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Student Teacher Handbook THIS HANDBOOK IS CURRENT as of August 2009 Cooperating Teachers should also consult the Cooperating Teacher Handbook. Complete departmental information is found in the Teacher Education Handbook: |
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TABLE OF CONTENTS THE CONCENTRATION IN EDUCATION
NOTES REGARDING ELECTRONIC EVIDENCES
STUDENT TEACHING POLICIES AND PROCEDURES
WELCOME TO YOUR STUDENT TEACHING INTERNSHIP!! You are about to embark on the most significant period of your professional preparation. Everything you have studied in your liberal arts undergraduate coursework, in your major and in your education program will serve as a basis for this experience. Although you have had opportunities to observe and read about secondary students, you will now have the chance to apply what you know, have full-time involvement with them and be responsible for their learning and its direction. You have been carefully selected to participate in this experience. Your personal and academic qualities are such that the Education Department at Davidson is sure you can be an excellent teacher. Your cooperating teacher and school setting have also been carefully selected. Therefore, you have the basic ingredients for a successful experience. This semester begins what we hope will be a valuable and rewarding career for you in the field of education. 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), 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. "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. Requirements for the Concentration in Education: Licensure Track 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. 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:
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:
Academic Requirements: Students must meet the following requirements.
EDU 121 HISTORY OF EDUCATIONAL THEORY AND PRACTICE
EDU 242 EDUCATIONAL PSYCHOLOGY AND TEACHING
EXCEPTIONALITIES
(One of the following three courses is required: EDU 240, 250, or 260)
EDU
240: READING, 'RITING, & RACE
EDU 250: MULTICULTURAL EDUCATION
EDU 260: SOCIAL DIVERSITY & INEQUALITY IN
EDUCATION (The following are taken concurrently during the student-teaching semester) EDU 400 ORGANIZATION FOR TEACHING EDU 410, 411 INTERNSHIP IN TEACHING EDU 420 SEMINAR IN SECONDARY EDUCATION NOTES REGARDING ELECTRONIC EVIDENCES Beginning with the class of 2011 (i.e., those completing student teaching in the spring of 2010), the Department of Education at Davidson College must present evidence to the North Carolina Department of Public Instruction that Davidson students who complete the Licensure Concentration will be effective teachers--that they are Future-Ready Educators. The six pieces of evidence will be available to state auditors electronically, and will include the following. Please note that Electronic Evidence #3 will be completed as part of EDU 400, and Evidences #5 and #6 will be completed as part of EDU 420. A summary of this required documentation follows. 1. Teachers
demonstrate leadership a. Teachers lead
in their classrooms. 1. Evaluate the
progress of students toward high school graduation using a variety of
assessment data measuring goals of the North Carolina Standard Course of
Study. 2. Draw on
appropriate data to develop classroom and instructional plans. 3. Maintain a
safe and orderly classroom that facilitates student learning. 4. Use positive
management of student behavior, effective communication for defusing and
deescalating disruptive or dangerous behavior, and safe and appropriate
seclusion and restraint. b. Teachers demonstrate
leadership in the school. 1. Engage in
collaborative and collegial professional learning activities. 2. Identify the
characteristics or critical elements of a school improvement plan. 3. Display the
ability to use appropriate data to identify areas of need that should be
addressed in a school improvement plan. c. Teachers lead
the teaching profession. 1. Participate in
professional development and growth activities. 2. Begin to
develop professional relationships and networks. d. Teachers advocate
for schools and students. 1. Implement and
adhere to policies and practices positively affecting students
learning. e. Teachers
demonstrate high ethical standards 1. Uphold the Code of Ethics
for North Carolina Educators and the Standards for
Professional Conduct. 2.
