MENTOR TEACHER
HANDBOOK
Essential information about the role and responsibilities of a mentor teacher
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2014-15
Table of Contents
Introduction .................................................................................................................................................. 3
Dear Mentor Teacher.................................................................................................................................... 3
THE ROLE OF A MENTOR TEACHER ............................................................................................................... 4
Student Teacher’s Background ................................................................................................................. 4
Orientation and Work Space..................................................................................................................... 4
Initial Student Teacher Contact ................................................................................................................ 5
Preparation ............................................................................................................................................... 5
Attendance................................................................................................................................................ 5
Professional Dress ..................................................................................................................................... 5
MENTOR TEACHER’S RESPONSIBILITIES........................................................................................................ 6
Paper Work and Feedback ........................................................................................................................ 8
Contact ...................................................................................................................................................... 9
edTPA ........................................................................................................................................................ 9
Public School vs. Ithaca College Calendar ................................................................................................. 9
Evaluation of Student Teaching ................................................................................................................ 9
Substitute Teaching, Strikes, and Job Actions ........................................................................................ 10
Appendices.............................................................................................................................................. 10
Appendix A: Checklist for Initial Three-Way Conference............................................................................ 11
Appendix B: Ithaca College Teacher Education Program Standards .......................................................... 13
Appendix C: Ithaca College Professional Qualities and Dispositions .......................................................... 14
Appendix D: College Supervisor Evaluation ................................................................................................ 16
Appendix E: Mentor Teacher Payment Form ............................................................................................. 17
Appendix F: Checklist of Mentor Teacher Responsibilities ......................................................................... 18
Appendix G: Responsibilities of Student Teachers ..................................................................................... 20
Appendix H: Responsibilities of College Supervisors .................................................................................. 21
Appendix I: edTPA Video Consent Form ..................................................................................................... 22
Appendix J: Guidelines For Supporting Candidates Completing edTPA ..................................................... 24
Appendix K: Checklist for Final Three-Way Conference ............................................................................. 24
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Introduction
Student teaching is considered the culminating activity of the teacher preparation
process. This experience provides the student with an opportunity to apply the concepts
learned in courses to classrooms in the real world. The student teacher combines theory
and practice in order to meet any and all criteria and objectives established by New York
State Department of Education, Ithaca College, and the Department of Health Promotion
and Physical Education.
Dear Mentor Teacher
Thank you for opening your classroom to an Ithaca College student teacher. We could
not adequately prepare our candidates without your support and mentoring.
The student teaching experience is the culminating field-based experience for teacher
candidates at Ithaca College. It serves as the semester-long capstone of the teacher
education program—the time during which the teacher candidate finally steps completely
into the role of full-time professional teacher and assumes the full range of teacher
responsibilities—and is the point at which the program assesses final candidate readiness
to become a full-time teacher. Mentor teachers, in collaboration with college supervisors,
help teacher candidates negotiate this important milestone in their teacher preparation
programs and offer mentoring, supportive feedback, and coaching to help nurture teacher
candidates’ growth into teachers who meet the expectations of Ithaca College Teacher
Education Professional Standards, the New York State Teaching Standards, and the
families, communities, youth, and peer professionals with whom they will be working in
the future.
In order to support you in your role as a Mentor Teacher, we have created this
handbook to share information about the student teaching experience in which you will
soon be engaged. It should help you to understand our policies and practices, the
structures of the student teaching experience, and the resources that are available to
support you and the teacher candidate(s) you are supervising.
If you have any questions about the materials in the handbook, or your role as a mentor,
please contact Emily Hess, the Field Experience Coordinator at 607-2747356/ehess@ithaca.edu or the College Supervisor with whom you are working.
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THE ROLE OF A MENTOR TEACHER
The mentor teacher plays a major role in the development of future educators. The
mentor teacher is the one who introduces the student teachers to the realities of life in the
school and guides their development throughout the semester. He or she is in a position to
exert a profound influence upon the student teacher.
An individual who accepts the responsibility to serve as a mentor teacher accepts a
number of other responsibilities in addition to those that are normally imposed by the
everyday demands of teaching. However, the gratification of seeing an inexperienced
student teacher mature into a competent teacher often makes it worth the effort for the
mentor teachers.
Each mentor teacher has his/ her own “formula” for guiding the progress of student
teachers. Furthermore, each student teacher is different and brings to the student teaching
experience a variety of experiences. For this reason, there is no one set of guidelines that
will be applicable to all situations.
It is important mentor teachers recognize that this is a learning process for the student
teachers. During this time the student teachers will have the opportunity to more fully
develop their skills and to learn new ones. Mentor teachers should see student teaching as
a process of growth and have realistic expectations about the knowledge and skills that
student teachers bring to the student teaching experience. Remember that they are just
novices in this exciting world and look to mentor teachers to model appropriate behaviors
and see you as a resource to learn additional knowledge and skills.
Student Teacher’s Background
Try to learn about your student teacher’s strengths, needs and previous experiences.
Some student teachers have extensive backgrounds in certain activities and have had less
exposure to others. Some student teachers have had significant experience as an instructor
of physical activity in a non-school setting and/or working with children and youth in many
different capacities. Other student teachers have less experience. Some student teachers
have strong skills in the areas of classroom management, while others see classroom
management skills as something they hope to develop more fully. Try to take the student
teacher’s previous experiences into account.
