UMHB
CENTERS FOR PROFESSIONAL DEVELOPMENT AND TECHNOLOGY

Welcome _______________________________________________
Objective of Teacher Education Program _____________________
Description of Student Teaching Program _____________________
Standards of Behavior _____________________________________
Code of Ethics ___________________________________________
Student Teaching Experience _______________________________
Duties and Responsibilities _________________________________
Substitution Policies ______________________________________
Checklist for Student Teachers ______________________________
Role of Cooperating Teacher ________________________________
Role of University Supervisor _______________________________
Appendix
Student Teacher Notice of Concern Request for Conference with University Supervisor ____________
Deficiency Notice ________________________________
Student Teaching Overview ________________________
Student Teacher Evaluation
Evaluating a Specific Teaching Experience ____________
Student Teacher Evaluation
Texas Teacher Appraisal Instrument _________________
Student Teacher Evaluation
Narrative Evaluation ______________________________
Student Teacher Evaluation
Mid-point, Exit, Evaluation _________________________
Student Teacher Evaluation of Teaching Experiences ____
UMHB—University Supervisor Evaluation ____________
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Welcome to student teaching. You are about to begin one of the most rewarding experiences of your college career. The student teaching experience is probably the most important phase of a teacher’s preparation. Student teaching should be the most intensive and extensive of the professional laboratory experiences. It is intended to provide prospective teachers with the opportunity to test theoretical concepts, to discover personal strengths and weaknesses, and to increase the skill and understanding required in teaching.
The University of Mary Hardin-Baylor (UMHB) and the public school districts of Academy, Bartlett,
Belton, Cameron, Copperas Cove, Florence, Gatesville, Holland, Killeen, Lampasas, Moody, Rogers,
Salado, Temple, and Troy form a teacher education board known as the UMHB Cooperative Teacher
Education Council. Representatives of these schools meet regularly to consider ways to improve teacher education and strengthen the partnerships of the University and the community. The organization provides ideas, physical facilities, and equipment, as well as other aids which form an integral part of our teacher education program.
The dean of the College of Education serves as chair of the UMHB Cooperative Teacher Education
Council. Other members are representatives from the UMHB Education faculty, key administrative personnel from the participating school districts, elementary and secondary teachers from the participating districts, and the local unit president of the Association of Texas Professional Educators.
The council is the liaison between the member school districts and the University of Mary Hardin-
Baylor. The council is charged with the responsibility of advising the University of changes needed in the teacher education program, as well as being aware of program changes required by the State Board for Educator Certification under the Texas Education Agency.
The purpose of student teaching is to develop the state-identified proficiencies for beginning teachers.
The experience provides students in the teacher education program with opportunities in planning, curriculum development, assessment, instructional methodology, and classroom management. This handbook provides guidelines for the field experiences required of UMHB student teachers. Field experiences are critical to the success of the Teacher Preparation Program. They are structured to help prospective teachers see and experience the relationship between theory and practice. They allow students to observe teachers, develop professional and personal strengths, and acquire skills required of a teacher. The main purpose of the field-based student teaching experience is to develop proficiency in teaching students at assigned levels in specific teaching fields.
LEARNER-CENTERED KNOWLEDGE
The teacher possesses and draws on a rich knowledge base of content, pedagogy, and technology to provide relevant and meaningful learning experiences for all students.
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EQUITY IN EXCELLENCE FOR ALL LEARNERS
The teacher responds appropriately to diverse groups of learners.
LEARNER-CENTERED INSTRUCTION
To create a learner-centered community, the teacher collaboratively identifies needs and plans, implements, and assesses instruction using technology and other resources.
LEARNER-CENTERED COMMUNICATION
While acting as an advocate for all students and the school, the teacher demonstrates effective professional and interpersonal communication skills.
LEARNER-CENTERED PROFESSIONAL DEVELOPMENT
The teacher, as a reflective practitioner dedicated to all students’ success, demonstrates a commitment to learn, to improve the profession, and to maintain professional ethics and personal integrity.
Student Teacher Pre-service teacher who is assigned to a practicing professional in a public school.
Student Teaching The culminating experience in a teacher certification program. In this field experience, the student teacher gradually assumes the teacher role.
Cooperating Teacher
University Supervisor
Code of Ethics
The campus-based mentor teacher for a student teacher or clinical teacher.
University faculty member who monitors the student teacher, guiding the experience in a partnership role with the cooperating teacher.
Standards of practice and ethical conduct toward students, colleagues, school officials, parents, and members of the community to which Texas educators adhere
OBJECTIVE OF TEACHER EDUCATION PROGRAM
The objective of the Teacher Education Program is to develop within the pre-service teacher the following:
1. An ability to write and to speak the English language with a degree of competence and confidence.
2. A stability of emotions, a broad base of interests, and an intellectual capacity.
3. A focus of ideas and beliefs which empower the learner.
4. An ability to think and creatively organize information in a framework to insure effective integration of ideas.
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5. An understanding of the organization and basic philosophy of public education in the
United States
6.
A high degree of competence in the teacher’s subject matter area(s) and a willingness to assume the obligation of continuous improvement in this chosen field.
7. A familiarity with a broad range of teaching methods.
8. An understanding of physical, psychological, and sociological constructs in the development of children of varying ages
9. An ability to appropriately implement developmentally sound decisions for students of varying ages
10. An ability to employ self-evaluation to determine teaching effectiveness and to evaluate the progress made by students under the teacher’s direction.
