities
X_______________________________________X
NA
9 Shows interest in professional growth
X_______________________________________X
NA
X_______________________________________X
NA
X_______________________________________X
NA
10 Knows school and classroom policies, routines,
and procedures
10 Shows willingness to assist in extracurricular
projects/events
Student Teacher:________________________
(Signature indicates that student has read this report)
Observer:_____________________________
Cooperating Teacher University Supervisor
UND 28
UND MID-TERM REPORT
Student Teacher___________________
Date _________
Observer _________________
Grade/Subject _________________________ Teacher/ School _________________________
As the culminating activity of professional preparation in teacher education at UND, the student teaching experience should provide a clear
demonstration of one’s ability to integrate teaching and learning through a reflective, student-centered process that demonstrates the aspects of Learner,
Active Agent of Learning and Articulate Visionary. Please use the Student Teaching Rubric as a guide to record the student teacher’s progress on the
performance continuum below and indicate NA on any items not observed or addressed during this visit.
Please attach any additional observational comments that you wish to have included with this report.
INTASC
The Student Teacher:
Principle
1 Demonstrates solid knowledge of subject matter
Unacceptable
Acceptable
Target
X__________________________________ X
NA
1 Understands and explains central concepts
X__________________________________ X
NA
2 Shows understanding of typical development
X__________________________________ X
NA
2 Assigns developmentally appropriate activities and assignments X__________________________________ X NA
3 Understands/appreciates individual differences
X__________________________________X
NA
3 Responds to and is sensitive to diversity
X__________________________________ X
NA
3 Promotes learning that is culturally relevant
X__________________________________ X
NA
4 Uses a variety of instructional strategies
X__________________________________ X
NA
4 Fosters creative thinking and problem solving
X__________________________________ X
NA
4 Integrates technology into instruction
X__________________________________X
NA
5 Creates a positive learning environment that engages/ motivates X__________________________________ X NA
5 Guides student behavior appropriately
X__________________________________ X
NA
6 Uses effective questions and discussion techniques
X__________________________________ X
NA
6 Demonstrates appropriate written language skills
X__________________________________ X
NA
6 Communicates well with colleagues and students
X__________________________________ X
NA
7 Plans lessons that reflect knowledge of content and curriculum
X__________________________________ X
NA
7 Strives to learn and integrate district and state standards
X__________________________________ X
NA
7 Holds high expectations for student learning
X__________________________________ X
NA
8 Uses a variety of assessment methods
X__________________________________ X
NA
8 Understands use/limitations of formal assessment
X__________________________________ X
NA
9 Reflects on the effect of lessons on learners
X__________________________________ X
NA
9 Seeks opportunities for professional development
X__________________________________X
NA
10 Fosters professional relationships with colleagues
X__________________________________ X
NA
10 Makes contributions to school projects and events
X__________________________________ X
NA
Level of Progress at Mid-Term:
Student Teacher:________________________
(Signature indicates that student has read this report)
 Satisfactory
 Unsatisfactory
Observer:________________________
Cooperating Teacher University Supervisor
UND 29
UND 30
UND 31
UND FINAL REPORT
Student Teacher___________________
Date _________
Observer _________________
Grade/Subject _________________________ Teacher/ School _________________________
As the culminating activity of professional preparation in teacher education at UND, the student teaching experience should provide a
clear demonstration of one’s ability to integrate teaching and learning through a reflective, student-centered process that demonstrates the
aspects of Learner, Active Agent of Learning and Articulate Visionary. Please use the Student Teaching Rubric as a guide to record the
student teacher’s progress on the performance continuum below and indicate NA on any items not observed or addressed during this visit.
Please attach any additional observational comments that you wish to have included with this report.
INTASC
The Student Teacher:
Principle
1 Demonstrates solid knowledge of subject matter
Unacceptable
Acceptable
Target
X__________________________________ X
NA
1 Understands and explains central concepts
X__________________________________ X
NA
2 Shows understanding of typical development
X__________________________________ X
NA
2 Assigns developmentally appropriate activities and assignments X__________________________________ X NA
3 Understands/appreciates individual differences
X__________________________________ X
NA
3 Responds to and is sensitive to diversity
X__________________________________ X
NA
3 Promotes learning that is culturally relevant
X__________________________________ X
NA
4 Uses a variety of instructional strategies
X__________________________________ X
NA
4 Fosters creative thinking and problem solving
X__________________________________ X
NA
4 Integrates technology into instruction
X__________________________________ X
NA
5 Creates a positive learning environment that engages/ motivates X__________________________________ X NA
5 Guides student behavior appropriately
X__________________________________ X
NA
6 Uses effective questions and discussion techniques
X__________________________________ X
NA
6 Demonstrates appropriate written language skills
X__________________________________ X
NA
6 Communicates well with colleagues and students
X__________________________________X
NA
7 Plans lessons that reflect knowledge of content and curriculum
X__________________________________ X
NA
7 Strives to learn and integrate district and state standards
X__________________________________ X
NA
7 Holds high expectations for student learning
X__________________________________ X
NA
8 Uses a variety of assessment methods
X__________________________________ X
NA
8 Understands use/limitations of formal assessment
X__________________________________ X
NA
9 Reflects on the effect of lessons on learners
X__________________________________ X
NA
9 Seeks opportunities for professional development
X__________________________________X
NA
10 Fosters professional relationships with colleagues
X__________________________________ X
NA
10 Makes contributions to school projects and events
X__________________________________ X
NA
Recommended Grade:
 Satisfactory  Unsatisfactory  Extended Placement
Student Teacher:________________________
(Signature indicates that student has read this report)
Observer:________________________
Cooperating Teacher University Supervisor
UND 32
Phase Three Portfolio Review Guidelines
•
During the student teaching seminar, students will receive information about the Phase Three Portfolio Review.
•
Since student teaching is the culmination of the teacher education program, it is expected that a few well-prepared
artifacts should incorporate several INTASC Principles. This portfolio will be much more streamlined that the
Phase I and Phase II portfolios.
•
Students, in preparation for the Phase Three Review, should review the portfolio content requirements as listed on
the Review Report (p.3) and also the Interview Questions (p.2) which are attached. Most of the artifacts should be
selected from the student teaching experience; however, the cover sheet should explain how the artifacts are
also connected to concepts learned in the teacher preparation program. That is, the student teaching
experience should be the practical application of the theoretical and practical concepts learned in the
program.
•
It is expected that a few, well-selected artifacts such as a unit plan and/or lesson plans will demonstrate several
standards. The organizing structure of the portfolio will remain the same as developed in Phase I and Phase II;
therefore, while one artifact can represent several principles, a separate cover sheet should be written for each
principle represented and placed in the appropriate section. Reference should be made on cover sheets to the
placement of an artifact that represents several principles.
•
Sources for artifacts to fill out the remaining principles could include lesson plans, observations, memberships,
extracurricular activities, community service, and coursework.
•
A self-reflective paper should be written to describe the growth since the Phase II Review. Students will address
the evidence in their portfolio that reflect achievement toward competencies outlined in the INTASC Principles.
•
A checklist (p.4) will be provided for the cooperating teacher and the university supervisor to monitor the
preparation of the Phase III portfolio throughout the student teaching semester.
•
Students will present their portfolios to panels comprised of possible representatives from among T&L faculty, the
university supervisor, the cooperating teacher, and the subject area advisor on a date and time to be designated
during Senior Seminar by the Director of Student Teaching.
•
A successful report will be required to exit the program. An unsuccessful report requires meeting with the Director
of Student Teaching who will assign the student to the appropriate program area coordinator who will direct the
revisions recommended by the review panel until a satisfactory report is achieved. The revisions must be made no
later than grade deadline. A copy of both reports will be retained in the student’s file.
UND 33
Phase Three Interview Questions
1.
How do artifacts from your student teaching represent the INTASC Principles?
2.
How are your teaching and learning beliefs reflected in the artifacts you have chosen?
3.
How do you think students learn best? Why do you think that? Is there anything in your
portfolio that reflects this belief?
4.
In what areas, as represented by the INTASC Principles, have you grown the most and explain
how your artifacts demonstrate that growth.
5.
Students may choose 2 questions from the following to address:
a. In assembling and examining your portfolio, what patterns or themes did you see?
b. Where are you on the journey to become a teacher? How prepared do you feel to enter your
profession? What more do you need to know?
c. Select one piece of work from your portfolio and describe how you would develop it further.
d. Describe yourself as a communicator - written, oral, media, body presentation.
e. Discuss a piece in your portfolio with which you had difficulty.
f. What are your non-academic interests and experiences and how could you possibly use these
aspects of your life to enhance your future teaching?
