Youngstown State University
Principles of Teaching Adolescents
SED 3706 Handbook
Spring Semester - 2011
Dear Resource Teacher,
Youngstown State University’s Beeghly College of Education faculty sincerely thanks you for
your willingness to provide a quality pre-clinical (field experience) opportunity for our teacher
candidates. As you know, the field experience and student teaching are the final experiences for
the candidates before they enter the field as professional practitioners and are therefore deemed
extremely important endeavors.
The fall 2010 experience officially begins Monday, March 21, 2011 and ends on Thursday,
April 21, 2011 (four hours a day – five days a week), with the exception of five hours during
the last week due to “Good Friday” falling on April 22, 2011.
Note: The experience also includes the candidate visiting/observing in the assigned
classroom each Friday (four hours) prior to the beginning of the field experience.
These visitations will begin following placement designation.
You will be provided with a packet containing the following:
 Resource Teacher Handbook which includes the Beeghly College of Education’s
Conceptual Framework and its alignment with the Ohio Standards for the Teaching
Profession
 Copy of the Resource Teacher Vita (also available on the website,
www.coe.ysu.edu/stforms.html). This form is to be filled out and returned to the university
supervisor to be placed on file in the student teaching office. The student teaching office
is requesting that all resource teachers complete this form, as they are in the process of
updating all files.
 Copy of the observation forms (2)
 Copy of the pre-clinical evaluation form
 Survey to be completed at the end of the experience
BCOE CONCEPTUAL FRAMEWORK
REFLECTION IN ACTION
The Beeghly College of Education is accredited by the National Council for Accreditation of Teacher
Education (NCATE) and all teacher education programs are approved by the Ohio Department of
Education. Field experiences and the culminating student teaching experience are integral parts of these
programs.
At the initial level, the College’s professional education programs are defined within a conceptual
framework that articulates goals and identifies institutional standards that all teacher candidates are
expected to meet. Our Conceptual Framework, Reflection in Action, seeks to develop reflective teachers
who are:
Reasoned:
Candidates exercise rational judgment and give thoughtful consideration
to their professional activities and decisions.
Ethical:
Candidates act in a moral, legal, and principled manner in
professional practice.
Fair:
Candidates exercise democratic fairness, principled concern, and
humane care in their professional activities.
Logical:
Candidates think analytically in a deliberately consistent and
rationally defensible manner.
Effective:
Candidates apply professional knowledge in a consciously
purposeful and deliberate manner.
Critical:
Candidates use professional knowledge, objectively applying it to their
own professional actions and the professional actions of others to the
benefit of their students and clients.
Technical:
Candidates attend to procedural details and optimize the use of
technologies appropriate to professional practice.
This conceptual framework functions to inform, guide, and inspire faculty and teacher candidates by
providing a central core of related ideas from which programs evolve, are explained, and are assessed.
The field experiences designed by the Beeghly College of Education provide an opportunity for teacher
candidates to implement the ideals embraced in the conceptual framework in actual classroom practice.
These field experiences take place in a variety of school and community settings that encompass cultural
and demographic diversity, as well as exceptional populations. The nature and duration of field-based
activities vary in the amount of observation and participation based on specific course and program
requirements, culminating in the clinical experience referred to as student teaching. Student teaching is a
full day commitment for sixteen weeks for all majors. All field and clinical experiences encourage the
teacher candidate to reflect on current practices both observed and experienced. An integral part of the
reflection process is the feedback that candidates receive from the College of Education faculty, school
faculty and their peers.
Alignment: Ohio Standards for the Teaching Profession and BCOE Conceptual Framework
Standard
Number
1
1.1
1.2
1.3
1.4
1.5
2
2.1
Conceptual
Teacher Standards
Framework
Conceptual Framework
‘R’
Students: Teachers understand student learning and development, and respect the diversity of the students they teach.
Teachers display knowledge of how
R4B
R4: Reflective practice is Logical.
students learn and of the developmental
R4B: Candidates appropriately apply knowledge of research to
characteristics of age groups.
their professional practice.
Teachers understand what students know
R4B; R5A R4: Reflective practice is Logical.
and are able to do and use this knowledge
R4B: Candidates appropriately apply knowledge of research to
to meet the needs of all students.
their professional practice.