Teachers establish a respectful environment for a diverse
population of students a. Teachers
provide an environment in which each child has a positive, nurturing
relationship with caring adults. 1. Maintain a
positive and nurturing learning environment. b. Teachers embrace
diversity in the school community and in the world. 1. Appropriately
use materials or lessons that counteract stereotypes and acknowledge the
contributions of all cultures. 2. Incorporate
different points of view in instruction. 3. Understand the
influence of diversity and plans instruction accordingly. c. Teachers treat
students as individuals. 1. Maintain a
learning environment that conveys high expectations of every student. d. Teachers adapt their
teaching for the benefit of students with special needs. 1. Cooperate with
specialists and use resources to support the special learning needs of all
students. 2. Use
research-verified strategies to provide effective learning activities for
students with special needs. e. Teachers work
collaboratively with the families and significant adults in the lives of
their students. 1. Communicate
and collaborate with the home and community for the benefit of
students. 3. Teachers know
the content they teach. a. Teachers align
their instruction with the North Carolina Standard Course of Study. 1. Develop and
apply lessons based on the North Carolina Standard Course of Study. 2. Integrate
effective literacy instruction throughout the curriculum and across
content areas to enhance students learning. b. Teachers know the
content appropriate to their teaching specialty. 1. Demonstrate an
appropriate level of content knowledge in the teaching specialty. 2. Encourage
students to investigate the content area to expand their knowledge and
satisfy their natural curiosity. c. Teachers
recognize the interconnectedness of content areas/discipline. 1. Demonstrate
knowledge of links between grade/subject and the North Carolina
Standard Course of Study by relating content to other disciplines. 2. Relate global
awareness to the subject. d. Teachers make
instruction relevant to students. 1. Integrate
21st century skills and content in
instruction. 4. Teachers
facilitate learning for their students a. Teachers know
the ways in which learning takes place, and they know the appropriate
levels of intellectual, physical, social, and emotional development of
their students. 1. Identify
developmental levels of individual students and plans instruction
accordingly. 2. Assess and use
resources needed to address strengths and weaknesses of students. b. Teachers plan
instruction appropriate for their students. 1. Collaborate
with colleagues to monitor student performance and make instruction
responsive to cultural differences and individual learning needs. c. Teachers use a
variety of instructional methods. 1. Use a variety
of appropriate methods and materials to meet the needs of all
students. d. Teachers integrate
and utilize technology in their instruction. 1. Integrate
technology with instruction to maximize students learning. e. Teachers help
students develop critical-thinking and problem-solving skills. 1. Integrate
specific instruction that helps students develop the ability to apply
processes and strategies for critical thinking and problem solving. f. Teachers
help students to work in teams and develop leadership qualities. 1. Organize
student learning teams for the purpose of developing cooperation,
collaboration, and student leadership. g. Teachers communicate
effectively. 1. Use a variety
of methods to communicate effectively with all students. 2. Consistently
encourage and support students to articulate thoughts and ideas clearly
and effectively. h. Teachers use a
variety of methods to assess what each student has learned. 1. Use multiple
indicators, both formative and summative, to monitor and evaluate
students progress and to inform instruction. 2. Provide
evidence that students attain 21st century
knowledge, skills and dispositions. 5. Teachers
reflect on their practice a. Teachers
analyze student learning. 1. Use data to
provide ideas about what can be done to improve students learning. b. Teachers link
professional growth to their professional goals. 1. Participate in
recommended activities for professional learning and development. c. Teachers
function effectively in a complex, dynamic environment. 1. Use a variety
of research-verified approaches to improve teaching and learning.
The Six Evidences in Detail Evidence
#1:
Breadth of Content Knowledge An official college
transcript will be submitted as evidence that demonstrates breadth of
content knowledge in the specialty area. This evidence addresses descriptor 3b.1
(above). Evidence
#2:
Depth of Content Knowledge Candidates will submit evidence that demonstrates
depth of understanding and application of content knowledge in the
specialty area.
See specific evidence for each specialty area. This evidence
addresses descriptor 3b.1. Evidence
#3:
Pedagogical and Professional Knowledge, Skills, and
Dispositions Candidates will design a
Comprehensive Instructional Unit to provide evidence that demonstrates
effective design of classroom instruction based on research-verified
practice.
This evidence addresses the following descriptors: 1a.2, 2b.3,
2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1,
5c.1. All teacher education
candidates must complete EDU 400: Organization for Teaching. As part of
this course, students will compose a Comprehensive Instructional
Unit.
During the design phase of this plan, the candidate will consult
with the general course instructor, the course content instructor, the
future cooperating teacher, and the school-based Professional Learning
Community.
