MASTER OF ARTS IN TEACHING (MAT)
2011-2012
STUDENT TEACHING HANDBOOK
(Revised: 07.21.2011)
Sierra Nevada College Teacher Education Program
Marcy Edwards, Ph.D.
Statewide Director, Student Teaching
medwards@sierranevada.edu
Las Vegas Campus TED Office
4300 East Sunset Road, Suite E-1
Henderson, NV 89014
702.434.6599 x7804
702.436.3838 (FAX)
Josephine Kenyon
Administrative Assistant to the Academic Directors
jcarreonkenyon@sierranevada.edu
Las Vegas Campus TED Office
4300 East Sunset Road, Suite E-1
Henderson, NV 89014
702.434.6599 x
702.436.3838 (FAX)
Keli Brown, M.A.
Assistant to the Statewide Academic Directors, Teacher Education
kbrown@sierranevada.edu
Reno Campus TED Office
3939 So. McCarran Blvd.
Reno, NV 89502
775.831.1314 x7475
775.825.5217 (FAX)
Lynda di Caro
Office Manager
ldicaro@sierranevada.edu
Reno Campus TED Office
3939 So. McCarran Blvd.
Reno, NV 89502
775.831.1314 x7496
775.825.5217 (FAX)
Reference Information:
State of Nevada, Department of Education
www.nde.doe.nv.gov
PRAXIS Testing
www.ets.org (Link to Praxis Series, Nevada, Test Requirements)
UNR – Nevada School Law, Nevada Constitution, & US Constitution Testing
www.unr.edu/educ/el/nvlaw
Special Note:
In accordance with the Federal Family Education Rights and Privacy Act (FERPA), faculty and staff at Sierra Nevada
College are required to use the SNC email domain for all electronic communications. Please be sure your SNC email
account is activated, checked frequently, and used for electronic communication with SNC. If you are experiencing
problems with your SNC email account, you should contact the helpdesk for assistance at: helpdesk@sierranevada.edu
Table of Contents
Statement Purpose ....................................................................................................................................................... 1
INTASC Standards ...................................................................................................................................................... 2
Student Teaching Field Experience
The Student Teaching Field Experience Triad
Student Teaching Assignment Contract
Testing Requirements
EDUC 595 Course Description
Student Teaching Field Experience
Policy On Student Teacher Placement Change ........................................................................................................... 3
Student Teaching Protocol
Student Teacher Attendance
Student Teaching Field Experience At A Twelve-Month School
Student Teaching Field Experience Kindergarten Policy
Playground and Lunchroom Duty Policy ...................................................................................................................... 4
A Lesson Plan For Every Lesson Taught
Student Teacher’s Evaluation of Classroom Student’s Performance
Student Teaching Field Experience Journal
Field Experience Observation Periods ......................................................................................................................... 5
Participation in Parent-Teacher Conferences
Student Teaching Field Experience Timeline ............................................................................................................... 6
Mid-Term & Final Performance Based Assessments
Letter of Recommendation
Student Teacher’s Evaluation Of The SNC Supervisor
The Student Teaching Portfolio .................................................................................................................................... 7
Student Teaching Suggested Portfolio Format ............................................................................................................ 8
SNC Student Teaching Supervisor
Supervisor Observation and Assessment Of The Student Teacher
Schedule For SNC Supervisor’s Visits
Observation And Assessment Meeting Agenda .......................................................................................................... 9
Unsatisfactory Level Of Performance
Procedure To Follow Prior to Reassignment, Suspension Or Removal Of A Student Teacher
Administrative Action .................................................................................................................................................... 10
Lead Teacher’s Role In The Student Teacher’s Field Experience
Student Teacher’s Record of Attendance
Classroom Integration................................................................................................................................................... 11
ARL Teacher Education Program
Policies Pertaining To ARL Students Only ................................................................................................................... 12
Student Teaching Documentation ............................................................................................................................ 13
Special Note: Policies and procedures on pages 1-11 pertain to students enrolled in both the traditional Teacher
Education Program and the ARL Program unless otherwise noted. ARL students are not assigned a lead teacher,
thus any reference to the triad or lead teacher does not pertain to the ARL program.
STATEMENT OF PURPOSE
The purpose of the Sierra Nevada College Master of Arts in Teaching Program is to prepare students for an
elementary, secondary or dual license with the State of Nevada.
Once you have successfully completed the program, you will be a highly qualified individual who is:
 Committed to lifelong learning
 Knowledgeable
 Active
 Responsive
 Professional

Individuals completing the Sierra Nevada College Master of Arts in Teaching Program (MAT) will be
knowledgeable not only in the content areas they teach, but in the way diverse children and youth
learn.

They will be active in establishing a classroom environment which fosters student engagement with
ideas, and builds connections for students with instructional strategies responsive to the range of
learning profiles found within the classrooms.

Finally, they will think of themselves as professionals, with responsibilities to the students and
families, the school, their profession, and their life-long learning and professional development.
The outcomes frame our curriculum, direct the instruction, typify the faculty, and guide student assessment.
Designed to meet the standards established by the Interstate Teacher Assessment and Support Consortium
(INTASC), our program addresses the four domains in which beginning teachers must be prepared to work:
 planning and preparation
 classroom environment
 instruction
 professional responsibilities.
