Cooperating Teacher Handbook

TABLE OF CONTENTS

DEPARTMENTAL MISSION

THE CONCENTRATION IN EDUCATION

CONCEPTUAL FRAMEWORK

LICENSURE INFORMATION

General Requirements
Admissions Requirements
Student Teaching
Academic Requirements
Required Courses

STUDENT TEACHING POLICIES AND PROCEDURES

Course Requirements during Student Teaching
Cooperating Teacher Selection
Responsibilities of the Cooperating Teacher
Expectations of the Student Teacher
Student Teachers Support Team
Observations and Evaluations
Problems
Giving Feedback
Substituting
Summary
Forms

Thanks!

The Department of Education at Davidson College appreciates your willingness to supervise a student teacher this semester. You have been selected because you exemplify the qualities we think are important in effective teachers and we are confident that you will serve as an outstanding role model. We hope that the opportunity to serve in this way will be as professionally rewarding for you as it will be appreciated by our pre-professional faculty.

DEPARTMENTAL MISSION

In its mission to prepare future-ready educators, the Department of Education embraces the primary purpose of Davidson College, which is "to assist students in developing humane instincts and disciplined and creative minds for leadership and service." Further, the Department of Education exults in the choice of the college "to emphasize the teaching responsibility of all professors" and actively recruit faculty "whose interest in students and teaching is unfeigned and profound."

The endorsement that quality teaching is the foundation of a strong liberal arts institution informs the threefold mission of the Department of Education: (1) to provide a course of study leading to a Licensure Concentration in Education, resulting in the attainment of a North Carolina teaching license; (2) to provide a course of study leading to an Interdisciplinary Concentration in the study of Education as a liberal art; and (3) to provide courses that meet the Core Curriculum requirements in the Social Sciences.

THE CONCENTRATION IN EDUCATION

The Licensure Concentration is designed for students who plan to enter the teaching profession in the fields of Biology (grades 9-12), English (9-12), Latin (9-12), Mathematics (9-12), Physics (9-12), Social Studies (9-12), French (K-12), and Spanish (K-12).

The Interdisciplinary Concentration is designed for students preparing for graduate school in a variety of fields, for teaching at an independent school where licensure is not required, or for obtaining a lateral-entry position in a discipline for which Davidson does not offer licensure. This program aligns with other interdisciplinary concentrations offered at Davidson in that it is "an interdisciplinary cluster of courses which addresses a specific area of study" and that it is designed in order for students "to make connections among the disciplines."

The contents of this handbook reflect the Licensure Concentration, also referred to elsewhere as the Concentration in Education: Student-Teaching Track.

CONCEPTUAL FRAMEWORK:

"PREPARING THE FUTURE-READY EDUCATOR"

In the summer of 2009, The Department of Education adopted a new conceptual framework in order to emphasize 21 ^st century skills and to align our program with the State Board of Education mission that  every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21 ^st Century.  Thus, in developing a new conceptual framework for the Teacher Education Program at Davidson College, the Department of Educationin collaboration with the Teacher Education Committee and carefully selected public school personnelchose to focus on the State Board of Education goal that North Carolina public schools will be led by 21 ^st century professionals.  As enumerated by the Partnership for 21^st Century Skills, such professionals must be critical thinkers, problem solvers, innovators, effective communicators, effective collaborators, and self-directed learners, who are information and media literate, globally aware, civically engaged, and financially and economically literate.

These characteristics are embedded in the North Carolina Professional Teaching Standards, approved by the State Board of Education on June 7, 2007 and represented in the Teacher Candidate Evaluation Rubric.  By demonstrating proficiency in the areas of Leadership, Diversity, Content Knowledge, Facilitation, and Reflection, teacher education candidates who graduate from Davidson College will be models of the Future-Ready Educator.  This conceptual framework is illustrated graphically below.

Characteristics of a "Future-Ready Educator"

Teacher Education candidates will provide evidence that they have achieved proficiency in each of the following.