Orientation and Work Space
Orient the student teacher to your school building, schedule, rules and regulations, as
well as classroom routines. If the school is very large, a school map may be helpful. If the
school schedule is difficult to understand, have one available and be prepared to explain it
to the student teacher.
The student teacher will need a place in the gymnasium or classroom that is his/her
own to keep books, supplies, and other teaching materials. If it is at all possible, provide a
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desk or a drawer or cabinet space for him/her. Audiovisual equipment, school supplies,
copying materials, and equipment should be available to the student teacher. If there are
cautions or restrictions, help the student teacher understand these limitations and still
have an exciting and rewarding experience.
If you are sharing materials or a desk, be clear about your guidelines for use. For
example, if you are planning to use your computer during your free period, let the student
teacher know. Perhaps the student teacher can use another computer in the library or lab.
Clear guidelines and expectations help make the experience more comfortable for everyone
involved.
Initial Student Teacher Contact
Student teachers are required to contact their cooperating teacher prior to the
beginning day of student teaching. When the placement site is close, student teachers are
asked to visit the placement site and meet with the mentor teacher prior to beginning
student teaching. This gives both student teachers and mentor teachers the opportunity to
learn about each other and to complete a preliminary orientation that will make the first
days mutually successful.
Preparation
When it has been verified that you will be working with a student teacher, take a few
minutes to prepare your students for the arrival of the student teacher. Introduce the
student teacher as a teacher from Ithaca College who will be working with the class for a
certain period of time and who should be given as much respect as any other teacher in the
school.
Attendance
Student teachers are expected to be in attendance every day and for the entire school
day. In the case of illness, the student teacher must notify the cooperating teacher and the
college supervisor in advance, following the school’s guidelines.
Sometimes student teachers will have a job interview requiring the student teacher’s
absence. This is often the case for student teachers who teach in the spring semester.
Generally, student teachers have been allowed to be absent for a total of 2 days to attend a
job interview. This absence requires the prior approval of the cooperating teacher and the
college supervisor.
All absences must be made up through extension of the time spent student teaching.
Student teachers who fail to notify their cooperating teacher and college supervisor of their
absence in a timely fashion will have their grade reduced by 5% for each absence.
Professional Dress
Student teachers are expected to dress appropriately and professionally. They are, at
minimum, expected to follow the dress code of the school. Guidelines about appropriate
and professional dress for the classroom and/or gymnasium should be shared with the
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student teacher. Student teachers not dressed appropriately and/or professionally should
be sent home to change.
MENTOR TEACHER’S RESPONSIBILITIES
As a mentor teacher, there are many responsibilities associated with this position. In
addition to the many responsibilities listed below, there are paperwork requirements. In
case of a problem with a student teacher, please contact the Ithaca College supervisor
immediately.
1. Meet with your student teacher and the college supervisor during the weeks before
the student teaching placement to discuss the various aspects and requirements of
the student teaching experience. See Appendix A for a checklist of things to review in
the first three-way meeting.
2. Supervise the student teacher at all times. The cooperating teacher has direct
responsibility for student teacher actions; therefore, all activities directed by the
student teacher should be supervised by the cooperating teacher to insure that
potentially dangerous or undesirable situations do not occur.
3. Review and provide feedback on the student teacher’s lesson plans and unit plans.
Insist upon detailed and thorough lesson and unit plans, and review them with your
student teacher in advance of the days on which the lessons will be taught. Student
teachers are expected to turn the next week’s lesson plans in to you by the end
of the day on Thursdays. Learning to plan effectively is a critical skill for our
candidates.
4. Schedule the content and sequence of teaching experiences with the student teacher
ahead of time. Conduct pre-planning conferences, to assist or determine the student
teacher’s progress in formulating unit and daily lesson plans.
5. Acquaint the student teacher with the rules and regulations of the school pertaining
to both the students and the faculty.
6. Familiarize the student teacher with the organizational scheme, curriculum,
methods of evaluation, grading policies, program requirements, equipment and
facilities of the school.
7. Orient the student teacher to the social, economic, and cultural make-up of the
school and neighborhood.
8. Encourage and provide the student teacher with opportunities to experiment with a
variety of teaching styles and methods.
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9. Provide the student teacher with the opportunity to observe other teachers and
subject areas within the school.
10. Introduce the student teacher to the students and further the acceptance of the
student teacher as leader or co-teacher in the classroom.
11. Introduce the student teacher to other faculty, administrators, and staff. Assist the
student teacher in establishing his/her position as a “teacher.”
12. Establish a sequence of “gradual immersion” by which the student teacher’s
responsibilities progress from observing, through assisting, to teaching. Student
teachers should eventually have responsibility for planning and teaching a “full
load.” The point at which this occurs depends upon the capabilities of the student
teacher and the nature of the program. It is expected, however, that the student
teacher will take full responsibility for planning and teaching for minimally 1 unit
plan.
13. Observe, evaluate, and provide feedback on all aspects of the student teacher’s
performance often (daily, if possible). (The college supervisor will provide you with
copies of the College’s observation form). Please use the Ithaca College Teacher
Education Program Standards and the Professional Qualities and Dispositions as the
foundation for your discussions and evaluations of the student teacher’s progress
See Appendix B for the IC Teacher Education Program Standards and Appendix C for
the Professional Qualities and Dispositions.