1
INTERSTATE TEACHER ASSESSMENT AND SUPPORT CONSORTIUM (INTASC) STANDARDS
Standard 1
The student teacher understands the central concepts, tools of inquiry, the structure of the discipline
taught and creates learning experiences to make them meaningful to the students.
Standard 2
The student teacher understands how children learn and develop and provides learning opportunities
that support their development.
Standard 3
The student teacher understands how students differ in their approaches to learning and creates
instructional opportunities adapted to diverse learners.
Standard 4
The student teacher understands and uses a variety of instructional strategies.
Standard 5
The student teacher creates a learning environment that encourages positive social interaction, active
engagement in learning and self-motivation.
Standard 6
The student teacher uses knowledge of communication techniques to foster active inquiry,
collaboration, and supportive interaction.
Standard 7
The student teacher plans instruction based on knowledge of subject matter, students, the community,
and curriculum goals.
Standard 8
The student teacher understands and uses formal and informal assessment strategies.
Standard 9
The student teacher reflects on teaching.
Standard 10
The student teacher fosters relationships with colleagues, parents, and agencies in the larger
community
2
STUDENT TEACHING FIELD EXPERIENCE
THE STUDENT TEACHING FIELD EXPERIENCE TRIAD
In order to maximize your development in the SNC MAT program, a learning team or triad, is established between you,
your lead teacher and your SNC supervisor. Collaboration among your triad will continue on a defined schedule
throughout your field experience. The triad allows equal input about lesson and procedural successes, recommendations
for improvements, and goals for future development.
STUDENT TEACHING ASSIGNMENT CONTRACT
The Student Teaching Assignment Contract constitutes the individual contract between the (a) site administrator, (b) lead
teacher (TED only), (c) student teacher, and (d) SNC supervisor. When signed, it bears witness to the reading and
general agreement of all parties to the concepts presented in this handbook.
TESTING REQUIREMENTS
In order to obtain your teaching license from the State of Nevada, you will be required to not only successfully complete
the SNC teacher education program but also all testing requirements. Prior to being approved for enrollment in EDUC
595, the teacher education advisor will review your transcript(s) and test reports. In order to be approved for enrollment,
you will need to have completed all coursework with a grade of no less than a B-, passed the PRAXIS I tests and the
Nevada School Law, Nevada Constitution and United States Constitution tests. (There are course equivalencies and
California tests that may be substituted for these Nevada Department of Education requirements. Transcripts and information will be
reviewed on an individual basis.)
You may elect to complete the PRAXIS II testing requirements before or during your student teaching field experience. It
is highly recommended that the PRAXIS II testing be completed before your field experience to allow you to focus on your
student teaching and seminar requirements. PRAXIS II tests for secondary education are specific to a teachable major
and require that you have received your degree in that major.
EDUC 595 COURSE DESCRIPTION
EDUC 595 is an eight unit course that combines your student teaching field experience with a weekly seminar. This
course is required for all students seeking an elementary, secondary or dual license with the State of Nevada.
The student teaching field experience will take place over a minimum of 12,14, 16, 18 or 20 weeks as determined by your
certification program. It will be supported by the weekly seminar focusing on classroom activities sequenced to follow
basic steps of implementation in your classroom field experience. Successful completion of the student teaching seminar
will count toward 40% of your grade.
STUDENT TEACHING FIELD EXPERIENCE
With the guidance of an SNC MAT advisor, you may elect to complete your student teaching field experience through a
single placement in either an elementary or secondary school. Or you may elect to complete a double placement toward
dual certification. This option provides experience in both an elementary and secondary grade level. Dual certification
requires 10 weeks (4 solo) at each level resulting in a minimum 18 or 20-week field experience. (Students entering this
option must have completed all the methods courses required for both secondary and elementary teaching.)
POLICY ON STUDENT TEACHER PLACEMENT CHANGE
The Master of Arts in Teaching (MAT) Department of Sierra Nevada College recognizes that in the attempt to provide an
enriching, high-quality student teaching experience, it may become necessary for the department to change the
placement of a student teacher during the student teaching field experience. It is the policy of the Master of Arts in
Teaching Department to accomplish this with the least amount of disruption to the school, classroom and student teacher.
In the case where a TED student teacher does not complete the entire experience with one lead teacher, payment to the
lead teacher(s) will be prorated. An assignment change may be determined in concert with the host school or district.
POLICY ON STUDENT TEACHING WHILE IN A SUBSTITUTE POSITION
SNC has established specific criteria in which a student may be eligible to complete their student teaching field
experience while in a contracted, long-term substitute position. In order to receive credit for student teaching,
you must request a review of the situation and receive pre-approval from the director or assistant director of student
teaching. The arrangement requires approval of the host school district for “high needs” areas.
3
STUDENT TEACHING PROTOCOL
Specific procedures will govern your student teaching experience. The MAT program at Sierra Nevada College seeks to
be a conscientious partner with each of the sites hosting student teachers. It is our policy to respect the policies and
practices established at the school site and, consequently, the procedures for the student teaching experience are
designed to operate in harmony with the school and classroom where we are guests.