11. A genuine respect for American youth and the desire to make personal contributions to the betterment of the individual.
12. A level of confidence for entering the classroom for the first time as a result of a wellplanned and organized program of classroom observations and personal teaching experiences
13. An ability to administer and to interpret the results received from various types of measurement devices and rating scales.
14. An awareness of and an appreciation for the proper role of professional organizations.
Requirements for student teaching are as follows:
1. The successful completion of each of the basic skill requirements in reading, math, writing and critical thinking with an approved, equivalent assessment or the Texas Higher
Education Assessment (THEA)
2. Senior standing, lacking no more than 14 hours to complete a degree. Completion of all professional development courses. Lacking no more than one course in each teaching field or specialization area
3. Admission to the Teacher Education Program
4. An overall grade-point average of 2.5 and a grade-point average of 2.75 individually in each teaching field or area of specialization and in professional development courses
5. Current liability insurance
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6. Criminal Records check/Fingerprinting
Student teaching consists of observing and actively teaching under a cooperating teacher or teachers for one semester. All elementary education students seeking certification in EC-6 teach for eight weeks in an upper elementary setting and eight weeks in a lower elementary setting. A student teacher pursuing a 4-8 certification student teaches eight weeks in a 4 th , 5 th , or 6 th grade class in the area of certification and eight weeks in a 6 th
, 7 th
, or 8 th
grade class in the area of certification. A secondary student teacher spends eight weeks in each teaching field or spends sixteen weeks in one teaching field. An alternative to the above may be a student teacher spending sixteen weeks dividing the school day between two teaching fields.
A successful student teaching experience is measured by receipt of a minimum grade of C and an affirmative vote for certification from the cooperating teacher and from the university supervisor.
After successfully completing student teaching, the student teacher must make a satisfactory score on the Texas Examination of Educator Standards (TExES) in the endorsement area, content areas, and professional development before being recommended for certification. Certification is not automatic.
Students must make application for teacher certification and pay the necessary fee.
Successful student teachers are professional in their relationships with students, administrators, supervisors, other teachers, and the support staff. As they assume their responsibilities, they exhibit the following behaviors:
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Professional conduct that reflects maturity, good judgment, diplomacy, and high ethical standards.
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Appropriate relationships with students.
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Confidentiality regarding all information concerning individual students.
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Adherence to all local school policies while they are assigned to the school district.
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Maintenance of appropriate, professional appearance. Professional dress is based on good grooming and appropriateness for the teaching assignment. All school districts have established expectations for teacher dress.
I.
ENFORCEABLE STANDARDS
Professional Ethical Conduct, Practices and Performance.
Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the
State Board for Educator Certification (SBEC) and its certification process.
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Standard 1.2. The educator shall not knowingly misappropriate, divert or use monies, personnel, property or equipment committed to his or her charge for personal gain or advantage.
Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses or pay.
Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage.
Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students or other persons or organizations in recognition or appreciation of service.
Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so.
Standard 1.7. The educator shall comply with state regulations, written local school board policies and other state and federal laws.
Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications.
Standard 1.9. The educator shall not make threats of violence against school district employees, school board members, students or parents of students.
Standard 1.10. The educator shall be of good moral character and demonstrate that he or she is worthy to instruct or supervise the youth of this state.
Standard 1.11. The educator shall not intentionally or knowingly misrepresent the circumstances of his or her prior employment, criminal history, and/or disciplinary record when applying for subsequent employment.
Standard 1.12. The educator shall refrain from the illegal use or distribution of controlled substances and/or abuse of prescription drugs and toxic inhalants.
Standard 1.13. The educator shall not consume alcoholic beverages on school property or during school activities when students are present.
II. Ethical Conduct Toward Professional Colleagues.
Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law.
Standard 2.2. The educator shall not harm others by knowingly or recklessly making false statements about a colleague or the school system.
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Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel.
Standard 2.4. The educator shall not interfere with a colleague’s exercise of political, professional or citizenship rights and responsibilities.
Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation.
Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues.
Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides information for a disciplinary investigation or proceeding under this chapter.
III. Ethical Conduct Toward Students.
Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law.
Standard 3.2. The educator shall not intentionally, knowingly, recklessly, or negligently treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health or safety of the student or minor.
Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student.
Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation.
Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a student or minor.
Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or minor.
Standard 3.7. The educator shall not furnish alcohol or illegal / unauthorized drugs to any person under 21 years of age or knowingly allow any person under 21 years of age to consume alcohol or illegal / unauthorized drugs in the presence of the educator.
Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonably prudent educator standard.
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Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to:
(i) The nature, purpose, timing, and amount of the communication;
(ii) The subject matter of the communication;
(iii) Whether the communication was made openly or the educator attempted to conceal the communication;
(iv) Whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship;
(v) Whether the communication was sexually explicit; and
(vi) Whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student.
Student teaching is a full-semester experience. The experience begins with student teachers participating in in-service with the public schools. Orientation on the UMHB campus is held shortly after student teaching begins. A semester calendar is provided with specific dates and responsibilities.
Student teaching follows the assigned public school calendar, not the calendar of the University.
Student teachers are required to be present each day of the student teaching assignment. Absences must be made up at the end of the student teaching schedule.
Student teachers observe the local school’s policy governing teachers’ daily arrival and departure times. In some instances a student teacher may be expected to stay beyond normal departure times if the cooperating teacher has a professional assignment that extends beyond the normal school day.