R5: Reflective practice is Effective.
R5A: Candidates are proficient in the procedures, techniques,
and methods of their respective fields.
Teachers expect that all students will
R3C
R3: Reflective practice is Fair.
achieve to their full potential.
R3C: Candidates strive to meet the educational needs of all
students or clients in a caring, non-discriminatory, and equitable
manner.
Teachers model respect for students’
R3B
R3: Reflective practice is Fair.
diverse cultures, language skills and
R3B: Candidates foster inclusive environments and respect the
experiences.
backgrounds of and beliefs held by their students or clients.
Teachers recognize characteristics of
R3C; R5A
R3: Reflective practice is Fair.
gifted students, students with disabilities
R3C: Candidates strive to meet the educational needs of all
and at-risk students in order to assist in
students or clients in a caring, non-discriminatory, and equitable
appropriate identification, instruction, and
manner.
intervention.
R5: Reflective practice is Effective.
R5A: Candidates are proficient in the procedures, techniques,
and methods of their respective fields.
Content: Teachers know and understand the content area for which they have instructional responsibility.
Teachers know the content they teach and
R5B
R5: Reflective practice is Effective.
use their knowledge of content-specific
R5B: Candidates are proficient in the content of their respective
concepts, assumptions and skills to plan
fields.
instruction.
6
2.2
2.3
2.4
2.5
3
3.1
3.2
3.3
3.4
Teachers understand and use contentspecific instructional strategies to
effectively teach the central concepts and
skills of the discipline.
Teachers understand school and district
curriculum priorities and the Ohio
academic content standards.
R5A
R5: Reflective practice is Effective.
R5A: Candidates are proficient in the procedures, techniques,
and methods of their respective fields.
R2B
R2: Reflective practice is Ethical.
R2B: Candidates demonstrate knowledge of education policies
at the local, state, and national level for instructional decisionmaking.
Teachers understand the relationship of
R5B
R5: Reflective practice is Effective.
knowledge within the content area to
R5B: Candidates are proficient in the content of their respective
other content areas.
fields.
Teachers connect content to relevant life
R5A, R4A
R5: Reflective practice is Effective.
experiences and career opportunities.
R5A: Candidates are proficient in the procedures, techniques,
and methods of their respective fields.
R4: Reflective practice is Logical
R4A: Candidates think systematically and analytically about
professional practice and professional decision-making.
Assessment: Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning.
Teachers are knowledgeable about
R1B
R1: Reflective practice is Reasoned.
assessment types, their purposes and the
R1B: Candidates apply the appropriate knowledge of
data they generate.
assessment and evaluation to their practice.
Teachers select, develop and use a variety
R1B
R1: Reflective practice is Reasoned.
of diagnostic, formative and summative
R1B: Candidates apply the appropriate knowledge of
assessments.
assessment and evaluation to their practice.
Teachers analyze data to monitor student
R1C
R1: Reflective practice is Reasoned.
progress and learning, and to plan,
R1C: Candidates utilize evaluation results for evidence-based
differentiate and modify instruction.
decision-making.
Teachers collaborate with and
R3A; R3D
R3: Reflective practice is Fair.
communicate student progress with
R3A: Candidates demonstrate professional, collaborative and
students, parents and colleagues.
inclusive dispositions both in their field placements and within
their courses.
R3D: Candidates collaborate with colleagues, families and
communities to ensure that all students reach their potential.
7
3.5
4
4.1
4.2
4.3
4.4
4.5
4.6
4.7
Teachers involve learners in selfR1C
R1: Reflective practice is Reasoned.
assessment and goal setting to address
R1C: Candidates utilize evaluation results for evidence-based
gaps between performance and potential.
decision-making.
Instruction: Teachers plan and deliver effective instruction that advances the learning of each individual student.
Teachers align their instructional goals
R2B
R2: Reflective practice is Ethical.
and activities with school and district
R2B: Candidates demonstrate knowledge of education policies
priorities and Ohio’s academic content
at the local, state and national level for instructional decisionstandards.
making.