14. Encourage your student teacher to evaluate the effectiveness of his or her own
planning and teaching throughout the student teaching placement. Develop
evaluation strategies together. Setting short-term goals for your student teacher to
work on and identifying possible areas of weakness are good strategies for
supporting the student teacher’s growth and development.
15. Fill out the Mid-block Evaluation Form at the midpoint of the block.
16. Be a role model, advisor, constructive critic, confidant, and friend to the student
teacher.
17. Require that your student teacher attend and participate in all in-service days,
faculty meetings, workshops as well as any meetings of your department, team, or
grade level. Please also invite your student teacher to other school-related events as
well as non-teaching tasks such as home room duty, cafeteria duty, playground duty,
bus duty, etc. Student teachers should be as actively and broadly involved in school
life as possible.
18. Encourage the student teacher to participate in faculty and extracurricular activities.
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19. Contact the college supervisor with any questions or concerns you have about your
student teacher at any point during the placement. Please also feel free to contact
Emily Hess, the Teacher Education Field Experience Coordinator, at 274-7356
or ehess@ithaca.edu.
20. Discuss the collaborative format of the final 3-way meeting and discussion. Student
teacher, mentor teacher, and college supervisor arrive at meeting with evaluations
completed. The college supervisor might adapt his or her evaluation in response to
additional information discussed by the mentor teacher or student teacher.
21. At the conclusion of the placement, complete and submit
a. The student teacher Final Evaluation Form (a link to the online form will be
sent out by Emily Hess)
b. The College Supervisor Evaluation, (see appendix D)
c. Your W-9 ( Link: http://www.irs.gov/pub/irs-pdf/fw9.pdf)
d. And Payment form. (appendix E or Link:
http://www.ithaca.edu/actec/docs/payformdoc/ or
http://www.ithaca.edu/actec/docs/paymentform.pdf)
These will be mailed to you separately.
Paper Work and Feedback
1. Complete on a weekly basis:

Student Teacher Effectiveness Evaluation Forms (Health or PE). At least 2 times
a week, when student teacher is teaching. ( Link:
http://www.ithaca.edu/hshp/depts/hppe/currentstudents/studentteach/
Weekly Conference Form --once at the end of the week—(Link:
http://www.ithaca.edu/hshp/depts/hppe/currentstudents/studentteach/)

2. Sign on weekly basis :


Time Log Form ( provided by student teacher)
Student Teacher Time Card( provided by student teacher)
3. Complete, sign and return the Mid-block and Final Evaluation forms (a link to the
online form will be sent out by Emily Hess).
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Contact
Contact the college supervisor with any questions or concerns you have about your student
teacher at any point during the placement. Please also feel free to contact Emily Hess, the
Teacher Education Field Experience Coordinator, at 274-7356 or ehess@ithaca.edu.
edTPA
In the fall of 2013, New York State launched the edTPA performance assessment that
teacher education candidates must pass before earning their initial teaching certification.
The assessment consists of three tasks (planning, instruction, and assessment) that
candidates will complete during one of their student teaching placements.
The instruction task of edTPA requires videotaping several lessons and writing a
commentary on student learning based on what they observe in the video. Ithaca College
has created a release form for families and students (if over 18) separate from the media
release form districts use that we will be asking the families of the students in our
candidates' classrooms to complete and return to us. This is an opt-in form, and our
candidates will have to get family approval before showing any student’s face in the videos.
If you have a candidate completing edTPA during his/her placement with you, we hope you
will support the student teacher in acquiring the necessary videotaping permissions, and
provide other approved support throughout the process, as appropriate. See Appendix I
videotaping consent form and Appendix J for approved forms of edTPA support.
Public School vs. Ithaca College Calendar
Student teaching begins on the first day of Ithaca College’s semester and ends when the
college semester ends (usually at the end of examination week). During the professional
semester of student teaching, all student teachers follow the established schedule of the
school district, not the schedule of the college. The result is that any vacations, holidays,
and days off are those of the public schools; student teachers do not take off during the
college’s break. There are no exceptions to this policy.
Evaluation of Student Teaching
College supervisors and mentor teachers will observe and assess each student teacher
during the course of each placement. The college supervisor is responsible for determining
midterm and final grades, in collaboration with the mentor teacher. Mentor teachers and
college supervisors are expected to hold student teachers to demanding professional
standards in their evaluations. Copies of all completed observation and evaluation forms
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are submitted to the college supervisor for inclusion in the student teacher’s file on
campus.
Substitute Teaching, Strikes, and Job Actions
Student teachers may not serve as paid substitute teachers. A student teacher must be
under the supervision of a qualified substitute teacher if the mentor teacher is absent. In
the event of a strike or job action, the student teacher may be removed from the school. The
decision will be made by the college supervisor and the Chair of the Health Promotion and
Physical Education Department.
