Exhibit  3.4.c    This  exhibit  includes  the  Cooperating  Teacher  Handbook  followed  by  the  University  Supervisor  Handbook.  Qualifications  for  cooperating  teachers  are  found  on  pages  3-­‐4  of  the  Cooperating  Teacher  handbook.  Qualifications  for  university  supervisors  are  found  on  page  13  of  the  University  Supervisor  Handbook.  

   

 COOPERATING  TEACHER   HANDBOOK

 

       

 Dear  Cooperating  Teacher,    Thank  you  for  accepting  a  teacher  candidate  into  your  classroom  community  for  student  teaching.  The  experience  candidates  receive  in  real  classrooms  is  valuable  beyond  measure.  We  know  that  it  is  no  small  task  to  have  a  teacher  candidate  in  your  classroom  and  we  greatly  appreciate  the  opportunity  a  new  teacher  will  have  to  learn  from  you.    It  is  our  expectation  that  the  teacher  candidate  working  with  you  will  be  an  asset  to  you  and  your  students.  The  candidates  we  send  into  student  teaching  experiences  are  ready  and  excited  to  offer  their  knowledge  and  skills.      In  this  handbook  you  will  find  information  about  Student  Teaching  Requirements  for  Teacher  Candidates  and  Student  Teaching  Expectations  for  Cooperating  Teachers.    Please  do  not  hesitate  to  contact  me  with  any  questions  or  concerns  you  may  have  at  any  time.  Our  partnership  is  vitally  important  and  I  welcome  a  conversation  with  you.    Sincerely,  Lynn  Mahlum  Director  of  Field  Experiences  Minnesota  State  University  Moorhead      

 Qualifications  and  Responsibilities  of  Cooperating  Teachers  

 Qualifications  of  the  Cooperating  Teacher    

1. Taught  for  a  minimum  of  3  years  2. Recommended  by  the  building  principal  3. Willing  to  allow  a  teacher  candidate  to  fulfill  all  student  teaching  

requirements.  4. Attend  Cooperating  Teacher  orientation,  which  is  given  by  the  University  

Supervisor                                  

 Responsibilities  of  the  Cooperating  Teacher    

 The  cooperating  teacher  is  someone  who  will  offer  a  teacher  candidate  the  benefit  of  his  or  her  knowledge  and  skill.  Even  though  teacher  candidates  are  always  observing  the  teacher,  they  are  encouraged  to  become  a  part  of  the  classroom  community  right  away.  It  is  very  helpful  when  a  candidate  is  introduced  to  the  children  as  a  teacher  rather  than  as  a  student.      MSUM’s  expectation  is  that  teacher  candidates  will  be  allowed  to  show  their  creativity  and  apply  the  knowledge  and  skills  they  have  learned.  That  said,  we  do  not  want  to  disrupt  learning  for  the  children  in  any  way.  Teacher  candidates  need  to  work  within  the  standards  and  requirements  for  the  classroom  in  which  they  are  placed.      Teacher  candidates  need  to  spend  the  bulk  of  their  experience  teaching  and  interacting  with  children,  with  the  approval  and  guidance  of  the  cooperating  teacher.    Co-­‐teaching  between  the  teacher  and  teacher  candidate  is  highly  recommended  and  students  benefit  most  from  this  arrangement.    Observations  

Cooperating  teachers  are  asked  to  observe  the  teacher  candidate  while  he/she  is  teaching.  However,  an  observation  is  not  expected  every  time  the  candidate  teaches.  Immediate  feedback  about  the  lesson  is  ideal,  but  we  realize  that  is  not  always  possible.  Sometimes,  “good  job,  let’s  talk  later”  is  all  that  can  be  done  immediately.  The  teacher  candidate  is  typically  very  anxious  to  hear  what  the  cooperating  teacher  thinks  about  the  lesson!        

Lesson  Plans  Teacher  candidates  are  told  to  share  lesson  plans  with  the  cooperating  teacher  before  they  teach  the  lesson.  Cooperating  teachers  know  their  students  well  and  can  head  off  an  idea  that  might  cause  chaos!      