UND 34
Phase Three Portfolio Review Report
Name: ___________________________
Mailing Address: __________________
_________________________________
Subject Area Major: ______________________
Phone Number: __________________________
Content Requirements Checklist:
___ Table of Contents
___ Statement of Beliefs
___ Resume
___ Artifacts, the majority from student
teaching, demonstrating each of the
10 INTASC Principles.
___ Cover sheet for each artifact
___ preliminary information
___ descriptive information
___ rationale
___ self-assessment/reflection
___ Miscellaneous
___ Self-reflection Papers
___ Portfolio Review Reports
Portfolio Assessment
Criterion
S
U
Comments
All requirements in content checklist are
present.
Rationales for selection of artifacts are wellarticulated.
Rationales and interview responses
demonstrate an understanding of the
standards as they apply to teaching and
learning practices.
Interview indicates a correlation between
the student’s belief statement and his/her
understanding of the standards.
Student demonstrates professional
disposition toward his/her work through
neatness, attractiveness, creativity and
individuality of portfolio presentation.
Artifacts and cover sheets are polished
pieces, relatively free of
mechanical/grammatical errors.
Portfolio Rating: ___ Satisfactory
___ Unsatisfactory
Reviewed by:___________________________________
___________________________________
___________________________________
Date:
__________________
(This report should be added to the portfolio in the section designated for Portfolio Review Reports.
A copy will be forwarded to the subject area advisor and one will also be kept in the student’s file.)
UND 35
PROFESSIONAL PORTFOLIO PROGRESS CHECK
Student Teacher: ____________________________________
(Checklists should be kept in front pocket of portfolio)
Reviewer:
 Cooperating Teacher
 University Supervisor
Content Checklist:
 Title Page/Cover (photo optional)
 Table of Contents
 Statement of Beliefs (philosophy of education)
 Resume
 While artifacts will be selected mainly from work during student teaching, it is also expected that
student teachers demonstrate knowledge and understanding in areas such as educational thought,
child adolescent development, and home school relationships, as fostered in the teacher education
program
 Cover sheet for each artifact
o Miscellaneous (optional)
o preliminary information
o Self-reflection Papers
o descriptive information
o Portfolio Review Reports
o rationale
o self-assessment/reflection
Progress checks: (8-week assignments sub-divide collection of artifacts between both placements)
1.
First Checkpoint—end of the first month of student teaching.
_____ Resume
_____ Statement of Beliefs
_____ Previous Portfolio Review Reports
Comments:
________________________________/________
Signature
Date
2.
Mid-Way Checkpoint—during mid-term of the semester.
_____ Artifacts. One artifact may demonstrate several INTASC Principles (lesson or unit, etc.)
 At least 5 Principles should be demonstrated with cover sheets for each Principle.
 Artifacts must be from the current student teaching semester.
Comments:
________________________________/________
Signature
Date
3.
Final Checkpoint—During final 3-way conference (end of semester).
_____ Title Page/Cover
_____ Table of Contents
_____ Artifacts. One artifact may demonstrate several INTASC Principles (lesson or unit, etc). All
Principles should be represented with cover sheets for each principle.
 Artifacts must be from student teaching semester, coursework, and other relevant experiences.
_____ Self-reflection Paper
Comments:
_______________________________/________
Signature
Date
UND 36
POLICY AND PROCEDURES FOR UNSATISFACTORY PERFORMANCE
Policy Concerning Unsatisfactory Student Teaching Performance
The College of Education and Human Development at the University of North Dakota is responsible for
the governance of teacher education programs, including student teaching. In conjunction with the
several areas of education, it serves to admit and retain students in the teacher education programs. An
educational program area may, at their discretion, remove a student teacher from a particular student
teaching assignment. Students are reminded that student teaching and its related activities are a full-time
experience, consisting of a minimum of a 16-week obligation (unless otherwise approved). Extension of
or removal from the student teaching assignment are options that will be considered. In situations of
concern, the interests of both the student teacher and the University will be accommodated by:
 involving the student in the decision process
 keeping extensive written documentation
 showing evidence of proceeding in a timely manner
 retaining written records
Extension of Student Teaching
It may be necessary, for various reasons, to extend the student teaching experience beyond the required
time. The student teaching experience will be extended an additional three weeks if any of the following
occur:
1.
The cooperating teacher and University Supervisor have concerns about specific challenges
the student teacher exhibits and an extension is needed to determine if the student teacher
can strengthen these areas of concern.
2.
The student teacher, for various reasons, needs to be absent from his/her assignment. The
student teacher cannot be absent from his/her site for more than two weeks. One absence
per month is allowed without makeup. Three or more consecutive absences result in an
additional week of student teaching.
3.
The student teacher requests an extension to which all parties agree.
Removal from Assignment
Removal of a student teacher from his/her assignment should be done only for compelling reasons.
However, provisions for this must be available because there are circumstances that warrant such a
removal. The Director of Field Placement will consider removing a student teacher from his/her
assignment when any of the following occur:
1. The appropriate school authority, for just and explained reasons, requests that the student
teacher be removed.
2. The University Supervisor believes circumstances will prevent either the development or
UND 37
maintenance of a satisfactory learning environment. Removal for this reason will be
recommended no later than the fifth week of the experience
3. Unethical behavior has been exhibited by either the cooperating teacher or the student
teacher.
4. Excessive absenteeism, tardiness, and/or failure to comply with established rules and policies
is evident.
Initial discussion for a withdrawal can be made by any person directly involved with the student
teaching arrangement. It is important that the University supervisor and the Director of Field
Placement be involved in the initial and on-going discussions. The Director will relay concerns to the
relevant Program Area Coordinator and Teaching and Learning Chair (Director of Teacher Education
and the Dean, when warranted). Should a student teacher’s performance be deemed unsatisfactory, the
following procedures shall apply:



The Director of Field Placement will contact the student teacher in person and explain orally
and in writing the decision to seek removal from the assignment. (Prior to this notice for
removal, the student teacher has received several informal observations and discussions with
written feedback from the cooperating teacher and University supervisor that document the
problems/concerns over the five- or six-week time period.)
Copies of all cooperating teacher and University supervisor observation reports with written
narrative should be filed in the Field Placement Office during the same week that they are
discussed with the student teacher.
To substantiate any spoken request for withdrawal, written documentation must be provided
and signed by the person requesting a student teacher’s withdrawal.
Unsatisfactory Recommendation
The College of Education and Human Development will support an unsatisfactory grade
provided that:




the student teacher has been given a fair opportunity to remediate the prescribed challenges;
progress report forms show written evidence of challenges and concerns;
there is evidence the student teacher has received sufficient supervision from the cooperating
teacher and University Supervisor to justify the recommendation;
the Department of Teaching and Learning Chair has been informed and consulted about the
situation.
Student Right to Appeal
The student teacher has the right to appeal to the EHD Grievance Committee and/or the Dean of the
College any decision regarding unsatisfactory performance within 7 days of receipt of the written
decision. Such an appeal should be filed in writing and include any data the student believes pertinent to
the case. The Committee’s decision on appeal will be made by majority vote. The Dean of the College
serves as final authority on unconcluded situations.
UND 38
STUDENT TEACHER FORMS
You will receive separate forms to submit for those indicated with asterisks (**)
Please do not remove any forms from the handbook—keep them in tact for examples
1.
Liability Insurance Waiver**
Student teachers should be aware of the possibility of an accident occurring in the classroom or
on the school grounds when they are teaching. Although the public school will assume some
responsibility, student teachers need to understand that they may be personally liable for
unforeseen problems that may occur. Therefore, we request that student teachers complete a
Liability Insurance Waiver which should be on file in the Field Placement Office by the
beginning of their student teaching semester to document coverage or decline of coverage.
2.
Review of Student Teacher Handbook and Related Materials**
Student teachers and cooperating teachers review the Handbook and materials together and
discuss the roles and responsibilities for this collaborative experience during the first two weeks
of the assignment (or during their introductory visit) before students begin to teach.
4.
Student Teaching Orientation Checklist (for student teacher use only—do NOT turn in)
The Orientation Checklist provides a guide to important aspects of the student teachers’ assigned
schools (people, areas, policies). The Checklist should be completed during the first two weeks
of student teaching and kept on hand for a ready resource.
5.
Observation with a Purpose (for student teacher use only—do NOT turn in)
This form provides an observation format to help student teachers take meaningful notes during
their various observation periods. Student teachers should use their notes to ask questions and
share concerns with their cooperating teacher.