Appendices
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
Checklist for the Initial 3-Way Conference (p. 11-12)
Ithaca College Teacher Education Program Standards (p. 13)
Professional Qualities and Dispositions (p. 14-15)
College Supervisor Evaluation (p. 16)
Mentor Teacher Payment Form (p. 17)
Checklist of Mentor Teacher Responsibilities. (p. 18-19)
Responsibilities of Student Teachers (p. 20)
Responsibilities of College Supervisors. (p. 21)
edTPA Video Consent Form (p. 22-23)
Guidelines For Supporting Candidates Completing edTPA (p. 24-25)
Checklist for Final 3-Way Conference (p. 26)
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Appendix A: Checklist for Initial Three-Way Conference
Checklist for the Initial Three-Way Conference
Student Teacher: _______________________________________
Mentor Teacher: ________________________________________
Date: _____________________________________________________
_____1. Share contact information (email addresses and phone numbers) for student teacher,
mentor teacher, and college supervisor.
_____2. Discuss the general structure for the fall field placement and student teaching experience.
Student teacher observation of mentor and other teachers
*student teacher’s observation of teaching and learning (10 hours)
*student teacher’s continued observation of mentor and other teachers
Gradual assumption of responsibilities for planning, teaching, and assessment
*discussions of state standards and curriculum for the 7-8 week period
*tutoring of individual students and working with small groups of students
*co-teaching of mentor-planned lessons
*assistance with assessment in order to gain sense of student knowledge and skills
*begin with only one prep (more than one class is okay but not a full load)
Regular student teacher/mentor teacher meetings
*regular meetings for planning, reviews of plans, and suggestions
Share the expectation of at least one-Unit Plan of full-time responsibility for planning,
teaching, and assessment; the student teacher should assume as much of the full-time schedule
of the teacher as possible.
_____3. Review the IC Conceptual Framework and the eight Ithaca College Teacher Education
Program Standards for all teacher education programs at Ithaca College. Encourage ongoing
discussion of issues and progress related to all eight of these areas. Go over the final
evaluation form aligned with the IC standards, New York State Standards for Teachers, and
Specialized Professional Association standards.
_____4. Go over the IC observation form for mentor teachers, and discuss the importance of regular,
detailed oral and written feedback on teaching. Encourage the student teacher to seek
feedback, to demonstrate openness to feedback, and to act on the feedback received.
_____5. Review the College’s expectations for professionalism: attire, comportment, email, written
and spoken communication, and receptivity to feedback. Go over the Professional Qualities
and Dispositions form.
_____6. Acquire a copy of the mentor teacher’s weekly schedule, or request that the student teacher
submit copies to the college supervisor and seminar instructor as soon as possible.
Recommend that the mentor teacher and student teachers determine as soon as possible a
tentative schedule for assuming teaching responsibilities. Send this schedule to the college
supervisor and the seminar instructor.
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_____7. Encourage the student teacher to participate fully in the life of the school: attendance at
school and department meetings; district-wide meetings and professional development
workshops; introduction to and collaboration with other teachers in the school;
introduction to and at least one introductory meeting with the principal; observation
of/participation in family conferences and community outreach.
_____8. Go over lesson planning requirements. The student teacher is required to use either the IC
lesson plan format or the school district’s form. Lesson plans for the following week must be
turned in to the mentor teacher by Thursday for review prior to the weekend. All lesson
plans and accompanying materials must be well organized in the Student Teaching
Notebook, which should be available daily for review by the mentor teacher and college
supervisor.
_____9. Review the Ithaca College rules and procedures:
*Student teacher must sign in and out of the building.
*Student teacher must wear IC identification and/or a school’s visitor pass.
*Student teacher is not allowed to substitute teach.
*Student teacher cannot provide car transportation to students.
*Student teacher must contact the mentor teacher and college supervisor if illness or
another serious reason results in a necessary absence.
____11. Explain the purpose of and general schedule for the college supervisor’s visits. The college
supervisor holds an initial 3-way meeting, visits the school at least twice to observe lessons
and provide feedback, and conducts a final 3-way meeting. (The final visit sometimes also
includes an additional observation.)
____12. Discuss the collaborative format of the final 3-way meeting and discussion. Student teacher,
mentor teacher, and college supervisor arrive at meeting with evaluations completed. The
college supervisor might adapt his or her evaluation in response to additional information
discussed by the mentor teacher or student teacher.
____13. If this is the placement in which the student teacher will complete the edTPA, review the
edTPA handbook and brief the mentor teacher on this performance assessment.
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Appendix B: Ithaca College Teacher Education Program Standards
1. Content Knowledge: Ithaca College teaching professionals demonstrate a rich,
thorough understanding of the content and skill knowledge, theories, and issues
comprising their disciplines.
2. Planning and Instruction/Implementation: Ithaca College teaching professionals are
able to plan and implement effective, developmentally appropriate lessons and curricula
based upon sound principles of content knowledge and skill development.
3. Positive Learning Environment: Ithaca College teaching professionals create safe and
motivational learning environments that encourage all students to become actively
involved.
4. Diversity: Ithaca College teaching professionals respect and possess knowledge of
diversity in its many forms and know how to use this competence to develop
relationships, instruction, schools, classrooms, communities, and experiences that help all
students achieve their fullest potential and function effectively and respectfully in a
diverse world.
5. Technology: Ithaca College teaching professionals are able to effectively utilize
technology to enhance student learning and professional growth and development.