The impact of this unit upon student learning will be assessed
during student teaching as described in Evidence #5. Because of
formative assessment practices initiated during the delivery of the unit,
it is possible that the Comprehensive Instructional Unit will undergo
revision during the student teaching process. The Comprehensive
Instructional Unit will be evaluated by the two professorial instructors
in the Department of Education, a supplemental content professor if
needed, the appropriate member of the Teacher Education Committee, and the
cooperating teacher. The Comprehensive
Instructional Unit, which will include a minimum of five daily lesson
plans, will be guided by the following ten-part format. Performance
descriptors are indicated as appropriate. Comprehensive
Instructional Unit I. Heading a) Course b) Student Teacher c) Duration of
Unit d) Unit Title II. Data Collection and
Preliminary Research a) Data Collection: Candidates will consult with their
cooperating teacher to familiarize themselves with data that can be
collected at the particular school. For example, student teachers in the
Charlotte-Mecklenburg school system will be able to use the SPARTA
(Student Performance at Real Time Accessibility) program, Castle Learning
(tied to the North Carolina Standard Course of Study), and Study Island
(also tied to the North Carolina Standard Course of Study and available
for student access at home) to gather data on their students progress and
to make instructional decisions; thus, they will be able to chart student
growth.
Student teachers working in Mooresville Graded Schools will be able
to use the EVAAS (Educational Value Added Assessment System, a state
program used to identify data to help create appropriate curriculum
decisions and target student's potential), Read 180 (commercial software
used to differentiate instruction for challenged readers), and the
Interactive Achievement Series Scantron program (a formative assessment
product that groups students into categories and targets students for
remediation) to evaluate student progress and growth. Iredell Statesville
Schools also use EVAAS, as well as historical EOC data, NCWise, and a
district in-house CFA (a district standard Cumulative Formative Assessment
that is given four times during a semester to measure growth). Such
information will support the rationale for certain aspects of unit
design.
Candidates will include a summary of their experience with
collecting and utilizing data. [1a.2] b) Diversity: Candidates will consult with their
cooperating teacher and school administration to gather demographic data
and to familiarize themselves with the diversity of the student population
they will be teaching. Candidates will write a statement
explaining how this new familiarity influenced the design of their unit in
order to plan instruction accordingly. [2b.3] c) Special Needs: Candidates will consult with their
cooperating teacher to determine which students in their classes have
designated exceptionalities and IEPs. They will then schedule a meeting with
resource specialists in the schools to discuss what accommodations need to
be addressed and the strategies available to support special learning
needs.
Candidates will write a statement explaining how such consultations
influenced unit design. [2d.1] d) Developmental Levels: Candidates will consult with their
cooperating teacher to familiarize themselves with the variety of
developmental levels of the student population they will be teaching. Candidates
will write a statement explaining how this new familiarity influenced the
design of their unit and daily lesson plans so that they can plan
instruction accordingly. Daily lesson plans will illustrate
individualized procedures used to impact students of various developmental
levels. [4a.1] e) Assessment of Resources: Candidates will consult with resource
personnel in the school to learn what is available to address strengths
and weaknesses of students. They will report their findings and
explain how these findings influenced unit design. [4a.2] f) Statement of Collaboration: In addition to attending departmental
meetings in their content area, candidates will meet with their
appropriate Professional Learning Communities and write a statement
explaining how such meetings were useful in learning how to monitor
student performance and make instruction responsive to cultural
differences and individual learning needs. They will also report on collaboration
from outside of the immediate school, such as participation in online
professional discussion groups, wikis, blogs, and social networking
programs such as nings. [4b.1] a) Lesson development based on the North Carolina
Standard Course of Study: Candidates will compose a table,
indicating which elements of the North Carolina Standard Course of Study are
covered in the unit and when/where they will be addressed. Standards
will also be indicated in the daily lesson plans of the unit and will
include rationale for the inclusion of appropriate activities and methods.