6.
Teaching Activities Checklist (for student teacher use only—do NOT turn in)
The activities included on this checklist are critical aspects of the role and responsibilities of a
full-time teacher. Student teachers should consult with their cooperating teachers and plan to
implement as many of the activities by the end of their student teaching assignment as possible.
7.
Mid-term and Final Self-Evaluations (for student teacher use only—do NOT turn in)
At the midpoint of the assignment, student teachers will complete self-evaluations to recognize
progress and to determine goals for the remainder of the assignment. Near the end of the
assignment, student teachers will complete a final self-evaluation. Both evaluations are to be
discussed at the respective three-way conference with cooperating teachers and University
supervisors. (Two 8-week assignments complete two evaluations)
8.
Evaluation of Cooperating Teacher, University Supervisor and Teaching Experience**
Student teachers receive questionnaires to express their opinions regarding their cooperating
teacher, University supervisor, and teaching experience (self-evaluation)—all evaluations are
due the last week of student teaching.
**To be submitted to the Field Placement Office early in the student teaching semester.
UND 39
University of North Dakota
College of Education
LIABILITY INSURANCE WAIVER
I understand that, for my own protection, I need to carry classroom liability insurance during my
student teaching tenure in the event that there is an accident or injury related to my supervision students.
If I do not have liability insurance, the College of Teacher Education and the UND Legal Counsel
recommend that I select the SNDEA Insurance package because of its low cost and high coverage. I
also have the option of choosing alternative insurance.
I have indicated below my decision regarding classroom liability insurance:
_____ I have purchased SNDEA Liability Insurance by joining SNDEA.
_____ I have purchased classroom liability insurance privately.
_____ I choose not to purchase classroom liability insurance, and I
understand the possible consequences.
Name:
______________________________________
Date:
______________________________________
NAID or SS#: ______________________________________
Your mid-term grade is contingent upon receipt of this form.
UND 40
University of North Dakota
College of Education
Review of Student Teaching Handbook
(To be completed by the student teacher and cooperating teacher together)
TO:
Student Teachers and Cooperating Teachers
Please sign below to indicate that you have reviewed the UND Student Teaching Handbook together
regarding roles and responsibilities for this collaborative experience. Information contained in this
handbook and other documents pertaining to the student teaching experience should be reviewed and
clarified by the University supervisor or Director of Field Placement as needed or requested. Please
return this form to the Field Placement Office (or to Seminar) at the beginning of your student teaching
assignment after signatures have been obtained.
Student Teacher Name (please print): ________________________________________________
Signature:
________________________________________________Date: _______________
Cooperating Teacher #1 (please print): _______________________________________________
Signature: _______________________________________________________________________
(8-week student teachers should wait to submit their forms until they have met with their second
8-week cooperating teacher and received both signatures)
Cooperating Teacher #2 (if applicable): ________________________________________________
Signature: _____________________________________________ Date: _________________
Your midterm grade is contingent upon receipt of this form
UND 41
STUDENT TEACHER ORIENTATION CHECKLIST
The following orientation experiences are appropriate for the beginning weeks of the student
teaching assignment. Working with your cooperating teacher, complete the form and check off the
activities appropriate to your placement. This is for your information and records.
Important People You Should Meet
(try to complete during your first two weeks of student teaching)
Position
Name
_____
Principal:
_________________________________
_____
Assistant Principal(s):
_________________________________
_________________________________
_____
Counselor(s):
_________________________________
_________________________________
_____
Other Teachers:
_________________________________
_________________________________
_____
Secretaries:
_________________________________
_________________________________
_____
Special Education Staff:
_________________________________
_________________________________
_________________________________
_____
Custodian:
_________________________________
_____
Other:
_________________________________
SPECIAL NOTES:
UND 42
Important Areas You Should Locate In Your Building
Room No. (if applicable)
Room No. (if applicable)
_____ media center/library
_____ teachers’ work area
_____ cafeteria
_____ teachers’ restrooms
_____ gymnasium
_____ nurse’s office
_____ supply room/computer equipment
_____ outdoor areas
Discussions With Your Cooperating Teacher
School policy:
Room policy:
_____ discipline
_____ classroom rules
_____ fire/disaster drill
_____ curriculum
_____ injuries/illness
_____ teacher manuals
_____ absence
_____ basic routine
_____ rules
_____ management techniques
_____ faculty meetings
_____ students with special needs
_____ parking
____
_____ school calendar
_____ grouping
_____ use of media center
_____ available resources
_____ use of copy machines, etc.
_____ multicultural issues
Other:
___________________________________
SPECIAL NOTES:
record keeping
UND 43
OBSERVATION WITH A PURPOSE
During the first several days of the student teaching assignment, most of the day will be spent in
observation of the classroom. To make these observations meaningful, please answer the following
guiding questions on a separate sheet of paper. Feel free to raise questions about the activities of the
day and/or share concerns with their cooperating teacher.
The Teaching Process
While observing a lesson or a series of lessons being taught, respond to the following questions:
1.
How did the teacher
start the lesson?
tie it to previous learning?
arouse students’ interest?
2.
How did the teacher make the purpose and relevance of the lesson apparent?
through direct teacher statements?
by eliciting reactions from students?
other ways? (describe)
3.
What procedures were incorporated into the body of the lesson?
lecture, discussion, audiovisual presentation, demonstration, student activities …
4.
What materials were used in the course of the lesson?
textbooks, supplementary books, films, computers, audiotapes, videotapes, tv,
concrete objects, transparencies, illustrations, models, videodisks, other (describe)
5.
What was the teacher’s style of teaching? (describe)
direct, indirect ?
6.
Did the teacher show a broad knowledge of the subject area? Did s/he stick to the textbook or
bring in information from other sources as well? Did s/he relate the subject matter to other
content the students had studied, to current events, or to students/ personal interests? If so, how
was this accomplished?
7.
What provisions were made for individual differences?
small group work, individualized assignments, differentiated reading materials, other…
(describe)
8.
What classroom management techniques did the teacher use?
light flipping, penalty points, deprivation of privileges, reward system, timeout, other…
(describe)
9.
How did the teacher’s personal qualities help advance the lesson? (describe)
dressed appropriately, apparel did not distract from subject matter
displayed no distracting mannerisms
used correct grammar
used appropriate voice volume and pitch
UND 44
10.
How did the teacher end the lesson?
summarized the day’s learning
assigned homework—if so, specify the kind of assignment
other
11.
What assessment techniques did the teacher use in the course of the lesson?
oral questions, written questions, observation of students’ verbal responses, observation of
students’ application skills, other…
Students
1. What are the characteristics of the students who are the natural leaders?
2. What are the characteristics of the students who finish their work first and those who finish their
work last? What is the quality of their work?
3. What do students do with their free time?
4. In what way do the students show their interest or indifference to what is going on in the
classroom?
5. What are the characteristics of the students who show cooperative behavior?
6. What are the characteristics of the students who are unpredictable?
7. What are the characteristics of the students who tend to be noisy and disorderly and what seem
to be the underlying causes?
8. How and where do disciplinary problems seem to arise?
9. What supportive services are available outside of the classroom?
10. What are the special needs of some students in your class? How are they met?
Classroom Management
Carefully observe your cooperating teacher for classroom management strategies. Note nonverbal
behavior, preventive actions, and disciplinary techniques.
Management strategies (describe)
Most effective strategies (describe)
Least effective strategies (describe and explain why)
Conclusions about strategies I might want to use with this class
UND 45
TEACHING ACTIVITIES CHECKLIST
Activities Related to Instruction
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
Attend faculty meetings
Attend to homeroom responsibilities (if applicable).
Provide additional instructional assistance to individual students before and/or after school.
Prepare a seating chart and learn pupils names.
Study cumulative records to gain knowledge about pupils.
Work with individual pupils and small groups.
Take roll and record attendance.
Apply techniques of opening and dismissing in a systematic and effective manner.
Help with problems of discipline and classroom management.
Supervise classroom study.
Develop and use acceptable writing skills on the chalkboard and overhead projector.
Prepare, administer, and score classroom tests or provide alternative assessments.
Evaluate homework and other assignments.
Keep a grade book and assist with reporting pupil progress.
Direct some activities without the presence of the cooperating teacher.
Prepare unit and daily plans.
Demonstrate familiarity in utilizing a variety of instructional media (including visuals, print and nonprint
material, and audiovisual equipment).