As an SNC student teacher, you are required to participate as a professional educator. This may include, but not be
limited to: instructional preparation, parent conferences, staff meetings and school functions. Additionally, you are
expected to represent yourself as a professional teacher in all matters of grooming, dress, behavior and communication
practices.
You are responsible for understanding the specific policies and procedures of the host school. In this way you are able to
function as a professional staff member at the school, which is one of your goals as a student teacher.
Throughout your student teaching field experience, you are required to maintain the hours established by the school
where you are assigned. You are required to be at the school site during the same hours as the lead teacher. On certain
occasions you may be required to be at school in excess of the minimum time (6.5 hours) for possible planning with the
lead teacher, participation in evening functions at school, staff and parent meetings and as requested for special duties.
Such requests are made by the lead teacher. Additionally, you are to notify your lead teacher, your SNC supervisor and
the principal if you plan to leave the school prior to the established hours.
STUDENT TEACHER ATTENDANCE
During your student teaching field experience and seminar enrollment, you are allowed a maximum of two (2) excused
absences. All absences are to be reported to the SNC supervisor, seminar instructor and your lead teacher no later than
8:00 am on the day of the absence. There are NO exceptions to this requirement. Be sure to communicate with ALL
three people by telephone and email in order to ensure the message is received on the day you will be absent.
Any absence in excess of the two (2), from school or seminar, must be reported to the SNC supervisor, seminar
instructor, your lead teacher if applicable, and the SNC director of student teaching. All excess absences will be reviewed
by SNC administration on a case by case basis to determine any necessary considerations.
STUDENT TEACHING FIELD EXPERIENCE AT A TWELVE-MONTH SCHOOL (Northern Nevada Only)
A student teaching field experience taking place in multi-track, year-around school requires an assignment with two lead
teachers. One lead teacher will be assigned for the regular track period and a second lead teacher will be assigned for
your field experience during the Track Break. Both lead teachers will be assigned before you begin your student teaching
experience. (There are year-around schools in Northern Nevada that operate on a single track. If you are placed in a
single track school, you will be assigned to one lead teacher.)
STUDENT TEACHING FIELD EXPERIENCE KINDERGARTEN POLICY
Because of the unique format of Kindergarten (e.g., shortened school day, multiple short-term activities), a full-time student
teaching field experience within that setting would not be representative of the majority of grade levels in elementary
school. The Master of Arts in Teaching Program takes the position that since your certification toward a teaching license
verifies that you are able to teach grades K-8, it is important to have a student teaching experience at another grade level
in addition to kindergarten. Therefore, in the interest of providing a comprehensive student teaching experience, the
Teacher Education Department requires student teachers interested in kindergarten to teach eight weeks at another
grade level, with four weeks of successful solo teaching in each grade.
PLAYGROUND AND LUNCHROOM DUTY POLICY
It is standard procedure for certified teachers to be responsible for playground and/or lunchroom supervision during the
school year. In conjunction with your classroom responsibilities, you are required to assume the duty schedule of your
lead teacher. You and your lead teacher should discuss the duty schedule and ensure that another certified teacher will
also be present. If another certified teacher will not be present, you are responsible for contacting the principal to be
approved for the duty assignment. Approval from the school administrator must be submitted to you and your SNC
supervisor in writing and be a part of your student teaching file.
4
A LESSON PLAN FOR EVERY LESSON TAUGHT
You are required to prepare a lesson plan for every lesson taught. Lessons reflecting curriculum objectives should be
based on the district curriculum guide, the state framework/curriculum guide and/or the decision of the lead teacher. All
lesson plans will be completed and presented to the lead teacher for review no later than Friday morning before the week
in which the lessons will be conducted.
The lesson plan expectations will be clarified during your student teaching seminar. A comprehensive lesson plan
includes: (A sample lesson plan form will be provided with this handbook.)
 learning outcomes,
 student groups,
 content diversification,
 conceptual bulletins,
 visual aids, assessment,
 components of an effective lesson
You are required to collect lesson plans in a three-ring binder, or other convenient organizing tool each week. The binder
of lesson plans must be available to the SNC supervisor, upon arrival, for the observation. Lesson plans will then become
part of your student teaching field experience portfolio.
Your lesson plan binder should be organized and presented in the following manner:
 Lesson plan dated and numbered in consecutive order for identification
 The complete lesson plan
 Supporting instructional materials (e.g., worksheets, visual aids, etc.)
 Examples of students’ work
 Description of bulletin boards if they are a part of the school/classroom procedures.
 Your evaluation record of the classroom students’ performance & assessment tool if applicable
STUDENT TEACHER’S EVALUATION OF CLASSROOM STUDENT’S PERFORMANCE
With each lesson taught in which skill mastery is your objective, you are required to evaluate and record the classroom
students’ performance level. Your observations and assessments should be recorded, kept in a binder or grade book and
available to your SNC supervisor for review and discussion. You should include citizenship in your assessment of the
classroom students’ performance.
STUDENT TEACHING FIELD EXPERIENCE JOURNAL
As you begin your student teaching field experience, you are required to maintain a (daily or weekly) journal of your
classroom experiences. Your journal will document what actually occurred during your student teaching experiences and
your reflections about them.