1.       Leadership.  Teachers demonstrate leadership by leading in their classrooms; by demonstrating leadership in the school; by leading in the teaching profession; by advocating for schools and students; and by demonstrating high ethical standards.

2.       Diversity.  Teachers establish a respectful environment for a diverse population of students by providing an environment in which each child has a positive, nurturing relationship with caring adults; by embracing diversity in the school community and in the world; by treating students as individuals; by adapting their teaching for the benefit of students with special needs; and by working collaboratively with the families and significant adults in the lives of their students.

3.       Content Knowledge.  Teachers demonstrate knowledge of the content they teach by aligning their instruction with the North Carolina Standard Course of Study; by knowing the content appropriate to their teaching specialty; by recognizing the interconnectedness of content areas/disciplines; and by making instruction relevant to students.

4.       Facilitation.  Teachers facilitate learning for their students by knowing the ways in which learning takes place; by knowing the appropriate levels of intellectual, physical, social, and emotional development of their students; by planning instruction appropriate for their students; by using a variety of instructional methods; by integrating and utilizing technology in their instruction; by helping students develop critical-thinking and problem-solving skills; by helping students work in teams and develop leadership qualities; by communicating effectively; and by using a variety of methods to assess what each student has learned.

5.      Reflection.  Teachers reflect on their practice by analyzing student learning; by linking professional growth to their professional goals; and by functioning effectively in a complex, dynamic environment.

LICENSURE INFORMATION

Requirements for the Concentration in Education: Licensure Track

General Requirements

In addition to meeting the requirements of the major by the final semester of their senior year, students planning to earn a Licensure Concentration must also complete the following courses before the final semester of their senior year: EDU 121, EDU 242, and either EDU 240 or EDU 250 or EDU 260. Students must also have minimum scores designated by the State of North Carolina on the Praxis Series: (PPST) Pre-Professional Skills Tests or minimum scores on the SAT.  During the final semester, which includes student teaching, students will enroll in EDU 400, 410, 411, and 420.

Admission Requirements

Formal admission to the Licensure Concentration usually occurs during the sophomore or junior year. Students will complete an "Admission to the Licensure Concentration" form and meet the following guidelines:

1.        Proficiency in oral and written communications through completion of core requirements and interviews with the Department of Education faculty.

2.       State designated minimum scores on the Praxis I series (Pre-Professional Skills Test) or minimum scores on the SAT (currently a combined score of 1100 on critical reading and mathematics).

3.        Successful completion of two of the following four courses: EDU 121, EDU 242, EDU 250, EDU 260, EDU 320, or EDU 340 (grade of "C" or better).

4.       A recommendation from the Dean of Students, the departmental advisor, and one other faculty member regarding the student's interest and suitability for teaching.

5.       Approval of the Teacher Education Committee.

6.        Approval of the Department of Education faculty and Chair.

Student Teaching

Students will enroll in Education 400, 410, 411, and 420 concurrently in one semester during the senior year that is reserved for student teaching. No additional courses can be taken at this time. The criteria for admission to student teaching includes:

1.      Admission to the Licensure Concentration.

2.       A minimum grade point average in the teaching field of 2.0.

3.        Completion of all professional education courses with no grade below "C."

4.       Recommendation by the Chair of the Department of Education and approval of the Teacher Education Committee.

Academic Requirements: Students must meet the following requirements.

1.        Successful completion of the Davidson College Core Curriculum (See current Catalog)

2.        Successful completion of requirements for a Specialty Area major (See current Catalog)

3.        Successful completion of the following courses:  EDU 121, EDU 242, EDU 400, EDU 410-411, EDU 420, and either EDU 240 or EDU 250 or EDU 260.

4.       Students should note that in order to be recommended for licensure they must graduate with a minimum grade point average of 2.5.  This is a state requirement.