Prepare bulletin boards, compile a resource bibliography, and build a file of supplementary materials.
Make use of the videotape recorder to observe themselves teaching.
Observe other teachers within the building (to be arranged by the cooperating teacher).
Observe other teachers in other buildings (if possible to arrange).
Additional School Related Activities
_____
_____
_____
_____
Supervise hall corridors and cafeteria.
Complete school reports and other information required by the school.
Attend parent conferences.
Attend parent-teacher meetings, open houses, and other school functions.
Extracurricular Activities
_____
_____
_____
_____
_____
Help supervise student clubs or after-school events (if applicable).
Attend athletic events, plays, musicals, and other school activities.
Chaperone dances and other social activities (if applicable).
Attend faculty social functions (if applicable).
Work at athletic games and other programs.
Activities with Other Staff Members
_____
_____
_____
_____
Attend conferences and meetings with administrative and supervisory personnel
Attend staff/department meetings.
Discuss on an informal basis with other teachers relevant issues such as philosophy of teaching, homework,
classroom management, etc.
Seek informal discussions with other school personnel, such as the school nurse, special services teacher(s),
guidance counselor(s), building principal and/or associate principal.
Professional Activities
_____
_____
Attend meetings of professional organizations.
Attend conferences (if applicable).
_____Attend committee meetings (if applicable).
_____ Participate in in-service day activities (if
applicable).
UND 46
STUDENT TEACHER EVALUATION OF COOPERATING TEACHER
Name of Cooperating Teacher _____________________________________________________
INSTRUCTONS: Please circle the number (1-5) corresponding to the description which most accurately describes your
Cooperating Teacher.
0-Did not occur; NA-Not applicable
My Cooperating Teacher:
Never __ Sometimes _ Always
1.
Clearly communicated expectations for student teaching.
0
1
2
3
4
5
NA
2.
Set a good example as a professional.
0
1
2
3
4
5
NA
3.
Contributed positively to my student teaching experience.
0
1
2
3
4
5
NA
4.
Encouraged me to be self-reflective.
0
1
2
3
4
5
NA
5.
Provided relevant and useful feedback about my teaching skills.
6.
Showed interest in and concern for me as a person.
0
1
2
3
4
5
NA
7.
Supported me when professional or personal problems
developed during my student teaching.
0
1
2
3
4
5
NA
8.
Showed interest in my progress as a teacher.
0
1
2
3
4
5
NA
9.
Made himself/herself available when needed.
0
1
2
3
4
5
NA
10.
Encouraged on-going communication between my University
Supervisor and me.
0
1
2
3
4
5
NA
0
1
2
3
4
5 NA
Comments (include reasons for your ratings—use back of page if necessary):
Student Teacher Name ____________________________ Date: _________________
(Your name will be kept confidential within the Field Placement Office. Your helpful feedback will be shared.)
UND 47
STUDENT TEACHER EVALUATION OF UNIVERSITY SUPERVISOR
Name of University Supervisor ______________________________________________________
INSTRUCTONS: Please circle the number (1-5) corresponding to the description which most accurately describes your
University Supervisor.
0-Did not occur; NA-Not applicable
My University Supervisor:
Never Sometimes Always__
1.
Stated expectations clearly.
0
1
2
3
4
5
NA
2.
Observed according to planned schedule.
0
1
2
3
4
5
NA
3.
Conducted helpful conferences.
0
1
2
3
4
5
NA
4.
Provided diagnosis, feedback, and guidance.
0
1
2
3
4
5
NA
5.
Gave tactful analysis and useful suggestions.
0
1
2
3
4
5
NA
6.
Helped me develop self-evaluation skills.
0
1
2
3
4
5
NA
7.
Permitted me to express my needs and ideas.
0
1
2
3
4
5
NA
8.
Made me comfortable in relating my feelings and concerns.
0
1
2
3
4
5
NA
9.
Showed interest in and concern for me as a person.
0
1
2
3
4
5
NA
10.
Made himself/herself available when needed.
0
1
2
3
4
5
NA
Comments (include reasons for your ratings—feel free to continue on the back of this form):
Student Teacher Name _________________________________ Date: _________________
(Your name will be kept confidential within the Field Placement Office. Your helpful feedback will be shared.)
UND 48
EVALUATION OF STUDENT TEACHING EXPERIENCE
Semester ______ Year _____ ECE_____ Elem.______ M.S. _____ Sec. _______ K-12______
Middle, Secondary and K-12--list your student teaching major(s) , minor(s) and/or concentrations:
__________________________
__________________________ ________________________
The College of Education is committed to collecting data about the student teaching program. Your
ideas and comments are important to this process. Please check the appropriate description of your
student teaching experience below:
Helpfulness?
Very Somewhat Not Really
Meetings
1.
Student Teaching Orientation/Placement Meeting
2.
Senior Seminar
Did not
Occur








Student Teaching Experience
1.
Extent to which the program prepared me to student teach 
2.
Overall, my student teaching experience was







Comments:
Comments (please feel free to continue on the back or attach an additional sheet as needed):
Strengths of the program:
Suggestions for enhancement/improvement:
Name ______________________________________________
Date ______________________
(Your name will be kept confidential within the Field Placement Office. Your helpful feedback will be shared.)
UND 49
THINGS TO THINK ABOUT BEFORE TEACHING
(Suggested by C. M. Pelletier in A Handbook for Successful Student Teaching, 2000)
1.
Why am I teaching this lesson?
 Student interest in topic?
 My interest in topic?
 Required curriculum?
2.
What do I hope to accomplish?
 Skill to be developed?
 Concept to be discussed for understanding?
 Product to be produced?
3.
Who are the students?
 Range of abilities?
 Range of ages?
 Ethnic diversity and varying cultures?
4.
What is the time frame for teaching this lesson?
 Part of a unit?
 One period or block schedule?
 Isolated lesson?
5.
Will I need other resources to teach this lesson?
 Story or anecdote?
 Relevance to their lives?
 Props or visual displays?
6.
Will I need other resources to teach this lesson?
 Audiovisual or technology?
 Student handouts?
 Manipulative or visual displays?
7.
How will students spend their time during the lesson?
 Small group discussions? Individual? Large group?
 Hands-on activity or experiment?
 Taking notes or observing?
8.
How will this lesson be assessed?
 Formal? Quiz or test?
 Informal? Observation of learning?
 Open-ended questions? Written? Spoken?
9.
How will I close the lesson or close the class period?
 Review and summary?
 Collecting papers giving next assignments? Allowing time for homework or questions?
10.
Will there be homework or enrichment activities offered?
 How will I collect later? Is it required or extra?
 Will it count? What is the cooperating teacher’s policy? How will I grade it?
11.
How will I know if I succeeded in teaching the lesson?
 Self-assessment? Response of students? Cooperating teacher input?
12.
How will the next lesson relate or build on this one?
UND 50
A CHECKLIST FOR LESSON PLANNING
1.
Are the objectives stated clearly? What is the purpose of this lesson?
2.
Is the lesson at the student’s correct level of difficulty?
3.
Is this the best way of obtaining this particular understanding, attitude or skill?
4.
Has the cooperating teacher(s) (a team teaching situation) been consulted on the various methods
or techniques of teaching?
5.
Do the projected plans relate to the interests and experiences of the students in this classroom?
6.
Are the instructions specific and meaningful?
7.
What is the justification for viewing this film, the discussion of this news article or this reading
assignment?
8.
Was enough time allowed to complete the assignments?
9.
Are a variety of activities being provided?
10.
Are all of the materials readily available?
11.
Are the plans flexible? Do they take student interests into consideration?
12.
Is the homework assignment necessary, realistic and consistent with the lesson taught?
13.
Are these lesson plans consistent with the philosophy of the cooperating teacher and the school?
Lesson plans should be approved by the cooperating teacher two days before the lesson is taught.
UND 51
LESSON PLAN FORMAT #1
Grade Level ______ Subject __________________ Day/Date ______ Time Needed______________
Objectives:
Introduction (Anticipatory Set/Motivation):
Materials Needed:
Teaching Activities:
Closure/ Review/Summary:
(Evaluation and Reflection on back)
UND 52
Self Assessment/Reflection:
1. What part of this lesson worked well?
2. What part of this lesson surprised you (or didn’t work well)?
3. If you teach the lesson again, what would you do differently? Why?
UND 53
LESSON PLAN FORMAT #2
(Suggested by C. M. Pelletier in A Handbook for Successful Student Teaching, 2000)
Grade Level ______ Subject __________________ Day/Date ______ Time Needed______________
Components
1. Objective(s): What do you want students to learn; to be able to do or say as a result of this
learning? What is the desired outcome?