 

 Midterm  

The  university  supervisor  assigned  to  the  teacher  candidate  will  discuss  the  midterm  evaluation  with  the  cooperating  teacher  and  will  give  a  reminder  when  it  is  due.  The  supervisor  will  set  up  a  3-­‐way  meeting  with  the  teacher,  teacher  candidate,  and  supervisor  to  go  over  the  midterm  and  set  goals  for  moving  forward.    

Final  Evaluations  Towards  the  end  of  student  teaching,  you  will  receive  an  email  from  the  MSUM  Field  Experiences  Office  to  ask  you  to  fill  out  a  final  evaluation.  The  university  supervisor  will  again  set  up  a  3-­‐way  meeting  to  go  over  the  final  evaluation.  Your  teacher  candidate  may  also  ask  you  for  a  letter  of  recommendation.    

 Working  with  Families  

Teacher  candidates  are  required  to  participate  in  parent/teacher  conferences.  It  is  up  to  the  cooperating  teacher  to  determine  the  extent  of  participation.  Candidates  need  to  assist  with  preparing  for  conferences  as  part  of  a  collaborative  team.  They  also  need  to  at  least  observe  a  conference.  The  ideal  situation  would  be  for  them  to  take  the  lead  for  one  or  more  conferences.    Candidates  are  also  required  to  participate  in  creating  a  class  newsletter  and/or  letter  home  to  parents,  when  appropriate.  

 Collaboration  

As  much  as  possible,  candidates  need  to  have  opportunities  to  become  members  of  instructional  teams  in  the  school  and  active  participants  in  professional  decisions.    

 edTPA  

The  cooperating  teacher  is  not  expected  to  help  the  teacher  candidate  with  the  edTPA.  In  fact,  even  the  university  supervisor  can  give  very  little  assistance.  This  is  a  state  requirement  and  must  be  done  independently.  The  cooperating  teacher  only  needs  to  provide  the  opportunity  for  the  candidate  to  develop  and  teach  a  unit  independently.  Candidates  are  also  required  to  videotape  themselves  teaching  a  lesson.  

               

                 Qualifications  and  Requirements  of  Teacher  Candidates    Qualifications  of  Teacher  Candidates    Student  teachers  must  have  a  cumulative  GPA  of  2.75  (Early  Childhood,  Sped,  Elementary  Ed)  or  2.50  (Secondary  and  K-­‐12)  at  the  time  of  application  for  student  teaching.  All  courses  required  for  the  major  must  be  completed  with  a  grade  of  C-­‐  or  better.  Successful  previous  field  experiences  must  be  documented.  Attendance  at  Student  Teaching  Orientation  is  required.      Requirements  of  Teacher  Candidates    Attendance  The  Director  of  Field  Experiences  will  determine  beginning  and  ending  dates  for  student  teaching.    Within  that  time  frame,  student  teachers  will  follow  the  calendar  of  their  cooperating  school.        Student  teachers  are  expected  to  work  the  same  hours  as  their  cooperating  teachers.    They  are  also  expected  to  be  in  attendance  every  day  of  the  scheduled  term  (including  in-­‐service  and  conference  days)  except  in  the  case  of  illness  or  emergency.    The  one  exception  to  this  policy  is  attendance  at  the  Minnesota  Career  Fair,  which  is  considered  an  excused  absence,  but  must  still  be  cleared  with  the  cooperating  teacher  and  university  supervisor  ahead  of  time.    Student  teachers  must  offer  to  make  up  any  absences.    If  more  than  three  absences  are  incurred,  make  up  of  the  missed  time  is  mandatory.  In  the  case  of  a  split  placement,  the  three  absences  are  for  the  entire  student  teaching  experience;  there  cannot  be  three  absences  for  each  placement.    There  will  be  3  days  scheduled  during  student  teaching  for  edTPA  help  sessions.  Teacher  candidates  are  required  to  attend  the  sessions  and  are  excused  from  student  teaching  on  those  days.    Dress  Code  Clothing  must  be  professional,  clean  and  in  good  repair.    Refrain  from  wearing  clothing  that  is  short,  tight  or  revealing.  T-­‐shirts,  sweatshirts,  jeans,  tennis  shoes,  exposed  body  piercings  (other  than  ears),  tattoos  and  unusual  hair  colors  are  not  appropriate  for  the  school  setting.        Speaking  and  Writing  Skills  Mastery  of  the  English  language  is  an  essential  skill  for  all  teachers.    Written  work  must  be  legible,  neat  and  grammatically  correct.  Use  of  correct  grammar  when  speaking  is  expected.  