6. Assessment: Ithaca College teaching professionals demonstrate the ability to develop
and utilize a variety of assessment tools and techniques designed to evaluate student
learning and performance, provide feedback, and shape future lesson planning, programs,
and curricula.
7. Collaboration and Outreach: Ithaca College teaching professionals foster positive
relationships with a variety of target groups (e.g., students, families, colleagues, local
community members, etc.) in order to promote and enhance the teaching and learning
environment.
8. Professional Development: Ithaca College teaching professionals engage in reflective
practice and continually seek to improve their knowledge base and effectiveness as
teachers, make positive contributions to the culture of their fields, and demonstrate the
dispositions of an emerging professional.
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Appendix C: Ithaca College Professional Qualities and Dispositions
Teacher Education Program Professional Qualities and Dispositions
Rating Form
Student____________________________Program______________________________
Evaluator __________________________Date_________________________________
This form is to be used if a student receives a rating of less than a 2 for Professional
Responsibility, Collaboration and Communication, and/or Professional Development and
Reflective Practice. The form can be used for an area of concern at a transition point or at any
point of the program.
Directions: Please use the rating scale below to assess these attributes and indicate which
specific area(s) are of concern with a checkmark. A student must meet expectations for
each item listed to receive a rating of 2 for the overall disposition.
Rating Scale:
3 = Exceeds Expectations
2 = Meets Expectations
1 = Approaching Expectations
0 = Not Evident or Unsatisfactory
Specific
Area(s) of
Concern
Professional Responsibility
Overall Rating: 3 2 1 0
1. Maintains a professional appearance; dresses according to program and school
guidelines.
2. Arrives on time for classes, field-based experiences, and meetings.
3. Prepares fully for classes, field-based experiences, and meetings; submits
assignments and reports on time.
4. Demonstrates high expectations that are developmentally, culturally, and
pedagogically appropriate for each individual learner.
5. Abides by college, school, department, program, field placement, and professional
association policies and procedures.
Comments:
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Collaboration and Communication
Overall Rating: 3 2 1 0
Specific
Area(s) of
Concern
1. Fosters positive relationships and collaborates with a variety of target groups (e.g.,
students, families, colleagues, local community members, etc.) as appropriate.
2. Treats others with dignity, respect, and fairness.
3. Speaks and writes clearly, effectively, and appropriately.
4. Maintains professionally appropriate etiquette in all forms of electronic
communication.
5. Respects privacy and confidentiality of information where appropriate.
Comments:
Professional Development and Reflective Practice
Overall Rating: 3 2 1 0
1. Engages in reflective practice.
2. Responds well to feedback.
3. Demonstrates resourcefulness in teaching.
4. Engages in positive problem solving when challenges arise.
5. Seeks out and participates in professional development opportunities.
Comments:
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Specific
Area(s) of
Concern
Appendix D: College Supervisor Evaluation
Mentor Teacher Evaluation of the College Supervisor
As we work to improve our programs, we are very interested in your feedback on the College
Supervisor with whom you worked during this placement. Thank you!
Please return this form in the enclosed, postage-paid envelope to Bonita Ferguson, Education
Department - Ithaca College, Ithaca, NY 14850
Name of College Supervisor_______________________________________________________
Your name _________________________________
Your school ______________________
Quarter
4
Yes
No
Yes
No
Yes
No
Yes
No
1
2
3
(circle one)
Year: 2014
College Supervisor conducted an initial 3-way conference, clarifying expectations
for Mentor Teacher, Student Teacher and College Supervisor?
College Supervisor conducted at least two formal observations and provided written
feedback for the Student Teacher?
College Supervisor conducted a final 3-way conference, which served as an effective
evaluation of the Student Teacher’s performance?
I would be willing to work with this College Supervisor again.
AGREE
5
4
3
The College Supervisor was available outside of observation visits
to offer help when needed.
5
4
3
2
1
The College Supervisor fulfilled responsibilities in a timely manner.
5
4
3
2
1
The College Supervisor offered the Student Teacher constructive
criticism and appropriate, practical advice for addressing
professional and pedagogical issues.
5
4
3
2
1
The College Supervisor treated me, the Student Teacher and our
school’s policies with respect.
5
4
3
2
1
The College Supervisor served as a positive link between
the school and the college.
5
4
3
2
1
The College Supervisor made me aware of the College’s expectations
for me as a Mentor Teacher.
DISAGREE
2 1
What are the College Supervisor’s greatest strengths?
What could the College Supervisor do to most improve her/his performance, relationship with me,
or relationship with our school?
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Appendix E: Mentor Teacher Payment Form
TEACHER EDUCATION
Cooperating/Mentor Teacher Payment Form
NOTE: Only payment forms for the current academic year will be accepted. For fall placements this payment
form and a W-9 should be submitted by January 1st and for the spring semester, this payment form and a W-9
must be submitted or postmarked by May 23rd . Forms received after June 1st will not be able to be
processed.
Please complete all information below
Semester/Year: _______________________
1.
Name of Cooperating Teacher:
_______________________________________________________
First
Middle
Last
2.
Home Address:
_______________________________________________________
Street
_______________________________________________________
City, State and Zip
3.
Social Security Number:
_______________________________________________________
4.