Teachers use information about students’
R5A
R5: Reflective practice is Effective.
learning and performance to plan and
R5A: Candidates are proficient in the procedures, techniques,
deliver instruction that will close the
and methods of their respective fields.
achievement gap.
Teachers communicate clear learning
R5A
R5: Reflective practice is Effective.
goals and explicitly link learning
R5A: Candidates are proficient in the procedures, techniques,
activities to those defined goals.
and methods of their respective fields.
Teachers apply knowledge of how
R1A
R1: Reflective practice is Reasoned.
students think and learn to instructional
R1A: Candidates use research, theory and wisdom of practice
design and delivery.
to inform their pedagogy.
Teachers differentiate instruction to
R3C; R5A
R3: Reflective practice is Fair.
support the learning needs of all students,
R3C: Candidates strive to meet the educational needs of all
including students identified as gifted,
students or clients in a caring, non-discriminatory, and equitable
students with disabilities and at-risk
manner.
students.
R5: Reflective practice is Effective.
R5A: Candidates are proficient in the procedures, techniques,
and methods of their respective fields.
Teachers create and select activities that
R5A
R5: Reflective practice is Effective.
are designed to help students develop as
R5A: Candidates are proficient in the procedures, techniques,
independent learners and complex
and methods of their respective fields.
problem-solvers.
Teachers use resources effectively,
R7A
R7: Reflective practice is Technical.
including technology, to enhance student
R7A: Candidates effectively and appropriately integrate various
learning.
technologies into their work as teachers, counselors and
administrators to maximize P-12 student learning.
8
5
5.1
5.2
5.3
5.4
5.5
6
6.1
6.2
Learning Environment: Teachers create learning environments that promote high levels of learning and achievement for all
students.
Teachers treat all students fairly and
R3B
R3: Reflective practice is Fair.
establish an environment that is
R3B: Candidates foster inclusive environments and respect the
respectful, supportive and caring.
backgrounds of and beliefs held by their students or clients.
Teachers create an environment that is
R3C
R3: Reflective practice is Fair.
physically and emotionally safe.
R3C: Candidates strive to meet the educational needs of all
students or clients in a caring, non-discriminatory, and equitable
manner.
Teachers motivate students to work
productively and assume responsibility
for their own learning.
R1C; R5A
R1: Reflective practice is Reasoned.
R1C: Candidates utilize evaluation results for evidence-based
decision-making.
R5: Reflective practice is Effective.
R5A: Candidates are proficient in the procedures, techniques,
and methods of their respective fields.
Teachers create learning situations in
R5A
R5: Reflective practice is Effective.
which students work independently,
R5A: Candidates are proficient in the procedures, techniques,
collaboratively and/or as a whole class.
and methods of their respective fields.
Teachers maintain an environment that is
R3B; R3C
R3: Reflective practice is Fair.
conducive to learning for all students.
R3B: Candidates foster inclusive environments and respect the
backgrounds of and beliefs held by their students or clients.
R3C: Candidates strive to meet the educational needs of all
students or clients in a caring, non-discriminatory, and equitable
manner.
Collaboration and Communication: Teachers collaborate and communicate with other educators, administrators, students
and parents and the community to support student learning.
Teachers communicate clearly and
R3A
R3: Reflective practice is Fair.
effectively.
R3A: Candidates demonstrate professional, collaborative and
inclusive dispositions both in their field placements and within
their courses.
Teachers share responsibility with
R3D
R3: Reflective practice is Fair.
parents and caregivers to support student
R3D: Candidates collaborate with colleagues, families and
9
6.3
6.4
7
7.1
7.2
7.3
learning, emotional and physical
development and mental health.
Teachers collaborate effectively with
other teachers, administrators and school
and district staff.
communities to ensure that all students reach their potential.
R6B
R6: Reflective practice is Critical.
R6B: Candidates assess the needs for professional development
and actively engage in professional activities to expand their
knowledge, experiences and relationships.
R3: Reflective practice is Fair.
R3D: Candidates collaborate with colleagues, families and
communities to ensure that all students reach their potential.
Teachers collaborate effectively with the
R3D
local community and community
agencies, when and where appropriate, to
promote a positive environment for
student learning.