 Swearing  and  inappropriate  comments  based  on  race,  gender,  or  sexual  orientation  are  absolutely  forbidden.  You  may  be  removed  from  your  placement  for  using  inappropriate  language.    Required  Activities  During  Student  Teaching    Journal  Entries  A  weekly  reflection  journal  is  required  and  will  be  shared  with  the  university  supervisor.  The  supervisor  will  make  comments,  answer  questions,  and  follow  up  with  any  concerns.  Typically,  the  journal  is  sent  to  the  supervisor  through  email.    Lesson  Plans  and/or  Unit  Plans  You  and  your  cooperating  teacher  should  decide  early  on  in  your  placement  what  topics  will  be  covered  in  different  subjects/periods  while  you  are  in  the  classroom.    You  should  also  discuss  when  you  will  be  teaching  part  of  the  day  and  when  you  will  be  teaching  all  day  during  your  experience.    Whenever  you  are  teaching,  prepare  a  lesson  plan  that  you  can  share  with  your  cooperating  teacher  and/or  supervisor.    Use  the  lesson  plan  template  you  have  been  given  for  completing  the  EDTPA.    Teacher  Performance  Assessment  (edTPA)  The  edTPA  is  a  requirement  from  the  state.  All  teacher  candidates  who  are  working  towards  their  first  teaching  license  will  fulfill  this  requirement  during  student  teaching.      Teacher  candidates  will  be  supported  with  regularly  scheduled  workshops  throughout  student  teaching.  A  timeline  for  completion  will  be  handed  out  at  the  first  workshop.      University  supervisors  will  have  a  solid  understanding  of  edTPA  in  order  to  support  candidates  in  the  field.  However,  candidates  are  given  very  little  guidance  for  the  edTPA  as  it  is  considered  to  be  a  “final  test”  for  teaching.    Collaboration  Teacher  candidates  are  expected  to  collaborate  with  cooperating  teachers  and  department  or  grade  level  teams.      Working  with  Families  Teacher  candidates  are  required  to  participate  in  parent/teacher  conferences.  It  is  up  to  the  cooperating  teacher  to  determine  the  extent  of  participation.  Candidates  need  to  assist  with  preparing  for  conferences  as  part  of  a  collaborative  team.  They  also  need  to  at  least  observe  a  conference.  The  ideal  situation  would  be  for  them  to  take  the  lead  for  one  or  more  conferences.  

 Candidates  are  also  required  to  participate  in  creating  a  class  newsletter  and/or  letter  home  to  parents,  when  appropriate.  

 Confidentiality:  Do  not  reveal  sensitive  information  about  your  students,  cooperating  teacher,  or  other  school  personnel  to  anyone.  DO  NOT  post  pictures  or  information  about  your  student  teaching  experience  on  any  social  media  source.    Stages  of  Student  Teaching  

¨ Stage  One.    During  the  first  week  in  the  classroom,  the  student  teacher  should  spend  time  observing  classroom  procedures  and  learning  the  names  of  the  students.    S/he  may  begin  assuming  a  few  administrative  and  procedural  tasks  such  as  roll  taking  and  grade  recording  if  the  cooperating  teacher  feels  it  is  appropriate.    The  student  teacher  may  also  begin  assisting  individual  students  or  small  groups  with  lessons  or  projects  at  this  time.    This  is  a  transition  time  for  the  student  teacher  and  open  communication  between  him/her  and  the  cooperating  teacher  is  essential  in  clarifying  roles  and  expectations.  Teacher  candidates  should  be  completing  the  Context  for  Learning  portion  of  the  edTPA  during  this  stage.    