The university supervisor works with the cooperating teacher to design student teaching experiences and teaching responsibilities required to meet the needs of the public school students, keeping in mind that the UMHB model for student teaching is one of observation, practice and evaluation.
Student teacher evaluation is a cooperative task shared by the student teacher, the university supervisor, and the cooperating teacher. Much of the evaluation by the cooperating teacher is informal; thus, the student teacher may gain direction for action from brief, periodic conferences. The student teaching period in each assignment is divided into four stages.
STAGE ONE
Stage one, the period of observation and orientation, should be directed toward classroom procedures as well as related school activities. Students should observe approximately one week before beginning active teaching.
The student teacher should do the following:
1. Be punctual.
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2. Exchange telephone numbers with your cooperating teacher and establish a clear notification system for cases of emergency. Notify the cooperating teacher as soon as possible in case of unavoidable absence. Next, notify the principal and the university supervisor.
3. Establish clear expectations about the arrival and departure times for the student teaching day.
During the observation period, the following activities and responsibilities may be assumed by the student teacher in order to adapt to the school activities:
1. Prepare bulletin boards and posters.
2. Help with educational media.
3. Plan programs (PTA meetings, assemblies).
4. Share the supervision of halls, playground, bathrooms, computer lab, library, and cafeteria.
5. Assist in grading and recording grades.
6. Work with individuals and small groups.
7. Gain knowledge of students through the study of cumulative folders, becoming familiar with the students’ cultural interests, educational background, and family-peer support systems.
8. Attend faculty, grade-level, PTA, and other professional meetings.
9. Learn students’ names in all classes to which you have been assigned and begin taking roll and submitting attendance slips for the teacher.
Perhaps the key to help make observation experiences worthwhile is knowing what to look for when observing. When observing, the student teacher should note the following:
1. Objectives of the lesson
2. Ways the objectives are achieved
3. Attitudes of students toward the learning experience
4. Ways discipline is established and maintained
5. Uses of positive reinforcement
6. Management of small group work
7. Methods for facilitating transition
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8. Ways to accomplish closure effectively
The student teacher’s period of observation may be enhanced if the cooperating teacher arranges periodic conferences to assess the perceptiveness of the student teacher toward the learning activities of the classroom. The cooperating teacher might refer to some points upon which the student teacher has been encouraged to focus. The following is a list of teaching skills which may be helpful when you begin observations of the cooperating teacher’s classroom management and organizational skills:
BEHAVIOR
Reinforces desired behavior when appropriate.
Applies rules consistently and maintains consistent expectations for behavior.
Maintains seating arrangement/grouping appropriate for the activity and the environment
Uses techniques to stop disruptive student(s) and then acts quickly to stop the behavior.
Chooses strategies which minimize disruption of the rest of the class.
Specifies expectation for class behavior and gives reasons for students to behave in a certain way.
Implements appropriate sequence of activities.
EXAMPLES
Offers specific encouragement to individuals and/or the class for reinforcing acceptable behavior.
Treats students equitably and fairly.
Students are able to focus on instruction without difficulty or distraction. Each student has adequate space in which to work.
Accurately identifies disruptive behavior.
Explains expectation for behavior.
Classroom activities occur in such an order that students have the necessary background and information to follow instruction or complete assignments.
Uses techniques to prevent off-task behavior.
Uses techniques to stop inappropriate behavior.
Observes students and acts to maintain student attention and participation to prevent off-task behavior.
Indicates to specific student(s) that behavior is inappropriate or inconsistent with teacher expectations.
Instructional period appropriately planned. Begins promptly and avoids wasting time at the end of the instructional period.
Clerical routines are completed quickly so that time is not wasted before beginning an activity. Teacher uses the full
full time available.
These are only suggestions. Supervisors are encouraged to make use of the student teachers in the way that will best help them to adjust to the students and the school.
STAGE TWO
In stage two, the student teacher gradually assumes the teaching responsibilities of the cooperating teacher. The cooperating teacher and the student teacher work together to determine which classes or groups will be taught by the student teacher. The cooperating teacher has the responsibility to determine the major objectives of lessons taught to the classes and to monitor the development of the lessons planned by the student teacher. The student teacher has the responsibility to plan lessons to
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teach the lesson objectives. The planning is done in close cooperation with the cooperating teacher.
All lesson plans, tests, guest speakers, and grades must be approved by the cooperating teacher prior to class time.
In this stage, the student teacher should begin by team teaching with the cooperating teacher for several lessons and then planning and teaching an individual or a small group for a week. Beginning the second week of stage two, the student should plan and conduct lessons for one class period a day or subject area. A student in the eight-week assignment should add one additional subject or area each successive week until a full teaching load has been assumed. Before teaching, the student teacher must have lesson plans approved by the cooperating teacher. At no time will a student be permitted to teach until the plans have been read and approved by the cooperating teacher.
STAGE THREE
During stage three, the student teacher assumes the responsibility for the entire day’s teaching schedule. The student teacher in an eight-week assignment should be given complete responsibility for planning, teaching, and evaluating activities for the entire day for at least three weeks. When a student is planning lessons, the student may plan and teach an individual, small group, any portion of the class, or the class as a whole. For example, the student teacher can work with a small group while the cooperating teacher works with another. Assuming responsibility for a full day of teaching does not imply the student teacher must teach all the students at all times. It is important that the student teacher be utilized to best improve the skills of the students in the classroom; however, the student teacher must also plan, implement, and have control of the class as a whole enough to develop the skills needed to be an effective teacher when teaching without supervision.