E-Mail Address:
_______________________________________________________
5.
Ithaca College Student(s) Supervised:
_______________________________________________________
6.
Dates of Supervision:
________________________________________________________
7.
Name of School:
________________________________________________________
8.
Subject & Grade Level:
________________________________________________________
9.
Ithaca College Supervisor:
________________________________________________________
In recognition of your work as a cooperating teacher, Ithaca College would like to offer you either a
cash honorarium or a tuition waiver. Note: Tuition waivers are non-transferable and must be used
within three years of date of issue.
Please indicate which payment type you would prefer by checking below:
________
________
Cash Honorarium
Tuition Waiver
print and fax to: 607-274-1089 or
print and mail to: Bonita Ferguson, Department of Education, 953 Danby Road, Ithaca, NY 14850
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Appendix F: Checklist of Mentor Teacher Responsibilities
___ Participate in a 3-way introductory conference with the student teacher and college
supervisor
___ Conduct an initial planning session with your student teacher. Discuss the following:
___ your daily and weekly schedule of classes and responsibilities
___ your general arrival and departure times at school
___ days/times of school, department, team, grade-level, or committee meetings
___ a general calendar for when the student teacher will assume responsibilities for
various planning, teaching, managing, and assessment tasks (specifically identify
a tentative period when the student teacher will assume full responsibility for
planning, teaching, managing, and assessing, minimally one unit plan, but ideally
longer)
___ a regular time for discussions of the student teacher’s planning and progress
(these feedback sessions should take place at least once a week; many mentor
teachers conduct daily feedback sessions; setting a regular date is helpful)
___ the nature and needs of the diverse students in your class(es), including specific
IEP’s for any identified special needs students
___ Give your student teacher a tour of the school. Include the location of the following:
___ principal’s office
___ counselor’s office (or special ed office, etc.)
___ nurse’s office
___ library
___ cafeteria (where do teachers have coffee/tea, eat lunch, etc?
refrigerator/microwave availability?)
___ copy machines, paper and supplies, etc.
___ classrooms of department, team, and/or grade-level colleagues
___ Explain school procedures for:
___ teacher parking (assigned parking? parking sticker required?)
___ teacher sign-in and sign-out in the main office
___ student teacher absence for illness (who should be contacted, and how?)
___ use of copy machines, library, computer labs, telephones, etc.
___ referrals of students to principal, counselor, special education, detention, etc.
___ contact with parents/guardians
___ fire and emergency procedures, school violence prevention techniques
___ Meet at least once each week at a set time to provide feedback on your student teacher’s
progress. Encourage your student teacher to ask questions to clarify expectations and
procedures.
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___ At least two times a week “formally” observe your student teacher and take notes using
the Ithaca College observation form to provide feedback.
___ Encourage your student teacher to participate in after-school activities, including extrahelp sessions for students, extracurricular activities, conferences with
parent/guardians, etc.
___ Encourage your student teacher to observe other teachers in your department, on your
team, or in your grade level.
___ Encourage your student teacher to invite a school administrator to observe a lesson and
provide feedback.
___ At the end of the student teaching placement, complete a final evaluation of your
student teacher.
___ At the end of the placement, complete an evaluation of the college supervisor.
___ Participate in a 3-way final conference with the student teacher and college supervisor.
___ Complete the mentor teacher payment form and submit it to IC ON TIME. We will not be
able to process mentor payments if the W-9 and the payment form come in after our fiscal
year closes.
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Appendix G: Responsibilities of Student Teachers
Throughout the Student Teaching Experience, teacher candidates are expected to conduct
themselves as a full-time teacher would, observing the professional rules of conduct of the
teachers and administrators with whom they are working.
In general, the role and responsibilities of the Student Teacher include the following:
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Report to school each day on time and fully prepared for the full school day.
Keep to the required schedule of submitting lesson plans for review by the mentor
teacher. Lesson plans should be thoughtful and thorough and detailed enough that a
substitute teacher could follow them. All lesson plans and accompanying materials
must be kept in a well-organized notebook for regular review by the mentor teacher
and the college supervisor. Student teachers who fail to fulfill this requirement will be
sent home until such work is completed (these will be counted as unexcused absences).
Assume responsibility for any extra duties or meetings before school begins and/or
after it ends. This means arriving no later than full-time teachers arrive and leaving no
earlier than they leave. In general, they are expected to follow the schedule maintained
by the mentor teacher.
Adhere to the standards of professionalism for attire, demeanor, and dispositions
established for teacher candidates by Ithaca College. In addition, if the school in which
they are teaching has an established code of professional ethics or a dress code, they are
expected to adhere to it.
Early in their placement, discuss with the mentor teacher a schedule for gradual
assumption of responsibilities.
Familiarize themselves with and follow carefully all school policies. If the school district
or school in which they are teaching has a faculty handbook, they should ask for a copy
and read it thoroughly.
If they are ill and unable to teach, they must inform the mentor teacher and college
supervisor in a timely fashion. Any absence must be cleared with the mentor teacher
and your college supervisor. If candidates must be absent, they are still responsible for
providing the mentor teacher with the lesson plan(s) that they intended to teach on the
day(s) of the absence.
Treat with confidentiality all information that comes to them about individual students.