¨ Stage  Two.    This  stage  will  comprise  the  major  portion  of  student  teaching.    The  student  teacher  and  the  cooperating  teacher  may  plan  lessons  cooperatively,  with  the  cooperating  teacher  giving  final  approval  prior  to  each  activity  or  lesson.    A  gradual  increase  in  teaching  responsibilities  for  the  student  teacher  should  begin  to  occur  at  this  time  until  a  full  teaching  schedule  is  assumed.    Feedback  at  this  stage  is  very  important  so  that  the  student  teacher  can  effectively  evaluate  his/her  teaching  performance.    Teacher  candidates  should  be  teaching  the  required  unit  for  the  edTPA  during  this  stage.      

¨ Stage  Three.    The  Minnesota  Board  of  Teaching  requires  a  minimum  of  one  week  (or  five  consecutive  days)  of  full-­‐time  student  teaching.    It  is  to  your  student  teacher’s  advantage  to  teach  more  than  the  requirement  indicates.  In  many  classrooms,  it  is  expected  that  student  teachers  will  teach  more  than  5  consecutive  days.  During  this  stage,  all  activities  normally  assumed  by  a  classroom  teacher  including  instruction,  classroom  management  and  pupil  supervision  should  be  performed  by  the  student  teacher  as  readiness  is  demonstrated.      

¨ Stage  Four.    At  the  close  of  the  student  teaching  experience,  the  classroom  responsibilities  will  return  to  the  cooperating  teacher.    Opportunities  for  the  student  teacher  to  observe  in  other  classrooms  in  the  building  should  be  provided  if  at  all  possible.  

 *Your  university  supervisor  will  inform  you  of  any  other  requirements  for  your  specific  situation.          Failing  Student  Teaching  A  student  teacher  may  fail  student  teaching  if  he  or  she  does  not  meet  the  standards  for  a  successful  student  teacher.  A  successful  student  teacher  will……  

• earn  “On  Target”  or  better  for  all  areas  on  the  Student  Teaching  Final  Evaluation.  

• earn  ”On  Target”  or  better  for  all  areas  on  the  Professional  Dispositions  Assessment.  

• remain  in  the  student  teaching  experience  throughout  the  student  teaching  calendar.  

• have  a  successful  (as  determined  by  the  mentor  teacher  and  university  supervisor)  independent,  full-­‐time  student  teaching  experience  for  at  least  5  consecutive  days,  as  required  by  the  State  of  Minnesota.  

 Extending  Student  Teaching  A  student  teacher  may  receive  an  “In  Progress”  if  it  is  determined  that  more  time  is  needed  to  demonstrate  competence.  In  this  case,  the  student  teacher  will  be  given  the  chance  to  extend  student  teaching  rather  than  fail.  A  remediation  plan  will  be  implemented  and  must  be  strictly  followed  by  the  student  teacher.  If,  after  the  extended  time  is  completed,  the  student  teacher  is  able  to  meet  the  standards  for  a  successful  student  teacher,  he  or  she  may  receive  a  grade  of  “Pass.”    “In  Progress”  means  that  the  student  teacher  has  completed  all  of  the  requirements  for  student  teaching,  but  needs  more  time  to  become  “On  Target”  in  one  or  more  of  the  areas  on  the  Student  Teaching  Final  Evaluation  or  Professional  Dispositions  Assessment.  In  addition,  the  student  teacher  has  shown  growth  and  perseverance  in  troublesome  areas  and  only  needs  more  time  to  become  “On  Target.”  The  decision  to  assign  “In  Progress”  to  a  student  is  an  extremely  rare  occurrence  and  will  be  the  decision  of  the  Director  of  Field  Experiences,  in  collaboration  with  the  student  teacher’s  Mentor  Teacher  and  University  Supervisor.  An  “In  Progress”  will  not  be  given  if  a  student  teacher  is  unable  in  independently  be  responsible  for  all  aspects  of  the  classroom  experience  for  at  least  5  consecutive  days,  as  required  by  the  State  of  Minnesota.  Student  teaching  will  have  to  be  repeated.    Termination  of  Student  Teaching  If  a  student  teacher  is  asked  to  leave  his  or  her  student  teaching  assignment  by  the  mentor  teacher  or  other  school  official,  the  student  teaching  experience  will  be  immediately  terminated.    