In assuming the new role within the school community, the student teacher should adhere to the following:
1. Know the legal status of the student teacher, specifically, that the professional and legal responsibilities of the classroom remain with the cooperating teacher.
2. Demonstrate an ethical and professional attitude toward everyone associated with the educational process.
3. Observe the general guidelines, rules, regulations, and policies of the school, the district, and the university.
4. Respect each student in the classroom as an individual, remembering that each has a unique growth and development pattern.
5. Plan with the cooperating teacher the steps to be taken in assuming responsibilities in the
classroom.
6. Schedule planning sessions on a daily or needs basis.
7. Provide adequate lesson plans and materials for teaching. The student teacher will:
A. teach with lesson plans;
B. write lesson plans on the form approved by the university supervisor;
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C. have the cooperating teacher approve the lesson plan by initialing the form before each lesson is taught;
D. know and comply with the expectations of the principal and university professor concerning due dates for lesson plans; and
E. self-evaluate lessons taught and make suggestions for improvement.
8. Use creative, developmentally appropriate teaching strategies and materials.
9. Attend regularly scheduled evaluation conferences:
A. meet with the cooperating teacher at least once a week or more often if needed for formative evaluation;
B. schedule a conference with the university supervisor after each visit; and
C. when possible participate in a three-way conference with the cooperating teacher and the university supervisor during the last week of student teaching for summative evaluation.
STAGE FOUR
The fourth stage of student teaching is the final observation and evaluation. Observation is helpful at the end of student teaching because the student teacher sees the situation from a different perspective after having done some teaching and having been in charge of the learning experience in a classroom.
It is suggested that the student teacher observe for two or three days.
After consulting with the university supervisor and the cooperating teacher, the student teacher’s observations may be approved in other schools or other classes. Such observations are recommended.
The student teacher should observe the last day in the originally assigned classroom.
Eight-Week Student Teaching Schedule
Stage 1 08/20--08/24 Attend In-Service, Help teacher, Observe
Stage 2 08/27--08/31 Observe, Team Teach, Plan andTeach one class one day
Stage 2 09/03--09/07 Plan and Teach three classes per day, Team Teach
Stage 3 09/10--09/14 Plan and Teach all classes
Stage 3 09/17--09/21 Plan and Teach all classes
Stage 3 09/24--09/28 Plan and Teach all classes
Stage 2 10/01--10/05 Plan and Teach three classes per day, Team Teach
Stage 4 10/08--10/12 Observe, Team Teach
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Seven-Week Student Teaching Schedule
Stage 1 10/15--10/19 Observe, Tutor, Team Teach
Stage 2 10/22--10/26 Tutor, Team Teach, teach 2 classes 3 days
Stage 2 10/29--11/02 Teach three classes per day, Team Teach
Stage 3 11/05--11/09 Plan and Teach all classes
Stage 3 11/12--11/16 Plan and Teach all classes
Stage 3 11/19--11/23 Plan and Teach all classes
Stage 2, 4 11/26--11/30 Plan and Teach two classes 2 days, Observe
The student teacher may be assigned responsibilities and duties that will provide adequate preparation for teaching. These duties and responsibilities may include anything required of the cooperating teacher but may not include administering corporal punishment.
A student teacher may not serve as a substitute teacher. A student teacher is not considered to be serving as a substitute if the student teacher assumes responsibility for the class while the cooperating teacher is out of the classroom for a part of the day but is in the building or is engaged in an approved activity relating to student teaching.
____ Check in at the building office. Meet the principal. Inquire about parking and other visitation policies.
_____ Meet with the cooperating teacher and other related school personnel.
_____ Obtain information about the teacher’s assignment: daily schedule, course assignments, texts, special responsibilities.
_____ Learn students’ names.
_____ Study the methods of classroom management that are in use.
_____ Analyze effective strategies.
_____ Become familiar with the teacher’s philosophy, policies, and methods of grading.
_____ Become familiar with all policies relating to the teaching in your assignment.
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_____ Practice using equipment needed for the classes you will teach.
_____ Confer with the cooperating teacher about assigned classes, dates, and objectives.
_____ Make lesson plans for every class taught. Have them approved by cooperating teacher.
_____ Prepare more material than you think you will need for first lessons.
_____ Obtain permission from your cooperating teacher before inviting any resource person to your class.
_____ Take responsibility with cooperating teacher’s approval for the classroom in which you teach: environment, arrangement, order, classroom management.
_____ Return all resources and equipment which you use to the appropriate storage area.
_____ Interact with other teachers.
_____ Share assigned teacher duties.
_____ Attend faculty meetings, assemblies, parents’ nights, advisory council meetings, and other teacher in-services.
_____ Participate in sponsorship of youth organizations and other professional groups for which your supervisor has responsibility.
_____ Confer regularly with your cooperating teacher.
_____ Call your university supervisor if any problem arises.
_____ Welcome your university supervisor’s visits, and confer with your supervisor to obtain assistance for your development as a teacher.
_____ Participate in the final evaluation process.
_____ Return all materials which you have borrowed for use in the student teaching experience.
_____ Practice professional behavior in dress, relations with students, loyalty to UMHB, loyalty to your assigned school, and loyalty to the education profession.