[3a.1] b) Linkages in the North Carolina Standard Course of Study: Candidates will compose a table, indicating where in the unit-links between the grade/subject and the North Carolina Standard Course of Study relate content to other disciplines. Daily lesson plans in the Comprehensive Instructional Unit will also point out such links. [3c.1] The Comprehensive Instructional Unit will present a statement explaining how the unit promotes global awareness in studentsthat they will see themselves as citizens of the world. Daily lesson plans will include activities that point out to students the need for Future-Ready graduates to be knowledgeable global citizens. Assignments in daily lesson plans will strive to include as many non-North American examples as possible. [3c.2] The Comprehensive Instructional Unit will contain a table listing the various methods and materials used to meet the needs of all students. Candidates will use such tools as Blooms Taxonomy, Multiple Intelligence Theory, and Learning Modalities theory to address the needs of all learners. They will also include guided questions to reach upper-level students and address differentiation. Daily lesson plans in the Comprehensive Instructional Unit will demonstrate a variety of appropriate methods and materials to meet the needs of all students. [4c.1] The Comprehensive Instructional Unit will include a statement describing proposed efforts to integrate technology with instruction to maximize students learning. To help with this task, student teachers will consult with their cooperating teachers to determine what technology is available to aid in the delivery of daily lessons, such as smart boards and LCD projectors. Daily lesson plans in the Comprehensive Instructional Unit must include at least one assignment that directly supports the learning objective in which students will create a technology-based product with programs such as PowerPoint, Keynotes, iMovies, Garage Band, or their counterparts. [4d.1] The Comprehensive Instructional Unit will include an overview of critical thinking strategies employed during the delivery of the unit along with a brief statement explaining how the proposed activities will achieve these ends. Daily lesson plans in the Comprehensive Instructional Unit will include activities that help students develop the ability to process knowledge and strategies for critical thinking and problem solving. [4e.1] In the Comprehensive Instructional Unit, candidates will provide a statement explaining their philosophy behind their methods for organizing student learning teams. Daily lesson plans in the Comprehensive Curriculum Unit will include cooperative learning activities; such activities should go beyond simply having students work together in groups during class. [4f.1] Candidates will provide a statement explaining exactly what 21st century skills and content are addressed in the Comprehensive Instructional Unit: specifically, Life and Career Skills (Leadership, Ethics, Accountability, Adaptability, Personal Productivity, Personal Responsibility, People Skills, Self Direction, and Social Responsibility); Learning and Innovation Skills (Critical Thinking & Problem Solving Skills, Communication Skills, Creativity & Innovation Skills, Collaboration Skills, Contextual Learning Skills, Information and Media Literacy); and ICT Literacy. Daily lesson plans will detail instructional procedures used to teach such skills and content. For example, students of teacher education candidates might use Wiki Boards to correct incorrect information. [3d.1] Candidates will provide an annotated bibliography (summary and analysis) of sources consulted during the design of the unit. These resources will include a variety of research-verified approaches to improve teaching and learning. Suggestions include research on diversity, exceptionalities, globalization, technology, critical thinking and problem solving, etc. [5c.1] Minimum of Five Daily Lesson Plans Notes: Each lesson plan must include
flexibility to allow for differentiation and must incorporate formative
assessments.
In other words, formative assessments will be used to inform
instruction on a daily basis. Daily plans will also be informed by
various criteria mentioned above. For example, daily lesson plans will
illustrate individualized procedures used to impact students of various
developmental levels; activities will be labeled according to how they
meet the objectives of the North Carolina Standard Course of Study;
activities will include those that increase global awareness in students;
plans will demonstrate a variety of appropriate methods and materials to
meet the needs of all students; plans will include at least one assignment
in which students will create a technology-based product; plans will
include activities that help students develop the ability to process and
strategies for critical thinking and problem solving; plans will include
cooperative learning activities; and plans will detail
instructional procedures used to teach 21st century skills and content. The format of the lesson plan will contain the following seven basic elements. (These elements are neither inclusive nor exclusive, and they dont need to be necessarily in this order.) 1. Descriptive
course data (Teacher, Class, Date, Grade Level, Unit Title, Lesson Topic,
Duration) 2. Goals and
objectives (Instructional Goals, including Cognitive, Affective, and
Psychomotor domains) 3. Rationale 4. Procedure
(Content, Activities, Closure) 5. Assignments
and assignment reminders 6. Materials and
Equipment 7. A section on formative and summative assessment of student learning, reflection on the lesson, and ideas for lesson revision Evidence #4: Pedagogical and Professional Knowledge Skills and Dispositions This evidence demonstrates knowledge, skills, and dispositions in practice and is demonstrated by the state-approved LEA/IHE Certification of Teaching Capacity. Candidates must score at the Met level on all items in order to be recommended for licensure. This evidence addresses the following descriptors: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1, 4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1. Evidence #5: Positive Impact on Student Learning: Students will construct an Assessment Showcase to demonstrate positive impact on student learning. This evidence addresses