Professional Responsibility and Growth: Teachers assume responsibility for professional growth, performance, and
involvement as an individual and as a member of a learning community.
Teachers understand, uphold and follow
R2A; R2C
R2: Reflective practice is Ethical.
professional ethics, policies and legal
R2A: Candidates apply ethical and legal practices in performing
codes of professional conduct.
their professional responsibilities.
R2C: Candidates value and apply the professional code of
conduct particular to their area.
Teachers take responsibility for engaging
R6A
R6: Reflective practice is Critical.
in continuous, purposeful professional
R6A: Candidates evaluate their own effectiveness by giving
development.
attentive consideration to the positive growth of their
students/clients.
Teachers are agents of change who seek
R6B
R6: Reflective practice is Critical.
opportunities to positively impact
R6B: Candidates assess the needs for professional development
teaching quality, school improvements
and actively engage in professional activities to expand their
and student achievement.
knowledge, experiences and relationships.
10
The information that follows in this Handbook should provide you with a clear description in
reference to the responsibilities of the Resource Teacher, the Teaching Candidate and the Field
Experience Supervisor:
RESOURCE TEACHER’S RESPONSIBILITIES
 Create a positive learning environment in which the candidate can have a feeling of
belonging and becoming a professional;
 Acquaint the candidate with the school policies;
 Orient the candidate to the school and community;
 Provide the candidate with instructional materials, personal desk (if possible), access to
student records, audio-visual equipment and other materials;
 Acquaint the candidate with the needs of students, the curriculum pattern, and the various
types of plans for instruction used by the school;
 Model and demonstrate effective teaching techniques;
 Provide the candidate with an understanding of the extent of their authority and
responsibilities;
 Provide the opportunity for the candidate to team and then assume full responsibilities,
under guidance, for an appropriate period of time when the candidate is ready (ideally a
candidate should begin writing lesson plans and assisting in the teaching process by
week two);
 Provide multi-faceted experiences during the field experience to enhance and promote the
transition from pre-clinical candidate to clinical/student teaching candidate;
 Provide frequent encouragement, constructive criticism and recognition of success
through conferences (conferences should be held at least once a week or more often if
deemed necessary);
 Keep records and write evaluative reports about the candidate’s progress and general
promise as a teacher;
 Provide continuous planning and supervision in the evaluation of pupil growth and
achievement;
 Confer with university faculty about the candidate’s progress and participate in three-way
conferences with the candidate and university faculty.
11
Classroom
During the candidate’s first week, he/she is to observe the schedule, teaching methods and
behavior management system being utilized by the resource teacher, and review the appropriate
student records.
Toward the end of the first week, the candidate should have introduced him/herself to the
class/es and by the second week, should begin to assist with instruction for at least one class
period if the cooperating teacher agrees.
Lesson Planning
Lesson planning involves the efforts of both the candidate and the resource teacher. Early in the
experience, the candidate must rely heavily on the resource teacher for the order in which the
instruction is to occur and suggestions to plan his/her forthcoming teaching activities.
Comments need to be shared with the candidate regularly pertaining to his/her lesson planning.
Due to the risk of plagiarism, the candidates must cite any resources utilized in developing
lessons, i.e. websites, books, articles, etc.
Candidates are to compile and maintain their lesson plans in a binder for the entire field
experience with work samples, handouts, assessments, etc. Copies of the resource teacher’s and
field experience supervisor’s observations should also be placed with the lesson plans.
Observations: Candidates are to be formally observed teaching a total of four times (two
times by the resource teacher and two pre-arranged times by the university supervisor). It is
hoped candidates will be allowed opportunity to teach as much as possible.
The resource teacher and university supervisor will each provide a final evaluation of the
candidate.