A  student  who  fails  student  teaching  will  be  required  to  spend  a  semester  in  remediation  as  determined  by  Field  Experiences  faculty.  When  the  student  has  successfully  completed  remediation  requirements,  he  or  she  may  be  allowed  to  repeat  student  teaching.  If  a  second  student  teaching  experience  results  in  failing,  the  student  will  not  be  allowed  to  student  teach  again.  Field  Experiences  may  only  be  repeated  once.    A  teacher  candidate  who  has  been  removed  from  student  teaching  may  file  an  appeal  with  the  Director  of  Teacher  Education.  The  appeal  form  is  found  on  the  Field  Experiences  website.  Once  an  appeal  has  been  filed,  it  goes  to  the  Appeals  Committee.  Candidates  may  attend  this  meeting.    Candidates  will  be  notified  of  a  decision  within  2  weeks  time.      Completing  Student  Teaching  Student  teaching  is  graded  P  (Pass)  or  F  (fail).  The  grade  of  P  does  not  affect  your  GPA;  a  grade  of  F  will  lower  your  GPA.  If  you  are  doing  unsatisfactory  work  in  student  teaching  and  improvement  seems  impossible,  it  may  be  best  to  withdraw  so  you  receive  a  W  (withdrawal)  rather  than  an  F.  A  grade  of  IP  (in  progress)  is  given  only  when  satisfactory  work  is  being  done  and  it  becomes  impossible  to  complete  the  student  teaching  assignment  before  the  end  of  the  semester.      A  grade  of  Pass  must  be  attained  on  the  EDTPA  in  order  to  pass  student  teaching.    Guidelines  For  Student  Teachers  

1. Begin  your  student  teaching  assignment  with  a  positive  attitude.  Keep  in  mind,  cooperating  teachers  are  there  to  help  you  learn  and  grow.  

 2. Obtain  and  learn  the  policies  of  your  school  and  classroom.      

 3. Take  initiative!  Consult  your  cooperating  teacher  first,  and  if  approved,  take  

action.    Avoid  having  to  be  told  everything  you  are  to  do.    

4. Use  your  time  efficiently.    Plan  your  day;  organize  everything  you  are  to  do.    Plan  for  success!      

 5. Be  prompt  or  early.  Notify  your  cooperating  teacher  and  supervisor  if  you  

will  be  late  or  absent  for  any  reason.  Find  out  how  your  cooperating  teacher  wants  to  be  notified.  

 6.  Think  of  ways  you  can  assist  your  cooperating  teacher.  Volunteer  to  get  

involved  with  as  much  as  possible  right  away.    

7.  Remember  that  teachers  have  many  commitments  and  duties.    Your  cooperating  teacher  cannot  be  available  to  you  at  all  times.    Be  realistic.    Jot  down  questions  that  you  have  and  ask  them  during  quiet  time.    

8. Refrain  from  cell  phone  and  other  electronic  device  usage  during  the  school  day.    

 9. Never  make  a  judgment  about  a  cooperating  teacher’s  methods,  whether  for  

teaching  or  classroom  management.  It  is  ok  to  ask  about  a  certain  method,  but  only  for  the  purpose  of  learning.  

     

The  university  supervisor  assigned  to  you  is  your  first  contact  for  questions  and  concerns.  If  you  find  that  you  are  not  having  your  questions  and  concerns  addressed  by  the  supervisor,  please  contact  one  of  the  Field  Experiences  faculty  members.    Field  Experience  Contacts    Tracy  Heng  Administrative  Assistant  hengt@mnstate.edu  218  477  2217    Lynn  Mahlum  Director  of  Field  Experiences  mahlumly@mnstate.edu  218  477  2256    Lisa  Staiger  Assistant  Director  of  Field  Experiences  staigerl@mnstate.edu  218  477  2696        

   

 UNIVERSITY  SUPERVISOR   HANDBOOK

 