_____ Practice ethical behavior in confidentiality and in your talk.
_____ Avoid any discussion of your personal life with students.
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Cooperating teachers are one of the most influential factors in the student teaching program as they are the ones who will work in the closest relationship with the student teacher. No student teaching program will be effective unless a large measure of rapport, founded upon mutual respect and understanding, exists between the cooperating teacher and the student teacher. Through the guidance of the cooperating teachers, the student teachers begin to see themselves no longer as students but as teachers. The cooperating teachers are responsible for the following:
1. Accepting the student teacher as a professional person and helping the student teacher grow professionally. The cooperating teacher should:
A. encourage participation in school in service and functions.
B. participate in orientation/in service programs offered by UMHB.
C. explain the function of available professional organizations.
2. Recognizing that the professional and legal responsibilities of the classroom remain in the hands of the cooperating teacher. The cooperating teacher should:
A. explain the instruction program;
B. explain the classroom management system; and
C. remain in the classroom to supervise, to offer suggestions for the improvement and refinement of the teaching of the student teacher, and/or to assume responsibility of a portion of the classroom.
3. Acquainting the student teacher with the overall operations of the school. The cooperating teacher should:
A. share faculty policy manual;
B. explain use of all records and forms;
C. introduce student teacher to all school personnel;
D. explain rules in the use of the teachers’ lounge/workroom and parking areas; and
E. discuss accepted grading system.
4. Encouraging the student teacher to accept each student as a unique individual.
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5. Planning with the student teacher the steps in assuming the responsibility of the classroom.
The cooperating teacher should:
A. provide a place in the classroom for the student teacher’s personal belongings.
B. complete the timetable for the schedule of student teaching.
C. provide the student teacher with all available teacher editions.
D. set up at least one planning session each week.
E. discuss and initial lesson plans before they are taught.
F. give directions in ways to evaluate students other than formal testing.
6. Encouraging the student teacher to be creative and to try new teaching strategies and materials.
7. Arranging time for evaluation conferences. These evaluations should place major emphasis on continuous growth. The cooperating teacher should perform the following:
A. Provide time for daily informal conversations and evaluation.
B. Make written evaluations of the student teacher’s performance through the use of the following:
1. Completing weekly informal evaluation. Format can be the teacher’s choice
(see appendix). Give a copy to the university supervisor.
2. Completing the midpoint and final evaluation form. (see appendix). Participate in a three-way conference with the student teacher and the university supervisor.
Turn in the evaluation form to the university supervisor.
Basically, the cooperating teacher assumes the responsibilities reflected in the following checklist:
_____ Participate in professional development training for supervisors of student teaching. Accept the assigned student teacher as a professional person who is in a developing stage of preparation as an educator. Model the master teacher role. Have a positive attitude.
_____ Introduce the student teacher to the students and explain the purpose of having another teacher in the classroom.
_____ Provide information to the student teacher about parking, signing in and out, lounge/workroom use, library, storage area, lunch, time to be at school, and time to leave.
_____ Commit time to sharing information and guiding the student teacher in understanding students, the educational system, and the teaching process.
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_____ Share your scope and sequence plan for any class the student teacher will be teaching.
_____ Allow the student teacher to observe, analyze, plan, and teach appropriate classes following the general plan for student teaching experiences. Review all lesson plans, tests, grades, and guest speakers arranged by the student teacher.
_____ Acquaint the student teacher with the school, students, resources, curriculum, policies, personnel, and other matters which impact the learning environment.
_____ Provide a space for the student teacher to work.
_____ Plan additional experiences that will be developmental for the student teacher. Conference regularly. Require a lesson plan for each class . Provide a calendar and structure for each course the student teacher teaches.
_____ Remain in the classroom, or close by, to monitor teaching. Avoid asking the student teacher to assume so many teaching responsibilities that the student teacher does not have time for planning and observing you and other master teachers. Retain the professional and legal responsibility for your classes.
_____ Arrange time for private evaluation conferences. Be objective, yet encouraging, in correcting errors.
The university supervisor represents the University in the partnership for teacher preparation. While the guidance of the student teacher is the daily responsibility of the cooperating teacher, the oversight of the experience is the responsibility of the university supervisor. The university supervisor works with the school officials toward establishing a better understanding of the Teacher Education Program and in coordinating efforts of all personnel involved in the student teaching program. The university supervisor prepares the student teacher for the experience, monitors the experience through regular observation visits, serves as a resource, and evaluates lessons and the total experience. The university supervisor interprets University policies that apply to student teaching and acts as a liaison between the
Director of Field Experiences and the student teacher. The UMHB student teacher supervisor standards include the following:
1. six cooperating visits to each student teacher in an eighteen-week assignment and three cooperating visits to each student teaching in eight-week assignment. Additional visits may be scheduled if problems or special needs arise.
2. a written evaluation and conference with the student teacher after each formal visit.
3. early intervention when problems surface.
4. when possible a mid-point and final evaluation prepared in a three-way conference with the
student teacher, the cooperating teacher, and the university supervisor.
5. a copy of all evaluations provided to the school principal.