the following descriptors: 1a.1, 4b.1, 4h.1, 4h.2, 5a.1. While teaching the
Comprehensive Instructional Unit designed for Evidence #3, candidates will
create an Assessment Showcase Web Site to assess the impact the unit had
on student learning. If it is discovered during this process
that the impact was not positive, the candidate will re-teach sections of
the unit until a positive impact is achieved. Ideally,
formative assessments conducted during the teaching of the unit will allow
student teachers to adjust teaching strategies as the unit is being
delivered; thus, summative assessments should be positive. Candidates
will use .html editing software such as Dreamweaver to compose the
Assessment Showcase as a web page. The Assessment Showcase
will be evaluated by the two professorial instructors in the Department of
Education, a supplemental content professor if needed, the appropriate
member of the Teacher Education Committee, and the cooperating
teacher. The Assessment Showcase
will include five sections, each corresponding to one of the recommended
performance descriptors. Section I:
Progress-Evaluation Narrative. At the beginning of their study in Education 400: Organization for Teaching, candidates consulted with their cooperating teacher to familiarize themselves with data that can be collected at the particular school. For example, student teachers in the Charlotte-Mecklenburg school system will be able to use the teacher version of the SPARTA program (Student Performance at Real Time Accessibility), Castle Learning (tied to the North Carolina Standard Course of Study), and Study Island (also tied to the North Carolina Standard Course of Study and available for student access at home) to gather data on their students progress and to make instructional decisions; thus, they will be able to chart student growth. Student teachers working in Mooresville Graded Schools will be able to use the EVAAS (Educational Value Added Assessment System, a state program used to identify data to help create appropriate curriculum decisions and target student's potential), Read 180 (commercial software used to differentiate instruction for challenged readers), and the Interactive Achievement Series Scantron program (a formative assessment product that groups students into categories and targets students for remediation) to evaluate student progress and growth. Iredell Statesville Schools also use EVAAS, as well as historical EOC data, NCWise, and a district in-house CFA (a district standard Cumulative Formative Assessment that is given four times during a semester to measure growth). Conversations with our public school consultants reveal that teachers use a variety of additional products. During student teaching, and as part of the course requirements for EDU 420: Seminar in Student Teaching, candidates will provide documentation illustrating how they evaluated the progress of students using a variety of assessment data, both formative and summative, such as that gathered from the above commercial products. The format for Section I will consist of a narrative describing the data with appropriate hyperlinks to specific documentation that will include, sample assessments, examples of student work, rubrics, etc. [1a.1] Section II:
Collaboration Log/Journal. Student teachers will
attend departmental meetings, grade-level meetings, IEP meetings, and
meetings with their school-based PLC (if such communities are formalized
within the school) to learn ways to monitor student performance and make
instruction responsive to cultural differences and individual learning
needs.
Such discussions should also form part of daily meetings with their
cooperating teachers. They will keep a record of these
meetings in a log/journal, with each entry containing both a summary and
an analysis of these meetings. Candidates will also include impromptu
or non-scheduled discussions of these issues with public school personnel
and Davidson College faculty. [4b.1] Section III: Indicator
Exposition.
Students will write a
two-part expository essay explaining the multiple indicators, both
formative and summative, used to monitor and evaluate students progress
and to inform instruction in the Comprehensive Instructional Unit. These
indicators must include examples from commercially available products used
in the schools (e.g., SPARTA, Castle Learning Online, Scantron) as well as
other research-verified methods, such as the Lee Jenkins from L to J
method to generate charts and graphs that can be shared with
students.
Part 1 of the essay will contain hyperlinks to examples of such
indicators, and Part 2 will explain what steps were taken after each
formative assessment to improve instruction. [4h.1] Section IV: Student
21st Century Work Samples. As part of Evidence #3,
candidates designed a Comprehensive Curriculum Unit and provided a
statement of exactly what 21st century
skills and content are addressed in the unit: specifically, Life and
Career Skills (Leadership, Ethics, Accountability, Adaptability,
Personal Productivity, Personal Responsibility, People Skills, Self
Direction, and Social Responsibility); Learning and Innovation Skills
(Critical Thinking & Problem Solving Skills, Communication Skills,
Creativity & Innovation Skills, Collaboration Skills, Contextual
Learning Skills, Information and Media Literacy); and ICT Literacy. During student teaching,
and as part of the course requirements for EDU 420: Seminar in Student
Teaching, candidates will identify the targeted skill(s)
and
provide documentation that students attained these knowledge,
skills and dispositions. Documentation will include examples of
student work that directly demonstrate Life and Career Skills, Learning
and Innovation Skills, and ICT Literacy. There should be examples of
technology-based student products made with programs such as PowerPoint,
Keynotes, iMovies, Garage Band, or their counterparts. Candidates
might consider producing a two-part video: the first showing students
working in the initial phase of the unit and the second showing students
working in the final phase of the unit. [4h.2] Section V: Reflection
Essay.