Entries should be a reasonable length, approximately a one-half sheet standard binder paper, single-spaced, typed or
hand-written page, with the option of longer entries. Your journal is to be shared with your SNC supervisor and be a part
of your student teaching field experience portfolio.
It is noted in research that “reflective teaching” promotes better instructional skills and classroom management
techniques. Additionally, the practice of journaling allows you to better reflect on each day’s activities, note items
to discuss with your SNC supervisor and foster self-assessment practices to determine new goals.
FIELD EXPERIENCE OBSERVATION PERIODS
During the first week of your student teaching field experience, you will be given time to observe your lead teacher, orient
yourself to the classroom schedule and procedures, and familiarize yourself with the students. At the end of your student
teaching experience, after you have held the class as a solo teacher, you should have the opportunity to observe again.
The latter observation period is ideally a focused reflection comparing, contrasting, and synthesizing the lead teacher’s
style with your own teaching style. Observation periods should be limited to one or two weeks at the beginning of student
teaching and one week at the end of student teaching.
5
PARTICIPATION IN PARENT-TEACHER CONFERENCES
SNC recommends that you work with your lead teacher to prepare for and then participate, as an observer, in the parentteacher conference process. Your lead teacher is responsible for requesting your participation. Even difficult
conferences will be an educational experience for you. During the conference, you should always defer to the lead
teacher when asked a direct question by a parent.
STUDENT TEACHING FIELD EXPERIENCE TIMELINE
(The timeline will be adjusted to accommodate 12, 14, 18 or 20-week schedules.)
Weeks 1 -4
 Meet with the Triad to discuss observations and determine goals.
 Observe lead teacher’s classroom procedures
 Assist students individually and in small groups with lessons taught by lead teacher
 Begin instructional planning with lead teacher
 Complete orientation activities
 Assume responsibilities for guiding students through routines such as:
a) Classroom entry
b) Opening and closing activities
c) Attendance
d) Lunch count and movement to recess (elementary only)
 Begin evaluation of student work
 Become responsible for classroom environment
 Accept instructional activities identified by lead teacher
During the second week of your field experience, you should meet with your lead teacher to schedule one or two lessons
to be planned and taught during week 3. Your lesson plan(s) should be presented to the lead teacher by Friday of the
preceding week. By week 4, your lead teacher should leave you alone in the classroom for short periods of time.
During weeks 1-4, you should begin to assemble materials, lesson plans, examples of students’ work, assessments used
and other evidence of classroom activities to be included in your portfolio.
Weeks 5-8
 Continue with the classroom responsibilities established during weeks 1-4
 Accept increasing responsibilities for planning and delivering instruction to the entire class
o Week 5 with lead teacher guidance
o Week 8 independently
 Take more responsibility for hour-by-hour classroom operation
 Use technology/multi-media and selected instructional aids
 Have experience planning and teaching in all major content areas
 Meet with the triad to discuss the Mid-term Performance Based Assessment and determine goals.
Weeks 9-14
The student teachers must have approval from the lead teacher and the SNC supervisor before solo teaching.


During weeks 9-14, you will assume complete responsibility for operation of the classroom. Under the direction
and guidance of the lead teacher, you will solo teach for four to six weeks.
Serious consideration should be given to planning a field trip during this time. (NOTE: Anytime you go on a field trip,
you must notify the SNC supervisor).

Meet with the Triad to discuss observations and determine goals.
Week 15
By week 15 you will have nearly completed your student teaching field experience. It is recommended that you participate
in a final observation period in order to analyze your teaching style and reflect on any processes to address.
Week 16
During the final week of student teaching, you will participate in the triad’s Final Performance Based Assessment. The
final evaluation will be completed with the same procedures as for the mid-term assessment. The collaboratively agreed
upon scores will be given consideration by your seminar instructor to determine your final EDUC 595 internship grade.
 Your portfolio will be submitted to your seminar instructor.
 You will submit the Evaluation of Your SNC Supervisor form directly to the SNC Teacher Education program
director or assistant director.
6
MID-TERM & FINAL PERFOMANCE BASED ASSESSMENTS
The Mid-Term & Final Performance-Based Assessment form should be used as a guide for the triad in seeking to address
the professional growth needs of the student teacher.
When the evaluation instruments are used from the beginning to guide the dialogue of professional growth, the triad will
share clear expectations regarding how to proceed over the course of the student teaching field experience. The purpose
of the mid-term performance based assessment is to:
1. Promote a discussion about your teaching performance
2. Provide you with feedback regarding the assessment
3. Provide an opportunity for you to participate in the triad evaluation
4. Provide a shared understanding about the progress you have achieved
5. Provide an opportunity for you to make any necessary adjustments and/or improvements for successful
completion of your student teaching field experience.
6. Identify goals for continued progress.
LETTER OF RECOMMENDATION
A letter of recommendation shall be written by your lead teacher. Your SNC supervisor, at your request, will also provide a
letter of recommendation. The letters of recommendation will be put in your portfolio and are not considered confidential.
SNC strongly encourages you to request a letter of recommendation from the school administrator.