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It is important for the university supervisor to perform the following:
1. Consult with the Director of Field Experiences about the specific assignment of each cooperating teacher.
2. Meet with student teachers prior to the time of student teaching to do the following:
A. Get acquainted.
B. Provide necessary information for communicating with the university supervisor.
C. Provide each student teacher with information concerning the expectations of the university supervisor.
3. Clarify the student teacher’s role within the school, making sure the student teacher understands that the ultimate responsibility for the class rests with the cooperating teacher.
4. Realize that the student teacher is required to work within the framework of the classroom setting due to time, scheduling, and curriculum matters.
5. Assist in content-oriented problems and serve as a resource person for the student teacher.
6. Schedule observations of student teachers in each content area, following each observation with a conference to evaluate the teaching experience and guiding the student teacher in self-evaluation. Observations should be made at least six times during an eighteen-week teaching experience and a minimum of three times during a eight-week teaching experience. The majority of the observations should be unscheduled.
7. Conduct a final three-way conference involving the student teacher, university supervisor, and cooperating teacher, when possible.
8. Discuss a final grade with the cooperating teacher but accept the responsibility for assigning the final grade. The responsibility for determining the final grade lies with the university supervisor.
9. Provide the cooperating teacher with appropriate forms at the appropriate times.
10. Provide the principal a copy of all evaluations completed for the student teacher.
The following checklist will be of assistance to the university supervisor as the responsibilities listed are carried out.
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_____ Be aware of student teaching policies. Obtain a calendar for student teaching and do not approve deviations for students without consulting the Director of Field Experiences.
_____ Meet with student teachers prior to the time of student teaching. Obtain information about teaching dates and hours and share telephone number for necessary contacts.
_____ Participate in the training for supervision of student teachers.
_____ Conduct regular observations, visits, and conferences.
_____ Serve as a resource for the student teacher and the cooperating teacher.
_____ Conduct a mid-point and final three-way conference with the student teacher and cooperating teacher.
_____ Evaluate the total student teaching experience in order to provide a basis
for professional recommendation.
_____ Assign a final grade for student teaching.
_____ Submit the assigned grade and the evaluation forms to the office of the Director of Field
Experiences on or before the “Grades Due” date.
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20

Student Teacher’s Name ___________________________UMHB ID: _____________________
Cooperating Teacher __________________ University Supervisor_________________________
School________________________Room Number_______Building_______________________
Conference Period Time________________________Date of Request______________________
I am requesting a conference with a university supervisor regarding the student teacher named above for the following reasons:
______ Attendance
______ Punctuality
______ Professional appearance
______ Professionalism and commitment
______ Responsibilities assigned to the student teacher
______ Interpersonal communication
______ Professional demeanor
______ Other: Please specify _________________________________________________________
Results of Conference _______________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________________________________
Student Teacher Signature
________________________________
University Supervisor Signature
________________________________
Cooperating Teacher Signature (if applicable)
_______________________________
Date
_______________________________
Date
_______________________________
Date
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To: Student Teacher: _____________________________ Date: ____________________________
From: ____________________________________________________________________________
Copies To: ________ University Supervisor __________ Principal ________ Cooperating Teacher
All UMHB students seeking teacher certification are informed that the Student Teacher Handbook and the UMHB College of Education set forth requirements for student teaching. The purpose of this deficiency notice is to inform you that the following expectations are not being met. (Check all that apply.)
______ Weekly Reports not submitted or late without proper explanation
______ Adherence to hours required of the district’s teachers
______ Willingness to accept constructive suggestions
______ Consistent daily preparation to teach
______ Attendance
______ Professional appearance
______ Instruction
_____ Punctuality
_____ Planning
_____ Discipline management
______ Knowledge of content
______ Others as indicated __________________________________________________________
Failure to correct the deficiencies noted above may result in your being removed from the student teaching. In order to correct the deficiencies, the following action is required:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________
Cooperating Teacher Signature
________________________________________
Student Teacher Signature
22

Student Teacher _____________________ Assignment: Single ____ Split _____ Semester _____ lst Placement: Teacher _________________ Site _____________ Professor _________________
2nd Placement: Teacher _______________ Site ______________ Professor _________________
Briefly describe the teaching and non-teaching responsibilities the student teacher will assume during each week. Please indicate holidays and mark N/A for any weeks which do not apply to the student teacher. A normal pattern of activity includes observation of the cooperating teacher for at least one week, gradually adding responsibilities until the student teacher assumes a full load, and then gradually reducing the load to allow observing in other classes taught by master teachers in a variety of subjects or grade levels.
Week Week
_____________________________________________________________________________
1 10
_____________________________________________________________________________
2 11
_____________________________________________________________________________
3 12
_____________________________________________________________________________
4 13
_____________________________________________________________________________
5 14
_____________________________________________________________________________
6 15
_____________________________________________________________________________
7 16
_____________________________________________________________________________
8 17
_____________________________________________________________________________
9 18
____________________________________ _____________________________________
1st Placement Cooperating Teacher 2nd Placement Cooperating Teacher
Before the end of the first week of student teaching in the assignment, the student teacher is responsible for providing signed copies of the overview to the cooperating teacher(s) and the university supervisor. Make a personal copy.
23

UNIVERSITY OF MARY HARDIN-BAYLOR
Evaluating a Specific Teaching Experience
This form may be helpful to the cooperating teacher and the university supervisor in analyzing the strengths and weaknesses of the student teacher.
Student Teacher ____________________________Date __________ Date ST Start:___________
Subject, Grade, and/or Period ____________________ School ___________________________
Directions: Place the appropriate numeral in the space preceding the statement.