As a conclusion to the
Assessment Showcase, candidates will compose a Reflection Essay discussing
their experience with gathering data during student teaching. In the essay,
they will specifically address key components of the Comprehensive
Instructional Unit that they will modify to improve the unit upon its next
delivery.
Hyperlinks in the essay will link to charts and tables to provide
examples.
Such charts and graphs should also include an example of the
development of exceptional children. [5a.1] Evidence #6: Leadership and Collaboration: Students will compose a presentation on the Seven Dimensions of Leadership as evidence that demonstrates leadership and collaboration. This assessment addresses descriptors 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1. Using PowerPoint or similar software, students will compose a seven-part, multi-media presentation that demonstrates engagement in leadership and collaborative activities before and during the student teaching experience. The seven sections are inspired by the Seven Dimensions of Leadership as enumerated by Douglas B. Reeves in The Learning Leader: How to Focus School Improvement for Better Results (ASCD, 2006). The recommended performance descriptors are embedded in the seven dimensions as follows.
This evidence will be evaluated by the professorial staff of the Department of Education, the content instructor if appropriate, the cooperating teacher, and the appropriate member of the Teacher Education Committee. Although Teacher Education candidates are encouraged to create individually distinctive presentations, they will be required to address the following guidelines. I. Visionary Leadership Teacher candidates
should know that their visions for the future of their schools and for the
future of their professional lives should be concrete. To achieve
this end and by envisioning future employment at the school where they are
student teaching, candidates will respond to the following questions and
explain how they arrived at their answers. Explanations should include examination
of the School Improvement Plan as well as discussions with
colleagues.
Scanned copies of parts of the SIP would be appropriate here.
II. Relational Leadership Teacher candidates must realize the importance of relational skills for the teacher-leader. Researchers agree that when collaborating with colleagues an effective relational leader listens without interruption or prejudgment, respects confidentiality, and is empathetic. In order to evaluate their own relational skills, candidates will report on the following exercise. In a discussion with a colleague on professional matters they should tape a meeting (audio or video, with permission, of course) and evaluate the discussion by asking the following questions. How many times did each of you speak? Interrupt? Ask for clarification before coming to a judgment? Did you speak with conviction and enthusiasm and genuine passion? Practice empathy? And any other observations as appropriate. Sound or video clips are good candidates for the presentation. III. Systems Leadership Teacher candidates must learn that to become effective leaders in their schools they should understand systemic process in the schools and learn the importance of non-instructional staff, such as bus drivers, administrative support staff, cafeteria workers, custodial staff, resource officers, and the many others whose activities influence student achievement. In order to direct their thinking, candidates should document two discussions with non-instructional staff and report on the nature of the work, especially the rewards and challenges they encounter. They should also ask what role teachers should assume to aid in making their work more rewarding and what suggestions they have that might be addressed in a School Improvement Plan by creating sub-goals to support the Plan. IV. Reflective Leadership As Doug Reeves (2006)
writes: Reflective leaders take time to think about the lessons learned,
record their small wins and setbacks, document conflicts between values
and practice, identify the difference between idiosyncratic behavior and
long-term pathologies, and notice trends that emerge over time. In order to
take stock of these trends, students will keep a daily journal that
addresses each of the following questions. The journal should not be lengthy or
too introspective, nor should it be time consuming. Candidates
will realize that questions like these will help inform a Professional
Growth Plan.
V. Collaborative Leadership Teacher candidates
should learn that in assuming a leadership role, decisions can only be
implemented through collaboration with others; likewise, systemic
improvements will never occur except with collaboration. They should
also seek to understand the decision making process. Research
demonstrates that the majority of teachers believe that most decisions are
made from the top down, while, in reality, more are made at the
teacher-level.