School of Teaching and Learning Field Experiences

Dear University Supervisors, Thank you for the guidance and care you provide for MSUM teacher candidates. Your role comes at a time when our candidates are ready to soar, but just a bit afraid of leaving the nest. It is your job to encourage and gently nudge them in the right direction. Well, sometimes it’s a push! You have a great deal of experience and wisdom from which to draw. I hope you will share your wealth of knowledge with your teacher candidates! Please be assured that you are not out there alone. The Field Experiences faculty and staff are here to assist as needed. Questions are welcome and encouraged. It is our job to assist with any difficult situation that may arise, as well. Do not hesitate to bring a problem to either Lisa Staiger or myself. Tracy Heng is an invaluable resource for questions about paperwork, DIARY, and other housekeeping issues. You are always welcome to work on campus. There is an office set aside for that purpose. In addition, we do not expect you to use your own supplies. If there is something you need, be sure to let us know. All of the forms you will need are available on the Field Experiences website: http://web.mnstate.edu/fieldexp/ This handbook outlines University Supervisor expectations and those of the Teacher Candidate. If something is unclear, please ask for clarification. Just because I think it makes sense doesn’t mean that it does to everyone! There is additional information on the Field Experiences website. With great appreciation, Lynn Mahlum Director of Field Experiences

Qualifications of MSUM University Supervisors

Ø Taught or supervised in the content area and grade level area in which she/he is supervising.

Ø Advanced preparation in education Requirements of MSUM University Supervisors

Ø Hold a preliminary meeting with each teacher candidate and cooperating teacher.

Ø Hold a midterm meeting with each teacher candidate and cooperating teacher and enter the results in Diary.

Ø Hold a final evaluation meeting with each teacher candidate and cooperating teacher.

Ø Formally observe each teacher candidate 4 times for a full placement, 3 times at each split placement, and once at each 4-week placement.

Ø Schedule observations ahead of time and arrive when expected. Ø Schedule enough time for visits so there is plenty of time for touching base

with the cooperating teacher and giving feedback to the teacher candidate.

Ø Require detailed lesson plans for each observation. Ø Give constructive feedback after each observation. Ø Recognize when a teacher candidate is not doing well. Ø Observe more often when a teacher candidate is not doing well. Ø Notify the director or assistant director when a teacher candidate is not

doing well. Ø Require a reflection journal from the teacher candidate and give feedback Ø Ensure that teacher candidates meet the requirements written in the

student teaching handbook. Ø Fill out final evaluations for each teacher candidate Ø Turn in grade sheets before grades are due Ø Give “ethical coaching” to teacher candidates in regard to edTPA. Ø Assess the EDTPA for each teacher candidate Ø Attend EDTPA trainings and a portion of student edTPA workshop days. Ø Attend university supervisor meetings

Mileage University supervisors are reimbursed for mileage. MNSCU rules say that you must calculate mileage from the shortest distance. For example: If you supervise at a school that is 10 miles from your home but 20 miles from MSUM, you claim 10 miles. If you supervise at a school that is 20 miles from your home but 10 miles from MSUM, you claim 10 miles. You do not need to write down your odometer readings. Use Mapquest or Google to find out how many miles it is to the school. University supervisors may not claim mileage to MSUM for meetings or trainings.

Submit mileage to Tracy Heng each month. This is a new requirement from the Business Office. Meeting Your Student Teachers

Ø Go over requirements for student teaching. (See Requirements for Student Teachers, beginning on pg 5)

o Attendance o Appearance o Lesson Plans o Stages of Student Teaching o Reflection Journal

Ø Reassure your teacher candidates and help them understand what to

expect during the first week of student teaching. Ø Give tips for making a good first impression Ø Remind your teacher candidates to fill out the dispositions self-

assessment, which is available on Diary. Ø Give your contact information

Meeting Cooperating Teachers

Ø Touch base with all of your cooperating teachers through email or a phone call as soon as you receive your placement list. Just a quick note to introduce yourself and set up a time for a first meeting between you, the teacher, and student teacher.

Ø At the meeting, go through expectations, requirements, deadlines, and give your contact information. This meeting should not be combined with the first observation. This is an initial meeting during the first week of student teaching.

Ø Strongly encourage cooperating teachers to set up a calendar of teaching duties with the student teacher.

Ø Make sure the cooperating teacher has a copy of the teacher candidate’s dispositions self-assessment.