(4): Strong (3): Acceptable (2): Marginal (1): Unacceptable Level (N): No opportunity to observe
PREPARATION/LESSON PLANS:
_____ 1. Ready before teaching
_____ 2. Cooperating teacher initialed
_____ 3. Thorough preparation/plans
TEACHING:
_____ 1. Clear objectives
_____ 2. Effective anticipatory set
_____ 3. Knowledgeable concerning subject
_____ 4. Logical sequence followed
_____ 5. Meaningful activities
_____ 6. Applicable closure
_____ 7. Motivating strategies used
_____ 8. Flexible
MATERIALS:
_____ 1. Appropriate
_____ 2. Skillful use of
_____ 3. Indicative of resourcefulness and creativity
CLASSROOM MANAGEMENT:
_____ 1. Skillful in retaining attention and participation of students
_____ 2. Positive reinforcement
_____ 3. Efficient in handling routine details
PERSONAL ATTRIBUTES:
_____ 1. Appropriate positions in classroom
_____ 2. Effective, appropriate oral communication
_____ 3. Effective, appropriate written communication
_____ 4. Adequate self-confidence
_____ 5. Receptive of criticism
COMMENTS AND SUGGESTIONS FOR IMPROVEMENT:
______________________________ _________________________________________
Student Teacher Signature Cooperating Teacher or University Supervisor Signature
White Copy : University Supervisor Yellow Copy : Cooperating Teacher Pink Copy : Student Teacher
24

UNIVERSITY OF MARY HARDIN-BAYLOR
College of Education Student Teacher Evaluation
Circle:
Texas Teacher Appraisal Instrument
Daily or Weekly
Student Teacher _____________________________ Cooperating Teacher ____________________________
School District ______________________________ University Supervisor ___________________________
Cooperating School ___________________________ Semester _______________ Year _________________
Subject, Grade, and/or Period ___________________ Date ___________________ Date ST Start___________
Directions Place the appropriate numeral in the space preceding each statement.
(4) Strong (3) Acceptable (2) Marginal (1) Unacceptable (N) Not observed
INSTRUCTIONAL STRATEGIES
_____ 1. Provide opportunities for students to
LEARNING ENVIRONMENT
_____ 1. Uses strategies to motivate students
for learning. participate actively and successfully.
_____ 2. Evaluates and provides feedback
on student progress during instruction.
_____ 2. Maintains supportive environment.
CLASSROOM MANAGEMENT AND ORGANIZATION GROWTH AND RESPONSIBILITIES
_____ 1. Organizes materials and students. _____ 1. Plans for and engages in professional development.
_____ 2. Maximizes amount of time available _____ 2. Interacts and communicates effectively with parents.
for instruction.
_____ 3. Manages student behavior. _____ 3. Complies with policies, operating procedures, and
requirements.
______4. Promotes and evaluates student growth.
PRESENTATION OF SUBJECT MATTER
_____ 1. Teaches for cognitive, affective, and/or
psychomotor learning and transfer.
_____ 2. Uses effective communication skills.
COMMENTS/SUGGESTIONS FOR IMPROVEMENT:
_____________________________ ______________________________
Student Teacher Signature
White Copy : UMHB Supervisor
Cooperating Teacher or University Supervisor Signature
Yellow Copy : Cooperating Teacher Pink Copy : Student Teacher
25

UNIVERSITY OF MARY HARDIN-BAYLOR
College of Education Student Teacher Evaluation
Student Teacher _____________________________ Cooperating Teacher __________________________________
School District ___________________________ University Supervisor____________________________________
Supervising School ____________________ Semester _________________ Year __________________________
Subject, Grade, and/or Period ______________ Date_____________________ Date ST Start____________________
NARRATIVE EVALUATION
Preparation, Planning, and Evaluation:
Classroom Behavior and Management:
Learning Environment:
Enhancement of Learning:
________________________________ ___________________________________________
Student Teacher Signature Cooperating Teacher or University Supervisor Signature
White Copy : UMHB Supervisor Yellow Copy : Cooperating Teacher Pink Copy : Student Teacher
26

University of Mary Hardin-Baylor
Student Teacher Evaluation: Mid-Point or Exit
Student Teacher ______________________ Cooperating Teacher ____________________ Date ________________
School District _____________________ School Campus ____________________ Semester __________________
University Supervisor _____________________ Subject or Grade Taught _______________ Days Absent ______
Begin time _________________ End Time _______________ Date began ST ______________________________
3: Exceptional Level of Performance--Competent, professional and independent in thought, organization, reflection
2: Expected Level of Performance--Functional in competencies with minimal intervention
1: Unacceptable Level of Performance--Lack of competence, professionalism, required independence
N: Not observed--Behavior and/or skill was not present during observation(s)
Circle
LEARNER-CENTERED KNOWLEDGE
3 2 1 N 01. Exhibits current knowledge in content area
3 2 1 N 02. Understands the pedagogy of the discipline
3 2 1 N 03. Exhibits knowledge of technology appropriate for teaching
LEARNER-CENTERED INSTRUCTION
3 2 1 N 04. Creates effective lesson plans
3 2 1 N 05. Focuses the lesson
3 2 1 N 06. Presents lessons effectively to all students
3 2 1 N 07. Relates instruction to current happenings
3 2 1 N 08. Uses individual and group activities
3 2 1 N 09. Selects appropriate pace
3 2 1 N 10. Refocuses the learner to task
3 2 1 N 11. Effectively manages the classroom for learning
3 2 1 N 12. Uses technology to enhance instruction
3 2 1 N 13. Uses authentic evaluation and on-going assessment
3 2 1 N 14. Achieves closure at various times
EQUITY IN EXCELLENCE FOR ALL LEARNERS
3 2 1 N 15. Models and encourages respect for all students
3 2 1 N 16. Promotes development of a healthy self-concept in students
3 2 1 N 17. Fosters climate and curriculum for diverse learners to work collaboratively