In all situations, they are required to respond as a reasonably prudent and careful
person would under the circumstances involved.
Become actively involved with professional opportunities and extracurricular activities
sponsored by the school.
Under no circumstances offer students rides in their car.
NOTE: Student teachers are required to attend regularly scheduled Professional Seminar
meetings. At times, the student teacher may need to leave school early to attend.
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Appendix H: Responsibilities of College Supervisors
The college supervisor coordinates the student teacher’s experience -- cooperation among
the college supervisor, the student teacher, and the mentor teacher is essential if the
student teaching experience is to be successful. The college supervisor is expected to
outline clear expectations.
In general, the role and responsibilities of the college supervisor include the following:
 Conduct an introductory 3-way conference with the mentor teacher and student
teacher before student teaching begins or during the first few days of student teaching
in order to review all procedures and requirements and to discuss the timeline of
responsibilities.
 Observe a lesson planned and taught by the student teacher a minimum of two times in
each student teaching placement. Provide a written evaluation and meet with the
student teacher and the mentor teacher to review the observation.
 At each visit to the student teacher, check the student teacher’s lesson plan binder.
 At the end of each placement, schedule and facilitate a 3-way conference in which the
student teacher, mentor teacher, and college supervisor discuss their final views of the
student teacher’s growth and development in each of the program standards.
 Determine midterm and final grades for the student teacher.
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Appendix I: edTPA Video Consent Form
Dear Parent/Guardian/Student:
I am a student teacher intern from Ithaca College and I am in the process of applying for my
license to be a certified teacher. One of the requirements for this certification is a
“performance assessment,” which requires video recordings of me teaching. The video
recordings will include both the students and me, but the primary focus is on my
instruction, not the students in the class. In the course of recording my teaching, your child
(or you) may appear in the video.
Another requirement for my certification is “evidence of student learning,” which requires
submitting student work samples completed during times I am teaching. Those samples
may contain some of your child’s (or your) work.
No student’s name will appear on anything I submit, and all materials will be kept
confidential at all times. The video recordings and student work I submit will not be made
public in any way. Everything I turn in will be viewed by faculty in my program at Ithaca
College and the certification reviewers. My application materials, including the video and
student work, may also be used by Stanford University or Pearson (the institutions that
created the teacher certification application) under secure conditions to train people to
score other applications.
The attached permission slip is your opportunity to say that you do or do not give me
permission to use your child’s (or your) work and/or image in my application process. This
“performance assessment” exam will be required for almost all new applicants for teaching
licensure in most states, and your support is much appreciated. Thank you in advance for
considering helping me in this very important step of my career.
If you have questions about the video or student work and how it will be used, please
contact Emily Hess, the field experience coordinator at Ithaca College, at 607-274-7356 or
ehess@ithaca.edu.
Sincerely,
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CONSENT FORM
To be completed either by the parents/legal guardians of minor students (please complete Part 1)
or by students who are 18 or more years of age (please complete Part 2)
Student Name: _______________________________________________________
Part 1
I am the parent/legal guardian of the child named above. I have read and understand the
purpose of this permission slip, given in the letter provided with this form, and agree to the
following:
Please check the appropriate box below
I DO give permission to you to include my child’s student work and/or image on video
recordings as part of video(s) showing your classroom performance, to be used only for the
purpose of completing your application for teacher certification. I understand that my child’s name
and any other personally identifiable information about my child will not appear on any of the
submitted materials.
I DO NOT give permission to you to include my child’s student work and/or image on video
recordings as part of video(s) showing your classroom performance to be used only for the
purpose of completing your application for teacher certification.
Signature of Parent or Guardian: ______________________________ Date: __________________
Part 2
I am the student named above and am more than 18 years of age. I have read and understand
the purpose of this permission slip, given in the letter provided with this form, and agree to the
following:
I DO give permission to you to include my student work and/or image on video recordings as
part of video(s) showing your classroom performance, to be used only for the purpose of
completing your application for teacher certification. I understand that any other personally
identifiable information, including my name, will not appear on any of the submitted materials.
I DO NOT give permission to you to include my student work and/or image on video
recordings as part of video(s) showing your classroom performance to be used only for the
purpose of completing your application for teacher certification.
Signature of Student: _____ ______________________________ Date: __________________
Date of Birth: ____/____/_______
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Appendix J: Guidelines For Supporting Candidates Completing edTPA
From SCALE: Stanford Center for Assessment, Learning and Equity
edTPA is a summative, subject--‐specific portfolio--‐based assessment of teaching performance,
completed during a preparation program within a clinical field experience. edTPA is designed to
assess a teaching candidates’ readiness to teach.
Given the placement of edTPA within an educational program, professional conversations about
teaching and learning associated with the outcomes assessed in edTPA are expected and
encouraged. Consistent with research on student learning,1 programs are encouraged to help
candidates examine expectations for performance evaluated by edTPA in meaningful ways and
discuss how they will demonstrate their performance in relation to those expectations. One highly
effective way to clarify what edTPA requires AND prepare candidates to teach well is to closely
examine the rubrics. Faculty, supervisors and cooperating teachers should take time to examine the
language, structure and progression of the edTPA rubrics during formative experiences throughout
the program.