Staying in Touch With Cooperating Teachers Ø Check in with cooperating teachers every time you have an observation. Ø Send an email to cooperating teachers every other week to make sure the

teacher candidate is making progress. Ø Help the cooperating teacher feel supported and part of a team.

Important Note: If a cooperating teacher asks that the teacher candidate be removed from the placement, that is the end of student teaching for that

candidate, for the semester. Let the Director of Field Experiences know right away if this happens. Student Teaching Observations

Ø You will formally observe each teacher candidate at least 4 times. This is an observation of the teacher candidate teaching a lesson.

Ø If a teacher candidate has two placements, you will observe them 3 times at each placement.

Ø A detailed lesson plan is required from the teacher candidate. Ø Written feedback from the supervisor is required. Sit down with your

teacher candidate as soon after the observation as possible to discuss. Observation forms are available online.

Ø Be sure to have observations scheduled ahead of time. Cooperating teachers and teacher candidates want to know when you will be there.

Ø Keep your scheduled day/time for visits. Ø Schedule enough time for visits so that you have plenty of time to talk with

the candidate and the cooperating teacher after the observation. You never want them to think that you are too busy for them.

Evaluations

Mid-term: A 3-way meeting of the supervisor, cooperating teacher, and teacher candidate is required at mid-term.

Ø At midterm of the student teaching experience, the supervisor will access the midterm evaluation in Diary. There are two options for filling this out.

Option One: Print off the midterm evaluation; give one to the cooperating teacher and you keep one. You each fill it out before the scheduled meeting. After the meeting, the supervisor fills out the online midterm, based on the discussion at the meeting. Option Two: At the scheduled meeting, the supervisor accesses the midterm in Diary. While the discussion is ongoing, the supervisor fills out the midterm.

Ø When a teacher candidate has two placements, the Mid-term must be filled out for each placement. In this case, the midterm is done at the beginning of the 4th week.

Final Evaluations

Ø Cooperating Teachers and University Supervisors will access the final evaluation through Diary. Tracy will send out a reminder email with a link to Diary.

Ø Please fill out your final evaluations as soon as possible and encourage your cooperating teachers to do the same.

Ø Set up a meeting with the cooperating teacher and teacher candidate to discuss the final evaluation. The cooperating teacher and university supervisor should have the evaluation completed for the meeting. This is a required meeting.

If there are problems with a teacher candidate

Ø Do your best to remediate any problem areas early in the student

teaching experience. Be sure to keep the Director of Field Experiences informed of the situation.

Ø You may need to make more visits and do more than 4 observations. Ø If a teacher candidate is not making progress, let the Director of Field

Experiences know and she will set up a meeting with you and the student teacher to develop a remediation plan.

Ø Never make the decision to end a student teaching experience on your own. The Director of Field Experiences will make that final decision.

If there is a problem with a cooperating teacher

Ø Do the best you can to encourage the cooperating teacher to ……………………………

Ø Do the best you can to encourage the teacher candidate to give it a chance.

Ø If it is just not going to work, let the Director of Field Experiences know as soon as possible. She will do her best to make a change for the teacher candidate.

Requirements and Expectations for Student Teaching Attendance

Ø Teacher Candidates are expected to work the same hours as their cooperating teachers. They are also expected to be in attendance every day of the scheduled term (including in-service and conference days) except in the case of illness or emergency.

Ø The one exception to this policy is attendance at the Minnesota Career Fair (in April), which is considered an excused absence, but must still be cleared with the cooperating teacher and university supervisor ahead of time.

Ø Teacher Candidates must offer to make up any absence. If more than three are incurred, it is mandatory that they be made up. However, this does not mean that they have 3 personal leave days!

Appearance

Ø Clothing must be neat, clean, and professional. Ø Piercings should be limited to the ears. Ø Tattoos should be covered with clothing if possible. Ø Be aware of different smells. Smoke smell, too much cologne, bad breath,

and body odor can be very distracting. Confidentiality:  Never  reveal  sensitive  information  about  your  students,  cooperating  teacher,  or  other  school  personnel  to  anyone.  DO  NOT  post  pictures  or  information  about  your  student  teaching  experience  on  any  social  media  source.  