12
RESOURCE TEACHER CHECKLIST
____________
Two Formal Observations (approximately 2 weeks apart - to be completed by
the resource teacher and returned by candidate at the end of experience)
____________
One Final Evaluation (to be completed by the resource teacher and returned
by candidate at the end of experience)
____________
Pre-Clinical Survey (to be returned in the U.S. mail)
____________
Candidate Time Sheet (to be returned in the U.S. mail)
____________
Resource Teacher Vita (completed by the resource teacher and returned by the
candidate at the end of experience)
13
PRE-CLINICAL CANDIDATE’S RESPONSIBLITIES
 Gain an understanding of the community life as it relates to the school district;
 Abide by the rules and regulations governing the professional conduct of professional
staff in the District;
 Learn and carry out the District’s teachers’ policies and procedures;
 Become acquainted with school personnel and their functions;
 Gain information about long-range and unit plans in current use and develop lesson plans
that meet the content standards and extend student learning;
 Become acquainted with the pupils and acquire pertinent information about them to help
improve their progress;
 Discuss confidential information in a professional manner;
 Keep the field experience instructor informed of progress made and problems
encountered;
 Candidates are responsible for scheduling or setting aside a regularly planned meeting
time each week with the resource teacher to discuss his/her lesson planning and teaching.
The candidate should maintain notes on the meeting (due to other university related
obligations, conferences will probably need to be scheduled prior to school starting
time).
 Candidates are responsible for keeping a five-day journal during the first full week of
field experience. The journal is due to be turned into the field experience instructor’s
mailbox on the second Monday of field experience.
 After becoming familiar with the school environment and student/school demographics
(contextual factors), candidates are to write a report (Context for Learning) to be
submitted to the SED 3706 instructor’s mailbox on the third Monday of the field
experience.
*NOTE: The experience is for a total of five weeks-four hours a day, five days a
week (March 21, 2011 – April 21, 2011 with the exception of the week of April 18th
which will be five hours a day due to the “Good Friday” holiday). There should be
no change in this schedule without prior approval from the candidate’s university
supervisor.
Lesson Planning
Lesson planning involves the efforts of both the candidate and the resource teacher. Early in the
experience, the candidate must rely heavily on the resource teacher for the order in which the
instruction is to occur and suggestions to plan his/her forthcoming teaching activities.
Comments need to be shared with the candidate regularly pertaining to his/her lesson planning.
Candidates are required to write a plan for every lesson taught.
Due to the risk of plagiarism, the candidates must cite any resources utilized in developing
lessons, i.e. websites, books, articles, etc.
14
Candidates are to compile and maintain their lesson plans in a binder for the entire field
experience with work samples, handouts, assessments, etc. Copies of the resource teacher’s and
field experience supervisor’s observations/evaluation should also be placed with the lesson plans.
Observations: The candidate will be responsible for collaborating and scheduling two formal
observations with the university supervisor and two formal observations with the resource
teacher
NOTE: See SED 3706 Field Experience Guidelines attached*
FIELD EXPERIENCE SUPERVISOR’S RESPONSIBILITIES
 Serve as a resource person to the resource teacher and the pre-clinical candidate;
 Be available to resource personnel by assisting and advising them concerning problems
involving candidates in the pre-clinical setting;
 Visit the resource teacher to discuss the progress of the pre-clinical candidate
(at least two visits over the six-week period, with additional visitations based
upon the needs of both the pre-clinical candidate and the resource teacher);
 The supervisor will collaborate with the candidate in scheduling two formal observation
experiences;
 Provide feedback to the resource teacher and the pre-clinical candidate concerning the
candidate’s competencies;
 Collaborate with the resource teacher in the evaluation process;
 Assist in the improvement of the candidate’s instructional skills through observation,
analysis and suggestions.
As we embark upon this journey, we remind all participants of the necessity to Communicate,
Collaborate, and Cooperate in our quest for a rewarding experience!
15
Pre-Clinical Field Experience Instructors/Supervisors
Dr. DeBorah Graham
Office: 941-2441
Cell: 1-330-730-6435
ddgraham@ysu.edu
Mrs. Betty L. Greene
Office: 330-941-1573
Cell: 330-402-6549
blgreene@ysu.edu
Pre-Clinical Field Experience Supervisors: University Faculty
Dr. Richard McEwing
Office: 330-941-1933
ramcewin@cc.ysu.edu
Dr. Jeffery Buchanan
Office: 330-941-1641
jmbuchanan@ysu.edu
Joan Mingo
Office: 330-941-3224
jsmingo@my.ysu.edu
16
NOTES
17