Required Courses

EDU 121 HISTORY OF EDUCATIONAL THEORY AND PRACTICE
Traces historical development and underlying philosophies of educational institutions and practices in the United States; considers current roles and functions of the school in relation to other social institutions such as state and church.

EDU 242 EDUCATIONAL PSYCHOLOGY AND TEACHING EXCEPTIONALITIES
Psychology of learning as it relates to teaching. Focus on contemporary theories of learning, retention, transfer, motivation, educational assessment, and adolescent psychology, and their particular application to classroom teaching. Includes special emphasis on teaching exceptional students and appropriate clinical experiences in educational institutions.

(One of the following four courses is required: EDU 250, EDU 260, EDU 320, or EDU 340)   

EDU 250:  MULTICULTURAL EDUCATION
This course will examine the critical issues related to diversifying todays educational system.  Specific topics will be discussed relating to curricular content and assessment techniques along with broad topics related to the educational systems role in preparing its citizens to live and work in a global society.  This course views the multicultural education as encompassing teachers, parents, students, administrators, employees, employers, and society at large.  The main purpose of this course is captured in the following statement by Guild (1994):  Ensuring success for the diverse population that schools serve calls for continual reexamination of traditional assumptions, expectations, and biases.

EDU 260:  SOCIAL DIVERSITY & INEQUALITY IN EDUCATION
This course focuses on issues of social diversity, social inequality, and social justice in education. It is designed to integrate cognitive development with the experiential aspects of social learning. Students will be encouraged to link new learning with their personal and social reality through structured writing assignments, cooperative learning activities, and critical experiential learning.

EDU 320:  GROWING UP JIM CROW
What is the origin and legacy of ?Jim Crow? in the United States?  During the Age of Jim Crow, how did generations of white and black children learn race and racism?  What are the public and hidden transcripts of resistance to white supremacy across race, gender, and class?  What are examples of continuity and change in race relations from roughly the 1870s to the 1970s?  These are some of the questions that we will encounter in this course.  From the perspectives of white and black southerners, we will examine oral histories, literary narratives, and visual representations of numerous topics:  ?Jim Crow? education, white supremacy, disenfranchisement, lynching, rape, resistance, interracial harmony, and desegregation.  Students will also analyze films and videos as complex texts that can be viewed through multiple and intersecting lenses.  Course requirements include various writing assignments, film analyses, and a major research paper.

EDU 340:  EDUCATION IN AFRICAN-AMERICAN SOCIETY
This course explores the social and historical forces shaping the education of people of African descent in the United States from slavery to the 21^st century.  We will examine values, beliefs, and perspectives on education across gender and class lines, individual and group efforts toward building educational institutions and organizations, hidden or forgotten educational initiatives and programming, and cross-cultural projects to promote literacy and achievement in African-American society.  Students will write a seminar paper and complete a midterm and final review

(The following are taken concurrently during the student-teaching semester)

EDU 400 ORGANIZATION FOR TEACHING
Procedures for effective organization and presentation of subject matter in particular academic disciplines at the high-school level. Approximately one- third of this course is taken under the direct supervision of one or more Davidson College professors in the academic discipline of anticipated licensure. Includes work in teaching of reading in the content areas.

EDU 410, 411 INTERNSHIP IN TEACHING
Ten to twelve weeks of full-time involvement in the secondary school spent in observing, classroom teaching, and other tasks appropriate to accomplished professional teaching. Close classroom supervision by the local secondary school and Davidson professors.

EDU 420 SEMINAR IN SECONDARY EDUCATION
Function of the secondary school, nature of the secondary student, and secondary school curriculum. Emphasis on diagnostic and remedial procedures for secondary students. Discussion includes evaluation and shared experiences resulting from the internship experience.