LEARNER-CENTERED COMMUNICATION
3 2 1 N 18. Demonstrates effective oral and written communication skills
3 2 1 N 19. Demonstrates effective nonverbal skills
3 2 1 N 20. Helps students express views appropriately
3 2 1 N 21. Incorporates questioning techniques that elicit different levels of thinking
LEARNER-CENTERED PROFESSIONAL DEVELOPMENT
3 2 1 N 22. Exhibits professionalism
3 2 1 N 23. Establishes positive, productive relationships with colleagues
3 2 1 N 24. Engages in reflective analysis and self-evaluation
3 2 1 N 25. Responds positively to supervision and makes correction for improvement
Suggested Grade _________ Based upon this student teacher’s performance, I recommend that he/she be certified. ______ Yes _____ No
Comments/Suggestion for Improvement: ____________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________________________
Student Teacher Signature
________________________________________________________
Cooperating Teacher or University Supervisor Signature
White : UMHB Supervisor Yellow : Principal Pink : Cooperating Teacher Goldenrod : Student Teacher
27

PLEASE RETURN TO THE DIRECTOR OF FIELD EXPERIENCES
(Submit at the end of student teaching experience)
The student teacher should complete and return this form during the final week of the total student teaching experience to the Director of Field Experiences, School of Education, University of Mary
Hardin-Baylor, Box 8017 UMHB, Belton, TX 76513.
This form should reflect your total student teaching experience. These evaluations will not be reviewed until after grades have been submitted to the registrar.
Student Teacher____________________________ School/Assignment____________________
Cooperating Teacher_________________________________________________________________
University Supervisor____________________________________________________________
Please rate each of the following statements on a scales of 1-5 (1= strongly disagree and 5=strongly agree).
1 2 3 4 5 The Cooperating Teacher
1. I was given adequate time at the beginning of the student teaching experience to observe and adjust to the classroom before I began teaching.
2. My observations during the apprenticeship were useful.
3. I had enough time to work with the students.
4. I had opportunities to supervise individual students.
5. I had opportunities to supervise small groups.
6. I had opportunities to supervise large groups.
7. I was given the opportunity for a variety of teaching experiences.
8. I was given the opportunity for a variety of experiences working with technology.
9. I was given the opportunity to work with resources beyond the textbook.
10. I was not given too many non-teaching tasks.
11. I was not left alone too often.
12. I was not given too much responsibility too soon.
13. I was treated as a colleague.
14. I received continual feedback of my progress.
15. I was given guidance for improvement.
16. I was informed of school policy concerning teacher dress, absences, etc.
17. I was informed of school policy concerning students’ dress, discipline, absences, etc.
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The University Supervisor
1. My classroom responsibilities were clearly defined.
2. I was given adequate time to adjust to my classroom before being formally observed.
3. I was given adequate guidance for the improvement of my teaching skills.
4. I was observed enough for the University Supervisor to form a valid judgment of my growth and development.
5. I was able to debrief with my supervisor following each observation.
6. I was given adequate feedback on observations made.
7. I was given the assistance needed.
8. I was not asked to do tasks that were not useful to my experience.
General Evaluation
1 2 3 4 5
How do you feel about your student teaching experience?
(Please check one)
Highly Favorable Mixed Feelings
Somewhat Favorable Negative Feelings
What contributed most to your experience?
How could your experience have been improved?
Additional comments:
________________________________________ ____________________________________
Student Teacher’s Signature Date
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University Supervisor: Cooperating Teacher:
Almost
Always
The University Supervisor based observation feedback on student performance expectations in the classroom.
The University Supervisor provided cooperating teacher with appropriate forms at the appropriate time.
The University Supervisor provided written report/checklist of observations.
The University Supervisor offered opportunities for student to reflect on his/her performance through conferencing after each observation and asking for ways he/she could support the student teacher.
The University Supervisor offered feedback to student within one week of the observation including specific strategies that address strengths and weaknesses.
The University Supervisor responded to student needs (ie. solving problems, acting as advocate for teacher).
The University Supervisor provided multiple means of contact
(email, telephone, texting, face-to-face) and responded within two school/business days.
The University Supervisor served as a resource for student teacher and cooperating teacher as needed.
The University Supervisor clarified the student teacher’s role within the school and classroom of the cooperating teacher.
The University Supervisor acquired input from cooperating teacher regarding the final grade of the student teacher.
The University Supervisor provided copies of evaluations to school principal.
The University Supervisor conducted a mid-point and final evaluation with the supervisor, student teacher, and cooperating teacher.
The University Supervisor observed student teacher a minimum of three times for a minimum of 45 minutes each time and a minimum of two times for all level certified teachers.
YES
YES
YES
YES
YES
OBSERVED
Frequently Rarely
NO
NO
NO
NO
NO
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