Your SNC supervisor’s letter of recommendation should be prepared on SNC letterhead and provided to you for your
portfolio. The letter should include:
1) His or her official capacity as your supervisor
2) Your performance as a teacher during periods of observation and assessment
3) An overview of your classroom accomplishments
4) References to the INTASC standards as applicable
Your SNC supervisor will submit a copy of the letter for your file to the TED program at:
Las Vegas:
Incline/Reno:
Sierra Nevada College
Marcy Edwards, Ph.D.
Statewide Director of Student Teaching
4300 East Sunset Road, Suite E-1
Henderson, NV 89014
Sierra Nevada College
Keli Brown, M.A.
Assistant to the Academic Directors, TED
3939 South McCarran Blvd.
Reno, NV 89502
STUDENT TEACHER’S EVALUATION OF THE SNC SUPERVISOR
You will be provided an evaluation form to complete at the end of your student teaching field experience. The form will be
collected during the final week of your seminar and is anonymous. The evaluation results are tabulated and presented to
the supervisors in a collective format. We strongly encourage you to complete the evaluation so that we can continually
assess our program and maintain our commitment to providing a high quality experience.
YOUR STUDENT TEACHING PORTFOLIO
PURPOSE:
1. To showcase the uniqueness of your student teaching experience for interviews with prospective employers.
2. To provide documentation of instruction, student work and bulletin boards for your future classroom and reference.
3. To provide an opportunity for you to reflect on the breadth and depth of your experiences during student teaching and
to identify areas for continued growth.
4. To provide an experience for those who haven’t already compiled a portfolio to identify the five domains of the
process.
 Planning and Preparation
 Instruction
 Learning Environment
 Student Assessment
 Professional Responsibility
7
You have the option of organizing your portfolio with the suggested format below or creating your own format. If you elect
to create your own format, the table of contents and supporting documents must be discussed with your SNC supervisor
and your seminar instructor for pre-approval. Please include a signature page in your portfolio indicating your intention to
self-determine the contents as follows:
Student Teaching Portfolio – Student Determined
I prefer to organize and determine the contents of my portfolio. Procedurally I will review my Table of Contents
and the supporting documents with the SNC supervisor and seminar instructor for their approval to satisfy this
requirement.
STUDENT TEACHING SUGGESTED PORTFOLIO FORMAT:
Tab 1: Resume:
 Credentials – College degrees and dates
o Work experience and dates
o Brief statement of your philosophy and specific area of expertise
o Awards and Commendations
 Three (3) letters of reference: lead teacher, SNC supervisor and principal-TED
 Three (3) letters of reference: SNC supervisor, professor and principal-ARL
 Transcript(s)
 State of Nevada, Department of Education Teaching License
Tab 2: Philosophy Statement
Tab 3: Diversity Statement
Tab 4: Instructional Practices:
 All observation and assessment forms
 Mid-term and final evaluations
 Feedback from parent/students, if available
 Lesson plan samples for lessons taught
 A description and example of one or more of your classroom student assessment tools
 Photos of instructional bulletin boards with an explanation of how they are used.
Tab 5: Classroom Environment:
 Copy of your classroom management procedures and requirements
Tab 6: Professional Responsibilities:
 Documentation of your participation in staff meetings, I.E.P. meetings, training activities and professional
organizations
Tab 7: Journal of Reflective Teaching:
 Your daily or weekly journal
Tab 8: Seminar Topics:
 Include all seminar notes, assignments and handouts.
8
SNC STUDENT TEACHING SUPERVISOR
Each student teaching assignment will consist of a student teacher, an SNC supervisor and a lead teacher. This cohort
makes up the student teaching triad. It is the SNC supervisor’s responsibility to provide the other members of the triad
with a complete packet of information which includes the student teaching handbook and all the required forms. The
supervisor will conduct an orientation meeting during the first week of the assignment schedule with the triad to discuss
each member’s responsibilities, the field experience timeline and the assessment expectations. (ARL students are not
assigned a lead teacher. Any reference to the lead teacher or triad is for TED students only.)
SUPERVISOR OBSERVATION AND ASSESSMENT OF THE STUDENT TEACHER
The SNC supervisor will make a minimum of six (6) visits to observe and assess your teaching performance in the
classroom. . The results of your supervisor’s assessment will be recorded on the Lesson Observation Performance
Based Assessment form. The three part form will be signed by each member of the triad; one copy for your file, one copy
for the lead teacher and the original for the supervisor. Your supervisor is responsible for obtaining the signatures and
submitting the form to the Teacher Education program.
At the beginning of your field experience, it is expected that you may receive ratings of 1’s or 2’s. Your progress by the
third observation/evaluation should reflect a rating(s) of 3. This will indicate that you are able to achieve proficiency by the
end of your field experience. Anytime you receive a 1 or 2 rating after the 3 rd. observation/evaluation, your college
supervisor is required to notify the appropriate director immediately. In addition a Pre-professional Development Plan
(PPDP) will be completed and discussed with you.
If any member of the triad expresses a concern during the observation/evaluation process, the Statewide Director of
Student Teaching or the Assistant to the Statewide Academic Directors, Teacher Education must be notified immediately
by a member of the triad. Notification is typically provided by the SNC supervisor.