Lesson Plans

Ø Detailed lesson plans are required for any lesson the student teacher is teaching.

Ø Teacher candidates should use the lesson plan format they have learned to use in their MSUM coursework.

Ø The cooperating teacher must approve lesson plans before lessons are taught.

Ø The university supervisor should be provided with a lesson plan during or before an observation.

Reflection Journal Ø Teacher candidates are required to keep a daily reflection journal. This a

reflection of how things are going during student teaching, questions, concerns, etc. It is not a list of what went on during the day.

Ø This journal should be sent to the supervisor on a weekly basis. Email is a good tool for sending the journal.

Ø Supervisors should respond to the journal. Make comments, address concerns, and answer questions in a timely manner.

Collaboration  Teacher  candidates  are  expected  to  collaborate  with  cooperating  teachers  and  department  or  grade  level  teams.    Working  with  Families  Teacher  candidates  are  required  to  participate  in  parent/teacher  conferences.  It  is  up  to  the  cooperating  teacher  to  determine  the  extent  of  participation.  Candidates  need  to  assist  with  preparing  for  conferences  as  part  of  a  collaborative  team.  They  also  need  to  at  least  observe  a  conference.  The  ideal  situation  would  be  for  them  to  take  the  lead  for  one  or  more  conferences.  Candidates  are  also  required  to  participate  in  creating  a  class  newsletter  and/or  letter  home  to  parents,  when  appropriate.  

TEACHER PERFORMANCE ASSESSMENT (EDTPA) The EDTPA is a requirement from the state. All teacher candidates will fulfill this requirement during student teaching. University Supervisors can give support to their candidates by answering questions and making broad suggestions. There will be a EDTPA workshop for supervisors each semester. This is a required workshop. University Supervisors will score each of their teacher candidates’ EDTPA. Scoring workshops will be offered to help with the process. Teacher candidates will be supported with regularly scheduled workshops throughout student teaching. Important Note: Be sure to turn in your grade sheets and mileage forms to Tracy as soon as possible when student teaching is done for the semester. Stages of Student Teaching

¨ Stage One. During the first week in the classroom, the student teacher should spend time observing classroom procedures and learning the names of the students. S/he may begin assuming a few administrative and procedural tasks such as roll taking and grade recording if the cooperating teacher feels it is appropriate. The student teacher may also begin assisting individual students or small groups with lessons or projects at this time. This is a transition time for the student teacher and open communication between him/her and the cooperating teacher is essential in clarifying roles and expectations. Teacher candidates should be completing the Context for Learning and Planning phases of the EDTPA during this stage.

¨ Stage Two. This stage will comprise the major portion of student teaching. The student teacher and the cooperating teacher may plan lessons cooperatively, with the cooperating teacher giving final approval prior to each activity or lesson. A gradual increase in teaching responsibilities for the student teacher should begin to occur at this time until a full teaching schedule is assumed. Feedback at this stage is very important so that the student teacher can effectively evaluate his/her teaching performance. Teacher Candidates should be teaching their EDTPA unit and doing the Reflection piece during this stage.

¨ Stage Three. The Minnesota Board of Teaching requires a minimum of one week (or five consecutive days) of full-time student teaching. It is to the teacher candidate’s advantage to teach more than the requirement indicates. In many classrooms, it is expected that they will teach more than 5 consecutive days. During this stage, the teacher candidate should perform all activities normally assumed by a classroom teacher, as readiness is demonstrated.

¨ Stage Four. At the close of the student teaching experience, the classroom responsibilities will return to the cooperating teacher. Opportunities for the student teacher to observe in other classrooms in the building should be provided if at all possible.

------------------------------------------------------------------------------------------------------------ All forms referred to in this handbook are available in Diary or at http://web.mnstate.edu/fieldexp/213lm.cfm Field  Experience  Contacts    Tracy  Heng  Administrative  Assistant  hengt@mnstate.edu  218  477  2217    Lynn  Mahlum  Director  of  Field  Experiences  mahlumly@mnstate.edu  218  477  2256    Lisa  Staiger  Assistant  Director  of  Field  Experiences  staigerl@mnstate.edu  218  477  2696