STUDENT TEACHING POLICIES AND PROCEDURES

  Course Requirements during Student Teaching

Students will be enrolled in four courses while they are working with you. They will begin with a methods course (EDU 400) for one month taught by a member of the Department and, if needed, a "content professor" who is a practitioner in the field.  (A content professor from outside the department will be recruited if no full-time member of the Department holds a teaching license in the appropriate content area.) The content of the course will be shared with you. The student teaching internship represents two courses (EDU 410-411) and lasts approximately 10-12 weeks. A seminar addressing issues in secondary education (EDU 420) is held every other week. A calendar and syllabus for each of these courses are included in your Cooperating Teacher Packet.

Cooperating Teacher Selection

The Chairperson of the Department of Education interviews each student prior to making internship assignments. Based on the recommendations of faculty in the Department and the advisor, an assessment of the students needs for a successful experience is made. This includes attention to personality traits and special skills as well as the preferences (courses, school location, etc.) of the student teacher with respect to the selection of the cooperating teacher when possible and appropriate. Cooperating teachers are then selected on the basis of the following criteria:

1.       The cooperating teacher must be certified in the specialty area for which he or she would be supervising.

2.       The cooperating teacher must have a minimum of three years of successful teaching experience in the area of licensure.

3.       The cooperating teacher must be recommended strongly by the current principal or assistant principal.

4.       The cooperating teacher must be willing to participate in the orientation and post-observation conferences as well as the evaluation process.

Responsibilities of Cooperating Teacher

Cooperating teachers are asked to do the following during the internship:

1.       Work closely with student teachers to help them meet the expectations listed in the next section.

2.       Be a positive role model by showing an interest in students and in the profession.

3.       Guide student teachers as they reflect upon each experience and develop their own teaching styles.

4.       Guide student teachers as they develop their own philosophy of education.

5.       Provide regular feedback and advice about their teaching on a daily basis.

6.       Evaluate student teachers performance during the internship (may be asked to submit four written evaluations of four different classes for the student teacher). The student teacher is responsible for working with the cooperating teacher to schedule the observations and for submitting a copy of each evaluation to the college supervisor.

7.       Suggest other teaching experiences that may be beneficial to the student teacher.

Expectations of Student Teachers. 

Student teachers are expected to do the following during the internship:

1.       Follow the school calendar and daily routine of the cooperating teacher while student teaching. They are to arrive and leave when you do and participate in all of the activities that make up your day (including lunch duty, club sponsorship, etc.). You and the student teacher may work out appropriate arrangements as needed. Please notify the Chairperson of the Department when students are late or absent. They never have our permission to vary the stated schedule unless you have been told by a member of our department.

2.       Keep a lesson plan book with plans for at least three days in advance. Please check all lesson plans each day. Students do need to write complete lesson plans each day. The format may vary but each lesson should include objectives, activities and evaluation procedures.

3.       Attend all appropriate meetings with you.

4.       Teach a portion of the day for at least four weeks and all day for at least four consecutive weeks. We recommend a "phase in" and "phase out" approach rather than beginning with too much and stopping abruptly. The number of classes and length of times for teaching assignments will vary. Please stay in the room and give students informal feedback after each class. When you are comfortable with students ability to manage the class, please allow them to conduct as many classes as possible without supervision (especially during the all-days).

5.       Work constantly to master the standards.

Student Teacher's Support Team

A team of four or five persons work together throughout the student teaching internship to provide support for each student teacher. The following is a list of these individuals and their primary responsibilities.

1.       The Cooperating Teacher.  In addition to the above responsibilities, the cooperating teacher will consult with the Davidson College faculty supervisor in determining the final grade for EDU 410-411; the Davidson College faculty supervisor will make the final decision.

2.       The Faculty Supervisor in the Department of Education, who is the professor of record for EDU 400, 410, 411.

a.      Provide overall advising leadership for the internship.

b.      Keep team members and student teachers aware and monitor the implementation of state guidelines, licensure process, and the standards of performance.

c.       Observe each student teacher a minimum of three times.

d.      Provide feedback on progress regularly.

e.      Supervise the composing of Evidence #3, the Comprehensive Curriculum Unit.