Candidates receive a variety of support during their coursework and fieldwork to help prepare for
and respond to the tasks of edTPA. For example, within their coursework and key program
assignments and activities, candidates receive feedback from instructors and fellow candidates. A
methodology class could include assignments related to curriculum and lesson design, and an
educational psychology class could include assignments related to analyzing student assessment
data: both activities could help support the candidate’s thinking about how to design lessons and
understand assessment in relationship to the expectations identified in edTPA. Instructors
typically also provide feedback to candidates relative to the teaching standards of their field and
any state standards for teaching performance addressed within the coursework and assignments.
During field experiences, candidates are trying out what they have learned, and they receive
feedback on their performance from supervisors, cooperating teachers, and other support
providers. These activities and formative experiences provide opportunities for candidates to
“practice the activities of edTPA” and to synthesize their learning from the program. . Preparation
for edTPA offers many collegial opportunities for candidates to share and discuss their experiences
as well as to share and discuss responses to practice activities.
Although many program activities and experiences provide acceptable forms of support for
candidates within the edTPA process, other activities are not acceptable within a summative
assessment process that is intended to determine whether each candidate individually
demonstrates mastery of state/program standards and should be recommended for an initial
license.
This document clarifies what are acceptable forms of support for candidates during the edTPA
process and what are unacceptable forms of support. It replaces earlier versions posted at
http://edtpa.aacte.org/ and https://www.edtpa.com/.
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Acceptable Forms of Support for Candidates within the edTPA Process
The following are examples of acceptable types of support for candidates within the edTPA process:
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Providing candidates with access to handbooks and other explanatory materials about
edTPA and expectations for candidate performance on the assessment
Explaining edTPA tasks and scoring rubrics and guiding discussions about them
Providing and discussing support documents such as Making Good Choices about what
lessons or examples to use within the assessment responses
Discussing samples of previously completed edTPA portfolio materials (where appropriate
permissions have been granted)
Engaging candidates in formative experiences aligned with edTPA (e.g., assignments
analyzing their instruction, developing curriculum units, or assessing student work)
Explaining scoring rubrics, and using these rubrics in formative exercises or assignments2
Using rubric constructs or rubric language to evaluate and debrief observations made by
field supervisors or cooperating teachers as part of the clinical supervision process
Offering candidate seminars focusing on the skills and abilities identified in edTPA, such as
an Academic Language seminar
Asking probing questions about candidates’ draft edTPA responses or videorecordings,
without providing direct edits of the candidate’s writing or providing candidates with
specific answers to edTPA prompts
Assisting candidates in understanding how to use the electronic platforms for
models/programs using electronic uploading of candidate responses
Arranging technical assistance for the video portion of the assessment
Unacceptable Forms of Candidate Support during the Assessment
The following provides examples of unacceptable types of support for candidates within the edTPA
process:
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Editing a candidate’s official materials prior to submission
Offering critique of candidate responses that provides specific, alternative responses, prior
to submission for official scoring
Telling candidates which video clips to select for submission
Uploading candidate edTPA responses (written responses or videotape entries) on public
access social media websites.
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Appendix K: Checklist for Final Three-Way Conference
Checklist for the Final Three-Way Conference
Student Teacher: ____________________________________ Certification Area:__________________________________
Mentor Teacher: _____________________________________ School:______________________________________________
Date of Final Three-Way Conference: _____________________________________________________________________
____1.
Review student teaching evaluations. During the final 3-way conference, the majority of
the meeting should be spent reviewing the student teacher’s progress and achievement on
each of the 8 Ithaca College Teacher Education Program Standards. Each of the participants
(college supervisor, mentor teacher, and student teacher) should arrive at the final 3-way
conference with a draft of the final evaluation form already filled out.
Note: The final version of the evaluation form is to be submitted online; a link to the online
form will be sent out by Emily Hess. We recognize that the final online evaluations may be
slightly different from the draft versions discussed during the final 3-way conference,
especially if the student teacher still has additional days of student teaching to complete.
Please note: N/A or "Not Applicable" means that the student teacher did not have the
opportunity to demonstrate the indicator in this placement, and “Unsatisfactory” means the
student teacher had an opportunity to but did not satisfactorily demonstrate the indicator.
____3.
Review close-out procedures, including a reminder to the student teacher to clean up and
remove any student teacher supplies. Student teachers should return any materials
borrowed from the mentor teacher/school.
____5.
Discuss how grades/gradebooks/student evaluations will be transferred to the mentor
teacher. Also, if there are any assignments outstanding or yet to be graded, discuss how
those will be handled.
____6.
Talk briefly about recommendations for how the student teacher should spend the final
few days of student teaching, especially after the completion of planning/teaching
responsibilities. Does the mentor teacher have recommendations for the student teacher’s
observation of programs, classes, and/or other teachers in the school? Are there other
possible experiences that would be valuable for the student teacher? (For example, perhaps
there is a field trip that the student teacher could help to chaperone?)
____7.
Plan how to wrap up the student teacher’s experience with students and/or families.
____8.
Remind the mentor teacher of the deadline for returning the payment form and W-9 and
explain that because of fiscal year requirements, IC cannot provide payment if forms are not
received on the specific time. The payment forms and information for mentors is available
online at http://www.ithaca.edu/actec/mentorinfo/
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