2. Anticipatory Set/Motivation: How will you get students ready to receive information and to
be focused on the learning? Are they curious?
3. Teaching Activities:
Learning Activities:
Input
Modeling
Monitor Learning
Guided Practice
Independent Practice
Application of Learning
Transfer of Learning
Listening/watching
Talking/small groups
Presenting/sharing
Writing
Thinking
Active involvement
Waiting
Creating own amusement
Practicing
Discussing
4. Provision for Individual Differences: (How will you accommodate slower learners? How
will you provide for quicker learners to go forward?
5. Evidence of multicultural, gender fair, disability awareness: Can you speak of cultural
differences as valuable? Do you remove stereotypes about gender? Are you accepting of persons
with disabilities?
6. Closure/Summary
________________________________________________________________________
7. Self Assessment/Reflection:
Strengths
Trouble Spots/Possible Solutions:
UND 54
SECONDARY LEVEL LESSON DESIGN
(Suggested by C. M. Pelletier in A Handbook for Successful Student Teaching, 2000)
Date:
Period:
Subject
Time:
Block:
Objectives:
Key Questions:
1.
1.
2.
2.
3.
3.
Vocabulary:
_________________________ __________________________ _____________________________
_________________________ __________________________ _____________________________
_________________________ __________________________ _____________________________
Textbook: ____________________ Pages: ___________ Materials/Handouts: ________________
PROCEDURE
Introduction
Overview
Mini-Lecture
Key Points:
Students pairs, group work, or
how students are engaged:
Activities:
Closing
Summary:
Assessment:
Homework:
UND 55
QUESTIONS THAT REFLECTIVE TEACHERS ASK THEMSELVES
Lesson: ________________________________________________
Date:___________________
Read and seriously consider the following questions. Choose several that pertain to your lesson and
write answers for them on a separate sheet of paper.
1.
Did the students learn anything? If so, why? If not, why not?
2.
Did anything significant occur? If so, what and why?
3.
Was the strategy I used the most effective one? What other strategies might have been effective?
4.
How well did I relate the lesson to the students’ knowledge, experiences, and interests? How
might I have done this better?
5.
How flexible was I in modifying the lesson according to the students’ responses?
6.
How well did I manage classroom behavior? What other behavioral techniques could I have
used? What technique worked best and what didn’t work? Why?
7.
What connections were there between teaching strategies and learning effectiveness? What does
this tell me about what I need to do in the future?
8.
What are some alternatives for conducting today’s lesson?
9.
How did I motivate the students? What are some other ways I might have motivated them?
10.
Did I consider learning theory in preparing and implementing the lesson? If so, what theories
worked? If not, what theories should I have considered?
11.
Did I give students opportunities to direct their own learning? If so, how? If not, how could I
have done this?
12.
As a result of this lesson, what have I learned about teaching? How might I change to become a
better teacher?
UND 56
GUIDELINES FOR PLANNING A UNIT
Questions to Consider Before Beginning a Unit:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
What is the purpose of the unit?
How much time will the unit need? How many lessons?
What do students already know?
What would students like to learn or know?
How will the unit be introduced?
What are the key questions that need to be answered?
Is prior knowledge necessary?
Will the unit have a theme?
Will the unit cross disciplines? Is team teaching involved?
Will any special activities be part of the unit?
Will I need special materials or audiovisuals for this unit?
Will guest speakers or field trips be part of this unit?
Unit Planning Outline:
I.
II.
III.
Purpose
A.
To provide program coherence
B.
To provide a mechanism for scope and sequence in the classroom
C.
To teach to individual differences
D.
To assure efficient and effective teaching with a minimum of classroom management
problems.
E.
To ensure program continuation
F.
To serve as a criterion for teacher self-assessment
G.
To evaluate your teaching
Levels of instructional planning
A.
Planning the school year
B.
Planning the units
C.
Planning the lessons
Goals and Objectives
A.
Goals
1.
Expectations you intend to reach
2.
Expectations you would like to have accomplished
3.
Statements of intent
4.
Advanced mental organizers to share with students
5.
Guide instructional method
6.
Usually general statements – do not have to be complete sentences
7.
Often begin with the infinitive “to”
8.
May not always be measurable
UND 57
B.
IV.
Objectives
1.
Are NOT intentions
2.
ARE actual behaviors that teachers intend to observe and measure
3.
Are what student do
4.
Drive student performance
5.
Are stated in performance terms
6.
Are specific to actions
7.
Are complete sentences that include the very “will”
8.
Must always be observable and measurable
9.
Are written in overt terms (terms that can be observed directly).
Writing behavioral objectives (ABCD)
A.
Audience – the student for whom the objective is intended. (The student will be able to;
you will be able to)
B.
Behavior – the expected performance written with action verbs so they can be measured.
(Avoid words like appreciate, believe, comprehend, understand, enjoy, learn, etc.)
C.
Conditions – the setting in which the behavior will be demonstrated by the student and
observed by the teacher.
D.
Degree – (or level) of expected performance – the ingredient that allows for the
assessment of student learning.
UND 58
Ineffective And Effective Teaching Behaviors In The Classroom
(Taken from Wiles & Bondi Supervision: A guide to practice, 4th ed. Prentice Hall)
Ineffective Behaviors
Effective Behaviors
1. Communicating lesson objectives
Not describing the lesson’s purpose or what
students are expected to learn
Stating goals or major objectives at the beginning
of the lesson.
Not calling students’ attention to main points,
ideas or concepts.
Telling students what they will be accountable
for knowing or doing.
Emphasizing major ideas as they are presented.
Reviewing key points or objectives at the end of the lesson.
2. Presenting information systematically
Presenting information out of sequence; skipping
important points or backtracking.
Inserting extraneous information, comments, or
trivia into the lesson.
Moving from one topic to another without warning.
Presenting too much complex information at once
giving directions too quickly.
Not leaving sufficient time to cover each aspect of
the lesson thoroughly.
Outlining the lesson sequence and sticking to it.
Sticking to the topic; holding back on complexities
until the main idea is developed.
Summarizing previous points; clearly delineating
major transitions between ideas or topics.
Breaking complex content into manageable portions or
or steps; giving step-by-step directions, checking on
understanding before proceeding.
Maintaining an efficient pace in early activities so
that ample time remains for later ones.
3. Avoiding vagueness
Presenting concepts without concrete examples.
Providing a variety of apt examples.
Using overly complex vocabulary.
Using words that students understand; defining new
vocabulary terms.
Overusing negative phrases (e.g., not all insects,
not many people, not very happy)
Being ambiguous or indefinite; maybe, perhaps,
sort of correct, more or less right, you know, right
most of the time, not always.
Being specific and direct (e.g., the beetles, one third
of the people, enraged, discouraged).
Being specific, precise, referring to the concrete
object, stating what is and is not correct and why.
4. Checking for understanding
Assuming everyone understands, or simply asking,
“Does everyone understand?” or “Does anyone
have any questions?”; then proceeding without verification.
Moving to the next topic because time is limited or
because no students ask questions.
Asking questions or obtaining work samples to be
sure students are ready to move on.
Asking students to summarize main points to verify
comprehension.
Re-teaching unclear parts.
Not calling on slower students; relying on feedback
from only a few volunteers.
Systematically checking everyone’s understanding.
5. Providing for practice and feedback
Not assigning class work or homework.
Being sure students have adequate practice so that
critical objectives are mastered.
Giving assignments that cover only a portion of the learning.
Not checking, reviewing, or discussing students’ assigned work.
Checking regularly, re-explaining needed concepts, and
re-teaching when appropriate.
UND 59
The Cooperating Teacher
Thank you for sharing your professional talents with our student teachers.
UND 60
SUGGESTIONS FOR COOPERATING TEACHERS
Policies and procedures for University of North Dakota cooperating teachers are covered in this section.
They should be read and observed carefully.
The student teacher’s autobiography will be made available to each cooperating teacher.
Throughout the student teaching experience, the cooperating teacher and student teacher should function
as a teaching team. This will include cooperative planning, teaching and evaluating. During the early
part of the experience, major responsibility should be assumed by the cooperating teacher. The
cooperating teacher plays a major role in the education of the student teacher. Because of the
significance attached to the supervisory role, it is necessary that the cooperating teacher be thoroughly
familiar with a number of guidelines.