3.       The Faculty Support Professor in the Department of Education, who is the professor of record for EDU 420.

a.      Supervise the composing of Evidence #5, the Assessment Showcase, and Evidence #6, the presentation on the Seven Dimensions of Leadership.

b.      Observe each student teacher a minimum of once.

4.       The Content Professor in the Department of Education.  This professor may also double as the Faculty Supervisor or Support Professor if he or she holds a license in the specialty area (currently social studies or English); if not, an adjunct will be hired (currently in the cases of biology, French, Spanish, Latin, social studies, or mathematics).

a.      Provide the content specific portion of EDU 400 and support the Student Teacher in developing the Comprehensive Instructional Unit.

b.      Observe each student teacher in the specialty area a minimum of once.

c.       Evaluate the students progress and performance.

d.      Serve as a resource throughout the internship.

5.       The Teacher Education Committee Representative who is invited to observe the student teacher.

Observations and Evaluations

The student teachers will be observed a minimum of 6 times formally as well as daily by the cooperating teacher on an informal basis. These observations are conducted as follows:

• The Davidson College Faculty Supervisor (a minimum of 3 observations, including the mid-term and final conference); the LEA/IHE Certification of Teaching Capacity must be the evaluation instrument for these observations.
• The Davidson College Faculty Support Professor (1 observation)
• The Content Professor (1 observation)
• The Teacher Education Committee Representative (1 optional observation)
• Principal, Assistant Principal, or other faculty (1 optional observation)

Cooperating teachers, student teachers and observers will normally participate in a conference following each observation and specific feedback will be provided.

Student teachers, cooperating teachers, and the Davidson College Faculty Supervisor will participate in mid-term and final evaluation conferences to determine the progress of the student teacher.

Student teachers should always have a written lesson plan available for each observer at the beginning of the class. Grades for the internship will be determined during the final evaluation session. Because student teachers are part of this process, we ask that you encourage self-evaluation by the students on a consistent basis throughout the experience.

The Cooperating Teacher, Faculty Supervisor, and Chairperson of the Department of Education will make the decision regarding a recommendation for licensure.  The final decision rests with the Chairperson.

NOTE: Completing and passing EDU 410-411 is not a guarantee that the student will be recommended for licensure. There is a distinct difference between knowing the principles of good teaching and applying them effectively. Also, under no circumstances will a student with a grade below "C" be recommended for licensure.

Problems

Please call the Department of Education as soon as you see a potential problem of any kind. Do not wait! Often we can help you to resolve a situation if we are aware of concerns early.

Giving Feedback

As hard as it may be to do at times, the student needs and we depend on you to give regular feedback--both positive and negative. This may be the last chance the potential teacher has for real help in correcting inappropriate practices before they become habits. You may find that the level and type of feedback will vary over the internship. We are available to assist you with this any time.

Substituting

The Department of Education at Davidson prefers that student teachers do not substitute unless one of the following circumstances exists:

1.       The cooperating teacher is absent and the school has hired another teacher to be in the classroom while the student teacher conducts class.

2.       Special arrangements have been made with the school and the Department of Education has been notified.

Regardless of the circumstances, the following conditions must always be met:

1.       The Department of Education is notified prior to the substitute day.

2.       The substitute situation is in the student teachers current teaching environment (not in other classrooms in the school).

3.       Student teachers are not paid.

4.       Student teacher would like to substitute.

Summary

The student teaching internship is the most important part of our program and your role the most critical. It is the culmination of coursework and experiences reflecting theory and observations that now need to be translated into effective practice. For many who have always wanted to teach, it is a dream come true. Students are anxious for the challenge and will be looking to you every day as an example of someone who loves students and has mastered the intricacies of teaching. They need guidance and encouragement. Your task is a major one that cannot be underestimated and we are sure that this opportunity will be a positive and worthwhile one for you. This is clearly your chance to have a major impact on a student teacher and ultimately on thousands of students.

Forms

The following forms can be downloaded.  They are MS Word Files.