The first two (2) formal visitations will be scheduled in advance with you and the lead teacher. Subsequent visitations will
be determined by the SNC supervisor in consultation with the lead teacher.
It may be necessary for the daily classroom schedule to be altered to enable the SNC supervisor to observe you
conducting instruction for a period of at least one-half hour. An additional period of time will need to be scheduled for a
post-observation conference between you, your SNC supervisor and your lead teacher. It is recommended that the postobservation conference take place immediately but may be scheduled for another day or time depending on time
available.
SCHEDULE FOR SNC SUPERVISOR’S VISITS (This schedule will be adjusted to accommodate 12, 14, 18 or 20-week
schedules.)
Week One
 Triad orientation meeting, distribution of the student teaching handbook, overview of the field experience timeline
and a discussion of the required forms.
Week Three
 First observation and assessment
Week Six
 Second observation and assessment
Week Eight
 Third observation and assessment
 Mid-term evaluation (individual and triad collaborative)
Week Ten
 Fourth observation and assessment
Week Twelve
 Fifth observation and assessment
Week Fourteen
 Sixth observation and assessment
Week Fifteen

Final evaluation and triad conference (individual and triad collaborative)
Week Sixteen
 All forms and documentation completed, signed and submitted to the Teacher Education Program
OBSERVATION AND ASSESSMENT MEETING AGENDA




SNC supervisor’s observation and assessment of the lesson
SNC supervisor’s positive feedback about the successful aspects of the lesson
SNC supervisor’s advice and recommendations for lesson and/or procedural improvements
Discussion establishing collaborative goals for subsequent lessons and continued progress.
9
UNSATISFACTORY LEVEL OF PERFORMANCE
When enrolling in student teaching, a student makes a commitment to mutually agreed upon goals, responsibilities, and
expectations as specified by Sierra Nevada College and the assigned school district. Student teaching is viewed as a
continuation of the learning process; therefore, when a student experiences difficulty in the student teaching assignment,
he/she must receive remedial assistance. Typically, the lead teacher(s) identifies the problem first. He/she should
discuss the problem with the student teacher and together they should devise, by the fourth (4 th) week, strategies for
remediation. Early identification of problems increases the likelihood of effective intervention.
The SNC supervisor should be notified of any problem or potential difficulty as quickly as possible so he/she can assist
with the remediation. In addition, the appropriate director should be notified immediately so that they may assist with the
resolution and documentation of all efforts undertaken. All efforts should be documented and thoroughly reviewed in a
Triad conference with the director. The student teacher has a right to know what problems are identified, what
improvements are required, what resources are available and how he/she can access them according to the specified
timeline. Nevertheless, the welfare of the students in the classroom must be given prime consideration while the student
teacher is developing competence as a teacher.
It is required that the determinations made in this conference be provided in writing on the Pre-Professional Development
Plan (PPDP) to the three members of the Triad and to the Director of Student Teaching. Circumstances in which a school
administrator, lead teacher, or college supervisor has requested the removal of a student teacher from the school setting,
for specifically stated reasons, will be thoroughly documented to determine if it is appropriate for the student teacher to
continue or be terminated from the program. The student will be notified about the results of the conference in writing
within one week of the final conference by the Director of Student Teaching.
PROCEDURES TO FOLLOW PRIOR TO REASSIGNMENT, SUSPENSION, OR REMOVAL OF A STUDENT
TEACHER
If the above procedure proves ineffective and the problem continues, the following guidelines will be sequentially
implemented:
1) A conference facilitated by the SNC director of student teaching, or the assistant to the director, will be held.
Personnel invited but whose presence is not mandatory include, school district liaison or designee and school site
administrator or designee. The required participants will include the SNC supervisor, lead teacher and the
student teacher. This conference will result in reviewing the Pre-Professional Development Plan (PPDP) to
address the necessary remediation requirements for the student teacher. This action plan will be recognized and
agreed upon as the action plan to improve the student teacher’s performance to successfully complete the
student teaching requirements. A guide to document the required information is provided with this handbook.
The conference will focus on the following:
(a) A discussion of the areas of professional concern
(b) A written description of the specific areas that need remediation
(c) An agreed-upon solution
(d) A written plan for action to be taken by the student teacher, lead teacher(s) and SNC supervisor will be
defined at this time
(e) A time-line for action implementation, designating date proficiency must be demonstrated.
2) The SNC supervisor and lead teacher(s) will make additional classroom observations of the student teacher to
monitor improvement and determine if necessary progress has been demonstrated by the due date stipulated.
3) A follow-up conference will be held according to the time-line established in the PPDP. The individuals who
participated in, or were invited to, the original conference will evaluate the success of the PPDP. If the PPDP is
deemed successful, the documentation will reflect the same, and the student teacher will continue with student
teaching. A copy will be sent to the director of student teaching at SNC. If the student teacher’s professional
performance, progress, or conduct has not been satisfactory or the situation seems irresolvable, a conference
consisting of the director of student teaching and the student teacher, will be held. The decisions and
recommendations of this conference are to be documented in writing to the student. A recommendation that the
student not continue the program is a possible decision.