The student teacher should progress through a sequence of orientation, observation, participation, and
full teaching responsibility (see Stages of Student Teaching on page). Suggestions for each of the areas
are presented below to serve as a guide for the cooperating teacher.
Orientation
A good orientation program is a vital part of the cooperating teacher’s work with student teachers in the
public schools. Although orientation is generally regarded as very significant during the initial stages of
student teaching, it is most effective when it is a continuous process throughout the assignment. The
following are suggestions to guide the cooperating teacher: (1) general orientation, (2) orientation by
cooperating teacher, (3) orientation of students.
The cooperating teacher assists with general orientation by (student teacher will have an Activity
Checklist to aid in this orientation):
 introducing the student teacher to faculty members, administrators, and other school personnel
 helping the student teacher become acquainted with the facilities, such as the nurse’s office,
pupil records, instructional supplies, and audio-visual materials;
 discussing teaching philosophy, school policies, rules and regulations;
 informing the student teacher of instructional, assessing, and marking practices in the district.
The cooperating teacher orients the student teacher by:
 talking and getting acquainted;
 discussing and planning cooperatively;
 giving consideration to ideas and suggestions from the student teacher;
 providing opportunities to become thoroughly familiar with the classroom and all teaching aids
and materials that are available;
 informing him/her about the total school experiences that occur throughout the academic year;
 suggesting and implementing techniques for becoming acquainted with students.
The cooperating teacher orients the students by:
 informing them before the student teacher arrives that there will be another teacher in the room;
 establishing the student teacher in the role of another teacher.
UND 61
Observation
Prior to the time when a student teacher assumes major responsibility for teaching a class, he/she is an
observe and participator in the classroom.
In order to be effective in this role, he/she must have specific things in mind to look for during
observations of the regular teacher and the students.
The cooperating teacher assists in the observation phase by:
 discussing daily lesson plans;
 considering how broad objectives such as attitudes, habits, and appreciations are achieved;
 emphasizing the necessity for flexibility in planning;
 making notes of motivational techniques employed;
 having him/her observe various ways lessons are introduced in different classes;
 helping him/her become familiar with teaching materials and their uses in the classroom;
 helping him/her become aware of the various techniques possible for closing the lesson;
 suggesting variations in teaching procedures used from day to day;
 familiarizing him/her with routine classroom duties apart from the actual teaching;
 discussing discipline and classroom management and helping him/her understand specific
problems;
 helping analyze discipline cases that arise, trying to get at the cause and suggesting ways of
handling them within the guidelines of established school policy.
Participation
It is a good policy to have the student teacher assume some responsibilities immediately. These
responsibilities will vary from school to school and at different grade levels.
Participation is intended to help the student teacher gain confidence. Possibilities for participating might
include:
 taking role;
 giving class assignments;
 reading a story of poem;
 assisting with supervision of students;
 administering and checking tests;
 providing individual help for students;
 sharing in pupil-teaching planning;
 contributing as a member of an instructional team;
 sharing special talents and experiences.
Because shared-planning is considered to be such an important part of the student teaching experience, it
should take place during the entire experience; however, it is probably most important during the period
when the student teacher is observing, participating and beginning actual teaching. The cooperating
teacher should share written, as well as verbal, plans with the student teacher. There is need to discuss
the daily plan (its objectives, procedures, materials used, and ways to evaluate the results) after the
lesson has been taught.
UND 62
Full Teaching Responsibility
A student teacher should assume responsibility for teaching a lesson as soon as the cooperating teacher
believes he/she is ready. It is desirable that this be a cooperative decision between the student teacher
and the cooperating teacher. Greater responsibility for teaching should proceed gradually. Before the
experience is successfully completed, he/she should demonstrate ability to assume total responsibility as
a beginning teacher.
Student teachers in a single sixteen-week placement should teach full time for a minimum of ten days,
but are encouraged to teach as many weeks as possible. The scheduling of these days should provide the
student teacher with the chance to assume the teacher role on several consecutive days as well as
providing time for reflection.
Students in a split assignment (two different eight-week experiences) should teach full time for a
minimum of five consecutive days in each. For secondary teachers, the teaching of five classes (usually
two different preparations) is full time teaching.
1.
Lesson plans are required and should be reviewed by the cooperating teacher two days before the
lesson is taught. Each lesson plan should contain objectives, the materials needed, procedures,
plans for follow-through, and summarizing the evaluation procedures. During the first part of
the teaching assignment, the lesson plans should be in much greater detail.
2.
Conferences with the student teacher should be regularly scheduled. It is important to share
observations and assessments with specific suggestions on ways to improve and to remain
flexible, and to develop one’s individual style, helping the student teacher to grow to his/her
fullest potential.
3.
The cooperating teacher needs to complete at least four observation forms to share with the
student teacher and University supervisor.
4.
A successful student teaching experience is based on open, honest communication among all
parties involved. Periodic three-way conferences (student teacher, cooperating teacher, and
University supervisor) are suggested. Mid-term and Final three-way conferences should be
scheduled to allow adequate time for discussion of assessments.
You are encouraged to contact the university supervisor at any time to express concerns or to
share reservations.
5.
The final evaluation form and recommendation are due the last week of the student teaching
assignment. Please type the recommendation, share it with your student teacher who will submit
it to the Field Placement Office.
UND 63
Effective Cooperating Teacher Skills
(Guidelines suggested by C.M. Pelletier in A Handbook for Techniques and Strategies for Coaching Student Teachers, 2000)
1.
Content Knowledge
 Demonstrate love of the content area(s) and assist the student teacher in making personal connections
with the students.
 Share the curriculum materials and textbooks available for use and guide the student teacher in how
to use them most effectively.
 Refer the student teacher to resources that will enhance content and encourage him or her to use a
variety of resources when teaching content.
2.
Instructional Practice and Equity
 Model, share, and demonstrate lesson plans and approaches to teaching and learning, and provide
opportunities for the student teacher to try on her or his own.
 Assist the student teacher in developing and maintaining a classroom that is well managed and
organized to meet the objectives for student learning.
 Discuss controversial issues and provide time for the student teacher to reflect on practice and the
effect of a teacher’s influence on students.
 Model fair and equitable treatment of all students.
 Stress the importance of non-instructional duties and share these duties with the student teacher.
3.
Student Assessment
 Assist the student teacher in learning about all students in the classroom.
 Discuss and share all models of assessment for students, including special education, informal and
formal teacher tests, rubrics, state tests, and how to use the results to plan an d design curriculum.
 Provide opportunities for the student teacher to create assessment tools.
4.
Communication, Conferencing, and Feedback
 Maintain a positive “mentor” approach to guiding the student teacher, demonstrating the qualities of
enthusiasm, encouragement, and patience.
 Accept the student teacher as a partner in the classroom and introduce him or her to students in the
classroom as a co-teacher.
 Develop a trusting environment open to the sharing of ideas and personal philosophies related to
teaching and learning.
 Meet with the student teacher regularly to discuss planning and other issues.
 Provide ongoing spoken and written feedback to assess the student teacher’s strengths and areas that
need attention.
 Encourage and participate in ongoing reflection with the student teacher.
 Offer suggestions for areas that need assistance and set specific goals related to those areas.
5.
Professionalism:
 Demonstrate a commitment to the profession and to your student teacher by behavior, personal
appearance, speech, and manner.
 Participate in professional development activities and encourage the student teacher to be a life-long
learner.
 Maintain a positive relationship with colleagues, parents, and administrators, and introduce the
student to the whole school.
UND 64
Action Plan for Professional Growth
At times concerns arise regarding the student teacher’s development of specific professional skills. The
Action Plan format can then be used during a three-way conference of the student teacher, the
cooperating teacher, and the University supervisor. Completing an Action Plan does not necessarily
indicate unsatisfactory progress overall – it provides a prescribed plan for growth.
Name: _________________________________________________
Date: _________________________________________________
Skill or trait to work on:
Plan for Action: (be specific)
Time needed: ___________________________ Date to be accomplished: ________________________
Resources needed: (people and materials)
______________________________________ ____________________________________________
Student Teacher
Date
______________________________________ ____________________________________________
Cooperating Teacher
University Supervisor
Add comments on back
UND 65
STUDENT TEACHING ASSESSMENT
Observation and Assessment Process
See pages 23-37 for a detailed description of the assessment process and for sample reporting forms.
All forms must be signed by the student teacher and the observer.
Professional Portfolio Check
Cooperating teachers and supervisors check on student teacher’s portfolio progress periodically
throughout the semester. See pages 32-35 for detailed portfolio information.