To help them reach this understanding, they will engage in the
following exercise throughout the student-teaching semester. Directions: Note that decision making takes place at three levels in the school (see below). During the course of their student-teaching experience, candidates will list and categorize all decisions they see being made. They will then calculate percentages and draw conclusions regarding their experience with decision making. Level I: Teacher
Discretion-Decisions made by classroom teachers; in schools, teachers
enjoy a wide discretion in choosing their teaching practices. Level II: Collaborative
Decision MakingDecisions that are made collaboratively: teachers and
administrators seeking common ground. Level III: Unilateral Administrative DecisionsDecisions made unilaterally by leaders, usually issues involving safety and values. VI. Analytical Leadership Teacher candidates
should learn that the best analytical leaders are creative and critical
when faced with seemingly conclusive data. They will seek to uncover the many
variables in day to day school operations. In order to practice analytical
leadership, they will investigate the following phenomena in their school
environment and speculate the reasons behind these "facts."
VII. Communicative Leadership Teacher candidates should learn that written and oral communication skills are part of the repertoire of an effective leader. In their presentation,
candidates will provide examples of communication initiatives in which
they engaged during their student teaching semester. These should
include communications with the home and community as well as
communication with colleagues. Examples could be technology-based
(voice-mail, web-mail, class web page with weekly bulletins, social
networking programs, Angel software [used at Mooresville High School],
etc.), or they could include non-technological communications ( personal
thank-you notes, hand-written letters, cards, etc.). They should
include a log of calls made to homes as well as letters from parents and
the outcome or change in student learning/behavior as a result of such
communication. 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:
Responsibilities of Cooperating Teacher Cooperating teachers are asked to do the following during the internship:
Expectations of Student Teachers. Student teachers are expected to do the following during the internship:
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.
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:
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. Legal Status North Carolina recognizes student teachers on a par with other teachers in the school, providing for them the same rights as employed teachers and expecting the same responsibilities. These responsibilities include the right to teach, to discipline, and to supervise student behavior. It also means that student teachers will be expected to exercise mature judgment and care in the exercise of their responsibilities Dress Code While student teachers are still college students, they are also perceived as adult role models to students in the school. They will need to dress appropriately and professionally. If in doubt, overdress. This means shirt and tie for males, slacks or skirts for females. Avoid blue jeans Relationship with Students Student teachers are adults with legal rights and responsibilities toward students in the school. They are not and cannot be their peers. Attitudes towards students should include friendliness, caring, concern, respect and involvement. There should be no social or dating relationship with students under any circumstances. Student teachers should not do anything that might be misinterpreted by either students or staff as showing an interest in social relationships with students. When in doubt, they should consult their cooperating teachers or Davidson supervisors. Student teachers are expected to be in school for the entire day every scheduled day during the internship. If they are unable to attend, they should contact the Education Department and their cooperating teachers as soon as possible. Substitute Policy The Education Department at Davidson prefers that student teachers do not substitute unless one of the following circumstances exists:
Regardless of the circumstances, the following conditions must always be met:
Policy Regarding Extracurricular Activities The student teaching semester is unusually demanding in terms of time and energy. Therefore student teachers are not allowed to participate in extracurricular activities unless extenuating circumstances are in effect and have been approved by the Chairperson of the Education Department. No additional courses may be taken during the semester. Curriculum Materials Center The Curriculum Materials Center (located in Jackson Court #1) is available for use throughout the semester. The CMC contains textbooks, computers, a scanner, curricular guides and resource materials that will be used during the internship. The CMC is open during weekdays from 8:30 AM to 4:30 PM and by appointment. The Education Department will not be able to apply for licensure in behalf of any student who has not returned materials. 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. Appeal Process The Chairperson of the Education Department and the Teacher Education Committee strive at all times to apply appropriate criteria evenly, fairly and in keeping with the best interest of the student and the College. In the event that students feel the Teacher Education Committee has made an improper decision in some case, students should first appeal directly to the Chairperson of the Education Department and then to the Teacher Education Committee. An appeal to the Teacher Education Committee is initiated through either the Chairperson of the Education Department or the Chairperson of the Teacher Education Committee. If the problem cannot be resolved at this level, students may make a subsequent appeal to the Vice President for Academic Affairs. If the Vice President for Academic Affairs accepts your appeal, he may solicit advice about the matter from the Executive Committee of the Faculty. A decision by the Vice President for Academic Affairs will be regarded as final. Tips for Success You are in the school to learn; not to change the school's way of doing things. Although you may not agree with all that you see, remember that what you see are the results of intelligent people making what they see as the best decisions under existing circumstances. Next year you may very well be making the same decisions. Before you judge the appropriateness of an action, learn why the action was taken in the first place. In general, be quick to ask questions, slow to offer suggestions, and even slower to make judgments. Observation and Evaluation Forms
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