ADMINISTRATIVE ACTION
A student teacher may be removed by administrative action, without prior notice, if the principal determines that the
presence of the student teacher is a threat to the health, safety, or welfare of the students in the school. An administrative
conference with the dean of students, the director of student teaching, the SNC supervisor and the student teacher will be
held as soon as the pertinent facts can be gathered. Decisions from this conference are binding and are placed in the
student’s permanent record.
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LEAD TEACHER’S ROLE IN THE STUDENT TEACHER’S FIELD EXPERIENCE (TED Only)
The role of the lead teacher is to serve as your mentor and guide throughout your student teaching field experience. The
lead teacher should explicitly communicate his or her expectations and provide constructive feedback.
Your lead teacher will be provided a copy of this handbook and all forms required for documentation of your student
teaching field experience. The lead teacher’s stipend payment will be processed at the end of semester and sent to the
address listed on the W-9 form. (A W-9 tax form is provided in order for the lead teacher to establish a payment account with SNC.
The completed form must be submitted to SNC during the first week of the semester.) In the case where a TED student teacher
does not complete the entire experience with one lead teacher, payment to the lead teacher(s) will be prorated.
Your lead teacher will observe and assess your lesson on at least a bi-weekly basis. The observation and assessment
will be noted on the Lesson Observation Performance Based Assessment form.
The triad will meet and discuss the assessment information during the post-observation conferences. The three-part form
will be signed by the triad; one copy for your file, one copy for your portfolio, and one for the lead teacher’s file. The SNC
supervisor will review the lead teacher’s information as a consideration whenever he or she does their observation.
STUDENT TEACHER’S RECORD OF ATTENDANCE
Your lead teacher will be provided with a Bi-Weekly Observations & Verification of Student Teacher’s Attendance form.
The form is designed to not only record your lead teacher’s observation dates but also verify your attendance. It will also
note any absences and approved make-up time.
The completed form will be signed by the triad and submitted by your SNC supervisor at the end of your student teaching
field experience. You are allowed a maximum of two (2) excused absences. All absences are to be reported to your lead
teacher and your SNC supervisor by 8:00 am on the day of the absence.
CLASSROOM INTEGRATION
The following program is recommended as one successful approach to integrate the student teacher into the classroom.
The approach used should be based on a cooperative decision-making process completed with your lead teacher.
The first two (2) weeks should be a time when you become oriented to the personnel, policies and procedures of the
school, as well as the classroom. Your lead teacher will be provided with an Orientation Checklist form as a guide to the
procedures you should complete by the end of the second week of your student teaching experience. The completed
checklist will be signed by you and your lead teacher and will be a part of your student teacher field experience portfolio.
Within the first two (2) weeks, you should accept responsibility for the opening activities for the instructional day or period
and any other transition activities. This is done so the classroom students will recognize your role in carrying out the
established routines – a major step in successful classroom management.
After consultation and joint planning with the lead teacher, you should then move on to accepting additional
responsibilities in the content areas of the curriculum. The topic for any instruction you will present should be identified by
the end of the fourth week and be designed at least one (1) week prior to implementation. The lesson plan will require the
approval of the lead teacher and must be reviewed by your SNC supervisor before implementation. This will allow some
time for the gathering of materials while responsibilities in other areas are increasing.
Before allowing you to be alone in the classroom, your lead teacher should inform you about the procedures for handling
unexpected circumstances (e.g., health emergencies, fire and earthquake drills, preparation for a substitute, parent conferences and
any special needs).
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ARL TEACHER EDUCATION PROGRAM
POLICIES PERTAINING TO ARL STUDENTS ONLY
As an ARL student you will not have a lead teacher assigned to you. Your SNC supervisor will be responsible for
conducting an evaluation of your academic performance. It is your responsibility to provide the SNC supervisor with a
copy of your class schedule during the first observation. The schedule should include break periods (i.e., lunch, prep-time
and twelve-month schedule Track Breaks.) Changes to your schedule must be reported to your SNC supervisor as soon
as possible.
INSTRUCTIONAL OBJECTIVES
Your ARL student teaching field experience is the culmination of the Master of Arts in Teaching ARL program; a time
when you demonstrate your progress toward achieving the INTASC Standards. You will be expected to demonstrate an
increasing ability to implement the elements of effective teaching as presented in the MAT ARL program. During your
student teaching field experience, you will be under the direction of the SNC supervisor for your academic requirements.
The Lesson Observation Performance-Based Assessment form is the instrument the SNC supervisor will use to evaluate
and observe the lessons you teach. The rating criteria are listed on the back of the form.
The SNC supervisor will schedule the first two (2) observations with you at mutually acceptable times. Subsequent
observations do not have to be “pre-scheduled,” but can be spontaneous observations by the SNC supervisor. A postobservation conference will be conducted as soon after the observation as possible. You will be given a copy of the
observation for inclusion in your portfolio and a copy will go into your SNC student file.
STUDENT TEACHER PROTOCOL
You are required to acquaint yourself with the specific policies and procedures of the school. This way you can expand
your role and function as a professional staff member at the school. In all matters of communication, you are expected to
communicate with staff, students, parents and your SNC supervisor in a professional manner.