Final Recommendation
Cooperating teachers and university supervisors write a narrative report at the end of the student
teacher’s experience. This report must be signed by the teacher or supervisor and the student teacher.
The original report is sent to Career Services to be placed in the student teacher’s credential file and a
copy is placed in the student’s permanent file. A template of the Recommendation Form is available on
computer disk. Teachers and supervisors may request a disk from the Field Placement Office if they
have not already received one. They are available on Mac or IBM.
UND 66
University of North Dakota
College of Education
Field Placement Office, Phone (701)777-4128
STUDENT TEACHER RECOMMENDATION
This recommendation will not be kept confidential. It will be reviewed by the student.
Please write a comprehensive statement regarding the individual's unique characteristics which are
applicable in teaching. Please sign at the bottom, have the student review and sign on the back, and
return it to field placement office where it will be processed. Thank you
Student Teacher Name:
Date:
Area and Grade of recommendation:
School:
City, State:
Comprehensive Statement:
Cooperating Teacher’s Signature:__________________________________________
School________________________________________
Please have the student teacher review this document and sign on the back in the appropriate space
before returning it to the Field Placement Office. Unsigned recommendations will be returned.
UND 67
To be signed after the student teacher recommendation/final report has been completed and
reviewed.
Permission to send RECOMMENDATION/FINAL REPORT to CAREER SERVICES and for them to
make this available to prospective employers:
I certify that I have read the reverse side of this form, and authorize the Office of CAREER SERVIES to
include it in my credential file, and to make this information available to prospective employers.
Student Teacher's Signature______________________________________ Date___________
(Please use pen, not marker, to sign)
-
or –
Permission NOT to send RECOMMENDATION/FINAL REPORT to CAREER SERVICES:
I have reviewed the reverse side of this form, and do NOT want this form forwarded to the Office of
CAREER SERVIECS. I do NOT want it included in my credential file, nor do I want this information
made available to prospective employers.
Student Teacher's Signature_______________________________________ Date________________
(Please use pen, not marker, to sign.)
Please return to: UND College of Education
Field Placement Office, Box 7189
Grand Forks, ND 58202-7189
UND 68
Licensure Questions and Answers
The following information is designed to help clarify some of the North Dakota regulations concerning teacher
licensure. It is not meant as a substitute for the regulations themselves. If you have specific questions concerning
licensure, contact the Education Standards and Practices Board in Bismarck (701/328-2264). Current information
is available on their web site: http://www.state.nd.us/espb
Question:
Where are licensure application forms available?
Application forms for North Dakota are available through the College of Education and
Human Development Advising and Admissions Office, Education Building-Room 105.
A special session of Senior Seminar is designated to discuss the licensure process and to
distribute the applications for licensure and fingerprinting.
Question:
When should one apply for licensure?
Undergraduates are urged to apply for licensure during the last weeks of student
teaching. Specific guidelines are discussed under Student Teacher Paperwork
Requirements section of this resource.
Question:
What is the cost for a North Dakota Educator’s Professional License (licensure)?
Entrance (first-time):
$ 25 Application Fee-New applicants only; nonrefundable.
$ 60 Initial-Official transcripts from all institutions of higher education attended must be
included.
$175 Out-of-State Transcript Analysis; nonrefundable.
$ 60 Interim Reciprocal-2 year, renewable once.
(Additional fees are required for renewals and licensing in type-specific areas.)
Question:
Is testing required to be granted a Professional License in ND and MN?
Yes, teacher candidates are required take the Praxis I Basic Skills Test (PPST) to be
licensed in North Dakota and Minnesota with specified cut-off scores:
North Dakota:
(effective 7/1/03)
Math
Reading
Writing
170
173
173
Minnesota:
Math
Reading
Writing
169
173
172
Question:
Is it necessary to be fingerprinted in order to be licensed?
Yes, all initial applicants (those who have not previously held a North Dakota teaching
license) applying after August 1, 1997 must submit fingerprints for a background check.
Fingerprinting cards and information are available in the Field Placement and Advising
Office, Ed. Bld.-Room 105. They will be distributed in a Senior Seminar session.
Question:
What are the general criteria for licensure as a secondary teacher in North Dakota?
Individuals wishing to be licensed as secondary teachers in North Dakota must meet the
following standards:
1. They must possess a bachelor’s degree with a content major taught in ND schools.
2. They must have completed an approved sequence of education courses from
an accredited college or university, including student teaching.
UND 69
Question:
What about K-12 licensure?
UND offers students an opportunity for K-12 licensure in Music and Physical Education. Such
licensure requires additional coursework and student teaching at both the elementary and
secondary levels. Please consult with the individual departments for details.
Question:
What is an endorsement?
An endorsement is evidence of completion of a process of re-education in an area of
teaching in addition to the initial Educator’s Professional License (teacher licensure).
Individuals receive an endorsement to enable them to teach in an extended grade level
and/or content area .
Question:
What is an “approval to teach?”
Teachers are sometimes needed to teach an academic subject for which they are not
licensed. A school district may write the ESPB for permission (approval to teach) which
would allow it to employ teachers in subjects for which they are not licensed. Such
approvals, if granted, are given on a year-by-year basis and are subject to certain
minimum standards. Contact the ESPB for more details.
Question:
When do certificates expire? How are they renewed?
An Initial Educator’s Professional License is granted for a period of two years. During
this two-year period, if the candidate has successfully taught for a period of eighteen
months within North Dakota, he/she is eligible for a “5 year renewal.” If a candidate has
taught less than eighteen months, he/she is eligible for an additional two-year license.
Teachers who possess a five-year renewable license must earn a minimum of six
quarter hours or four semester hours of college credit, have taught at least thirty days, and
submit three recommendations to be eligible for another five-year certificate.
Question:
Is licensure necessary to serve as a substitute teacher?
Yes. You must be licensed at the level you are substituting (elementary or secondary).
Question:
What about Minnesota licensure? (http://cfl.state.mn.us/teachbrd/rd2873_toc.html)
A representative from Minnesota Public Schools will provide detailed information for
Minnesota licensure at a scheduled Senior Seminar session. Minnesota licensure
applications and fingerprint cards are available in Ed. 105.
Students who wish to apply for Minnesota licensure and are already licensed in North
Dakota, can be immediately granted a probationary two-year certificate, thus allowing
them time to complete the needed human relations, first-aid and drug education
requirements as well as complete the PPST exam.
There are a few areas in which North Dakota and Minnesota levels of licensure differ,
however. For example, the UND double major in elementary/physical education leads to
the ability to teach PE in ND elementary schools, but Minnesota accepts only K-12
preparation in PE Ed.
Question:
What about licensure in states other than Minnesota and North Dakota?
Even if a student does not plan to teach in North Dakota, the state licensure from an
NCATE-approved university eases the transition to licensure in most other states.
Director of Advising and Admissions has lists of state licensure offices by request.
UND 70
North Dakota Guidelines for Student Teaching
Student Teacher
Section 67.1-02-01-01
A student teacher is one who teaches in a regular classroom situation as part of the requirements in
professional preparation.
1. All college students in education must have classroom-related preprofessional experience
prior to student teaching. This experience must be provided as early as possible. Formal
admittance to the teacher education program includes meeting appropriate state program
approval requirements.
2. The student teacher should be assigned by a college or university to a cooperating school on
a full-time block. A full-time block is construed as a full day for ten consecutive weeks with
exceptions documented. The student teacher must be placed in a classroom where the
cooperating teacher is regularly assigned. Additional student teaching experiences shall be
determined by the training institution.
3. In the event of an emergency, the student teacher may once during the student teaching
semester be placed as a substitute in the student teacher’s regularly assigned classroom for a
period of time not to exceed two consecutive days.
4. Student teachers may be placed only in accredited schools.
5. Teaching experience cannot be used for a waiver of student teaching.
History: Effective July 1, 1995
General Authority: NDCC 15-36-01, 28-32-02
Law Implemented: NDCC 15-36-01
Cooperating Teacher
Section 67.1-02-01-02
A cooperating teacher is the teacher in the local situation who works with, helps, and advises the student
teacher.
1. Every cooperating teacher must have acquired a minimum of two semester hours or three
quarter hours in a supervision of student teaching course or an in-service requirement that
meets the necessary essential in preparing cooperating teachers to supervise student teachers
Those a cooperating teacher who have served prior to July 1, 1976, may have this
requirement waived at the discretion of the host college and cooperating school.
2. The cooperating teacher must have at least two years of teaching experience. The
cooperating teacher must have at least one year of teaching experience in the school system
in which the student teacher is being supervised.