During your student teaching field experience, you are required to maintain regular working hours for a period of fourteen
(14) to sixteen (16) weeks and invest the additional time necessary to:
a) Adequately prepare for instruction.
b) Develop and maintain the required lesson plans, units, calendars, etc.
c) Communicate appropriately and professionally.
It is your responsibility to conduct the assigned duties within the policy structure of the school district and the procedures
established at the school site. Additionally, you will be responsible for the recommendations expressed by the SNC
supervisor. During your student teaching semester you cannot be assigned to supervise or mentor another student
teacher or practicum student. The focus must be on your development as a classroom teacher.
PREPARATION OF AT LEAST FOUR CONCEPTUALLY-BASED BULLETIN BOARDS
When permitted at the school, you will prepare at least four (4) conceptually-based bulletin boards during the 14 to 16week field experience. A conceptually-based bulletin board serves the function of enriching a learning experience by
providing academic support and clarification. Therefore, it is suggested that the bulletin board requirement be used as
enrichment for the required lesson plans. A conceptually-based bulletin board may remain in place for one day, one week
or longer, depending upon its function. It may also include the presentation of student work as a subsequent function
after its initial use for instruction. The posting of student work is one of the most important functions of bulletin boards in
schools. If the host school does not allow this, the SNC supervisor will note that information on the observation form.
ASSESSMENT PROCEDURES
The site administrator is responsible for your instructional performance. The SNC supervisor is responsible for providing
assessment of your academic performance. The Lesson Observation Performance-Based Assessment form will be
completed by the SNC supervisor a minimum of six (6) times during the semester in addition to the mid-term and final
assessments. This will include a review of lesson plans, records of student achievement and any related details involved
in your function as a classroom teacher.
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Student Teaching Documentation
The following list is for your reference. It provides information about the documentation processed during your student
teaching field experience. All forms will be provided to you and your lead teacher by your SNC supervisor.
SNC Supervisor:
1. Verification of Handbook Review
Signed and submitted to SNC TED after a thorough review of the handbook.
2.
Orientation Meeting Checklist
3.
Lesson Plan Observation Performance-Based Assessment
A guide to agenda items discussed at the triad orientation meeting during the first week of student teaching.
One form completed after each of the required six observations. Comments will be discussed at the post-observation meeting
of the triad.
4.
Mid-Term & Final Performance-Based Assessment
A mid-term & final assessment will be completed by each member of triad, discussed at a triad meeting & then a collaborative
assessment will be prepared.
5.
Pre-Professional Development Plan
Your SNC supervisor will use this form to discuss areas that need improvement. You and your SNC supervisor will
collaborate on a plan for your continued success.
6.
Supervisor’s Documentation of Student Teaching
Your supervisor will complete this form at the end of your student teaching field experience. It will be signed by your
supervisor and your seminar instructor who will collaboratively determine your final grade.
7.
Letter of Recommendation
Your supervisor will prepare a letter of recommendation according to the guidelines outlined on page 7.
Lead Teacher:
1. Verification of Handbook Review
Signed and submitted to SNC TED after a thorough review of the handbook.
2.
W-9 Form
The form is required in order to establish a payment account with SNC. Must be completed and submitted during the first
week of the student teaching field experience. Stipend payments will be processed and mailed at the end of the semester.
3.
Orientation Checklist for Student Teachers
This form will be used by your lead teacher as a guide to familiarizing you with the policies and procedures at the school. The
activities will provide you the opportunity to establish yourself as an authorized guest.
4.
Mid-Term & Final Performance-Based Assessment
A mid-term & final assessment will be completed by each member of triad, discussed at a triad meeting & then a collaborative
assessment will be prepared.
5.
Lesson Plan Observation Performance-Based Assessment
One form completed after each of the required six observations. Comments will be discussed at the post-observation meeting
of the triad.
6.
Bi-Weekly Observation and Verification of Student Teacher’s Attendance
Your lead teacher will complete this form throughout your student teaching field experience. It will list the lead teacher’s
observation dates and verify your attendance.
7.
Letter of Recommendation
Your lead teacher will prepare a letter of recommendation according to the guidelines outlined on page 7.
Student Teacher:
1. Verification of Handbook Review
Signed and submitted to SNC TED after a thorough review of the handbook.
2.
Student Teaching Assignment Contract
3.
Record of Visitations
You will need to complete the contract at the orientation meeting.
You will need to keep this form available at all times so that you and your SNC supervisor can record the dates of the six
required observations. It will be submitted at the end of your student teaching field experience.
4.
Lesson Plan Template
This form is provided as a guide for preparing a lesson plan for each lesson taught. It should be kept in a notebook as outlined
on page 5.
5.
Journal Template Model
6.
Mid-Term & Final Performance-Based Assessment
A mid-term & final assessment will be completed by each member of triad, discussed at a triad meeting & then a collaborative
7.
Evaluation of Your SNC Supervisor
This is a suggested format for your daily or weekly journal. It should be kept in a notebook as outlined on page 5.
assessment will be prepared.
This form will be provided to you during the last week of your EDUC 595 course. It provides the opportunity for you to give us
valuable feedback about your field experience. Forms are anonymous and confidential.
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