UND 71
3. Before being accepted and approved as a cooperating teacher, the teacher must be
recommended by the administration of the school in which student teaching is performed.
4. A cooperating teacher who cannot recommend a student teacher for teaching or licensure
shall have a conference with the college supervisor and the student teacher prior to the
student teaching evaluation and recommendation.
History: Effective July 1, 1995
General Authority: NDCC 15-36-01, 28-32-02
Law Implemented: NDCC 15-36-01
University Supervisor
Section 67.1-02-01-03
A college supervisor is the college faculty member who is in charge of guiding, helping, and directing
the student teacher.
1. The college supervisor must have elementary or secondary teaching experience at the level of
supervision.
2. A college supervisor, after meeting with the administration of the school in which student
teaching is to be done, shall meet with the cooperating teacher and provide a copy of the state
student teaching guidelines.
3. The college supervisor shall make a copy of the student teacher’s file available to the
cooperating teacher prior to the arrival of the student teacher. Such file may contain a brief
biography and general information, but may not contain any specific information that would
be in violation of a student’s right to privacy.
4. A college supervisor shall make at least two visitations during the student’s teaching
experience. Following each visitation the college supervisor shall hold a joint conference
with the cooperating teacher and the student teacher, or provide each a written critique of the
visitation.
5. The teacher education program staff may provide consultation and assistance for the first
year teacher in North Dakota.
History: Effective July 1, 1995
General Authority: NDCC 15-36-01, 28-32-02
Law Implemented: NDCC 15-36-01
UND 72
Code of Ethics for North Dakota Teachers
ARTICLE 67.1-03
STATE OF NORTH DAKOTA
CODE OF PROFESSIONAL CONDUCT FOR EDUCATORS
ADOPTED NOVEMBER 18, 1999
Section 67.1-03-01-01
Preamble
The educator recognizes that education preserves and promotes the principles of democracy. The
educator shares with all other citizens the responsibility for the development of educational policy. The
educator acts on the belief that the quality of the services of the education profession directly influences
the nation and its citizens. The educator promotes the worth and dignity of each human being and
strives to help each student realize the student's potential as a worthy, effective member of society.
The educator, therefore, works to stimulate the spirit of inquiry, the acquisition of knowledge and
understanding, and the thoughtful formulation of worthy goals. The educator measures success by the
progress each student makes toward the realization of his/her potential as an effective citizen. The
educator regards the employment agreement as a solemn pledge to be executed both in spirit and in fact
in a manner consistent with the highest ideals of professional service. The educator accepts
the responsibility to practice the profession according to the highest ethical standards. The educator
strives to raise professional standards to improve service and achieve conditions which attract highly
qualified persons to the profession.
The following code of professional conduct of the Education Standards and Practices Board governs all
members of the teaching profession. A violation of this section constitutes grounds for disciplinary
action which include the issuance of a warning and/or reprimand, suspension or revocation of the
license of the affected educator, or to take other appropriate disciplinary action.
History: Effective July 1, 1995
General Authority: NDCC 15-36-15, 15-38-18, 28-32-02
Law Implemented: NDCC 15-38-18
Section 67.l-03-01-02
Principle I - Commitment to the Student
In fulfilling obligations to students, the North Dakota educator:
1. shall not, without just cause, deny the student access to varying points of view;
2. shall not intentionally suppress or distort subject matter relevant to a student's academic
program;
3. shall protect the student from conditions detrimental to learning or to physiological or
psychological well-being;
UND 73
4. shall not engage in physical abuse of a student or sexual conduct with a student and shall
report to the Education Standards and Practices Board knowledge of such an act by an
educator;
5. shall not harass, discriminate against, or grant a discriminatory advantage to a student on the
grounds of race, color, creed, sex, national origin, marital status, political or religious beliefs,
physical or mental conditions, family, social, or cultural background, or sexual orientation;
shall make reasonable effort to assure that a student is protected from harassment or
discrimination on these grounds; and may not engage in a course of conduct that would
encourage a reasonable student to develop a prejudice on these grounds;
6. shall not use professional relationships with a student for personal advantage or gain;
7. shall disclose confidential information about individuals, in accordance with state and federal
laws, only when a compelling professional purpose is served or when required by law; and,
8. shall accord just and equitable treatment to all students as they exercise their educational
rights and responsibilities.
Section 67.1-03-01-03
Principle II - Commitment to the Profession
In fulfilling obligations to the profession, the North Dakota educator:
1.
shall accord just and equitable treatment of all members of the profession in the exercise of
their professional rights and responsibilities;
2.
shall not, on the basis of race, color, creed, sex, national origin, marital status, political or
religious beliefs, physical condition, family, social or cultural background, or sexual
orientation, deny to a colleague a professional benefit, advantage, or participation in any
professional organization, nor discriminate in employment practice, assignment, or
evaluation of personnel;
3.
shall not sexually harass a fellow employee;
4.
shall withhold and safeguard information acquired about colleagues in the course of
employment, unless disclosure serves a compelling professional purpose;
5.
shall present complete and accurate information on the application for and
employment;
6.
shall present complete and accurate information on any document in connection with
professional responsibilities;
7.
shall present evaluations of and recommendations for colleagues fairly, accurately, and
professionally;
UND 74
8.
shall cooperate with the Education Standards and Practices Board in inquiries and hearings and
shall not file false complaints or shall not seek reprisal against any individuals involved with the
complaint;
9.
shall not knowingly distort, withhold or misrepresent information regarding a position from
an applicant or misrepresent an assignment or conditions of employment;
10. shall not breach a professional employment contract;
11. shall not knowingly assign professional duties for which a professional educator's license is
required; and,
12. shall not accept a gratuity, gift, or favor that might influence or appear to influence
professional judgment, nor offer a gratuity, gift, or favor to obtain special advantage.
Section 67.1-03-01-04
Principle III - Commitment to the Community
In fulfilling these obligations to the public, the North Dakota educator:
1.
2.
3.
shall distinguish between personal views and the views of the employing educational agency;
shall not distort or misrepresent the facts concerning educational matters; and,
shall not interfere in the exercise of political and citizenship rights and responsibilities of others.
Complaints, Investigation and Hearing
The ESPB secretary, upon receipt of a Request for Inquiry (RFI) form, shall transmit a copy with the
supporting documentation to the affected educator by licensed mail. A clear and concise answer to the
complaint must be received by the secretary of the ESPB within 20 calendar days from the day it was
received by the affected educator. The answer may include supporting documentation. If the affected
educator fails to file an answer, the allegations in the complaint will be deemed admitted and the Board
shall proceed to a hearing pursuant to NDCC 15-36-16.
Upon receipt of the response from the affected educator, or passage of the deadline for a response, the
ESPB secretary will place the RFI on the agenda of the next meeting of the ESPB or Administrator’s
Professional Practices Board for preliminary discussion. According to ESPB organizational rules,
meeting notification must occur with ten days prior notice.
At the ESPB meeting, the ESPB or Administrator’s Professional Practices Board will review the
written documents presented. No testimony or witnesses will be allowed at this time. Based upon the
paper review, the Board will determine the following:
A.
To dismiss the RFI as not having enough substance to proceed.
UND 75
B.
C.
To dismiss the RFI as being outside the jurisdiction of the presiding Board
Upon completion of the hearing, the appropriate Board shall: (NDCC 15-38-19)
1.
2.
3.
4.
D.
Dismiss the case.
Issue a warning and/or reprimand.
Suspend or revoke the certificate of the affected educator.
Take other appropriate disciplinary action.
To request a hearing pursuant to NDCC Section 15-36-16. The hearing will be
conducted according to the Administrative Agencies Practices Act, NDCC 28-32.
(Parties may be represented at the Administrative hearing)
FAMILY EDUCATIONAL RIGHTS AND
PRIVACY ACT OF 1974
All students, including University of North Dakota student teachers, are protected by the Family
Educational Rights and Privacy Act (FERPA). Cooperating teachers and supervisors may have access
to student teacher records which contain information about their academic history, their student teaching
progress, and other personal information. Disclosure of such information to those other than authorized
personnel who have legitimate educational interest is prohibited by the Family Educational Rights and
Privacy Act of 1974. It should be understood that the intentional disclosure of protected information by
the cooperating teacher or the supervisor violates FERPA and the University of North Dakota’s policy
of confidentiality.
An exception to the above is that student information may be disclosed if the student signs a statement
of permission for the information to be released.
If there are questions regarding the above statement, please contact the student teaching office of the
University of North Dakota, (701) 777-4128.
UND 76