nc state university field experience handbook 2013-2014...2. admission to the professional year 4....
TRANSCRIPT
NC State University
Field Experience Handbook 2013-2014
Office of Professional Education http://ced.ncsu.edu/academics/licensureaccreditation
Table of Contents
1. Introduction 1. Letter from Dean M. Jayne Fleener & Dr. Michael Maher 2. Liability 3. Academic Integrity 4. Levels of Experiences 5. Office of Professional Education
2. Foundational Documents 1. North Carolina Professional Teaching Standards 2. North Carolina Teacher Candidate Evaluation Rubric 3. North Carolina State Board of Education's Mission and Goals 4. NC State University College of Education Conceptual Framework for
Developing Professional Educators 3. Gateways
1. Admission to Candidacy 2. Admission to the Professional Year
4. Early Field Experiences 1. Definition 2. Purpose 3. Requesting a Placement 4. Placement 5. Expectations 6. Cooperating Teachers 7. MAT Students ONLY
5. The Year-Long Placement & The Professional Semester (Student Teaching) 1. Definition 2. Purpose 3. Requesting a Placement 4. Placement 5. Orientation 6. Expectations 7. Removal from Placement 8. Successful Completion of Student Teaching 9. Calendars 10. Policies Affecting Student Teachers 11. The Professional Team 12. NC TEACH Students ONLY 13. MAT Students ONLY
6. College of Education Requirements 1. Professional Development
7. Applying for a NC Teaching License 8. Appendices
1. Action Plan [DOC] [PDF] 2. Cooperating Teacher/Student Teacher Orientation - August 15, 2013
[PDF]
3. edTPA Orientation - August 15, 2013 [PDF] 4. Becoming a Teacher at NC State 5. Licensure Session Dates [Spring 2014, PDF] 6. Instructions for Completing a Background Check 7. Instructions for Renewing Background Check 8. SAGE Instructions - Applying for an Early Field Experience [PDF] 9. SAGE Instructions - Applying for Professional Semester [PDF] 10. SAGE Instructions - Uploading Electronic Evidences [PDF] 11. SAGE Instructions - Registering for Professional Development [PDF] 12. SAGE Instructions - Creating a PDF of your Transcript for your
Evidences [PDF] 13. SAGE Instructions - Instructions for Passport to Success [PDF] 14. SAGE Instructions - Instructions for Uploading edTPA [PDF]
*Candidate(s) means teacher candidate(s). The term candidate is used throughout this handbook to refer to teacher education students; the term student refers to public school students. The use of these terms more clearly allows distinction between university students and public school students. Use of the term(s) is also aligned with terminology of the Council for the Accreditation of Educator Preparation (CAEP) and the North Carolina Professional Teaching Standards (NCPTS).
Letter from Dean M. Jayne Fleener & Dr. Michael Maher
The College of Education at NC State University is a voice of innovation for learning across the life span. We prepare professionals who educate and lead. Our inquiry and practice reflect integrity, a commitment to social justice, and the value of diversity in a global community. To achieve these goals teacher education programs at NC State University focus on in-depth preparation in the candidate’s academic teaching field as well as intensive skill development in the teaching of content. This combination results in teacher candidates who are mature, professional educational leaders who pursue general, content specific and professional knowledge for the purpose of transforming individuals and organizations in the educational context.
The College of Education is NC State University’s unit responsible for the preparation of professional educators. The College of Education works in collaboration with both the College of Agriculture and Life Sciences and the College of Humanities and Social Sciences to deliver teacher education programs. The three colleges work in conjunction to offer the following undergraduate and graduate teacher education programs:
COLLEGE OF AGRICULTURE AND LIFE SCIENCE
§ Agricultural Education, 7-12
COLLEGE OF HUMANITIES AND SOCIAL SCIENCES
§ English Education, 9-12 § Foreign Language Education, K-12 (French, Spanish) § English as a Second Language (add-on)
COLLEGE OF EDUCATION
§ Business Education, 7-12 § Counselor Education, K-12 § Elementary Education, K -6 § English as a Second Language, K-12 § Middle Grades Education, 6-9 (Language Arts, Social Studies,
Mathematics, Science) § Marketing Education, 7-12 § Mathematics Education, 9-12 § Reading Education, K-12 § Science Education, 9-12 § Social Studies Education, 9-12 § Special Education, K-12 § Technology Education, 7-12 § Endorsement: Instructional Technology, K-12
The programs in teacher education represent the cooperative planning of the College of Education, other colleges and departments in the University, and public school personnel to help the candidate develop the competencies needed by a beginning teacher. A candidate who completes a program in teacher education at North Carolina State University should be able to teach effectively and should possess the personal qualities that will make him or her an outstanding teacher. Our programs are approved by the National Council for Accreditation of Teacher Education (NCATE) and the North Carolina Department of Public Instruction (NCDPI). Your work within a program encompasses the following competency areas:
General Education: Includes study in communications, the humanities, social sciences, physical sciences, and mathematics. Professional Education: Includes early field experiences, study in psychology, the role of schools in America, assessment, instructional technology, and methods and materials for teaching. Content Area Education: Includes content courses and other planned experiences in the chosen teaching field.
Requirements differ and are indicated in the description of programs of each teaching field. The quality of K-12 education is related directly to the qualifications of teachers. Some teachers are more effective than others in their work with young people. Yet, no single criterion or set of academic qualifications has predicted reliably whether an undergraduate in teacher education will be a success or a failure as a teacher. The wisdom of practice has identified some factors conducive to successful teaching, such as academic ability and achievement, physical and mental health, attitudes, social skills, and a genuine interest in working with children and youth. These factors will be identified and evaluated in each teacher candidate to the extent possible during the process of teacher preparation, which includes student teaching under the guidance of a mentor teacher. This handbook is designed to be a practical tool for student teachers, for cooperating teachers, and for University faculty and supervisors. It is the product of much work and careful consideration by the Professional Education Committee of the College of Education. On behalf of the faculty at North Carolina State University, we wish you, the teacher education team—candidate, cooperating teacher, and university supervisor—the very best as you work together toward mutual growth in teacher preparation. Sincerely, Dr. Michael J. Maher, Assistant Dean Professional Education and Accreditation Dr. M. Jayne Fleener, Dean College of Education
Liability
School personnel are responsible for the protection of all students while they are in school. When an accident or injury occurs to a student, the teacher or student teacher may be charged with negligence. It is strongly recommended that student teachers investigate the options available for professional liability insurance and make a personal decision about whether or not to obtain coverage. Professional organizations offer professional liability coverage as a benefit of membership.
Examples include:
• Student Chapter North Carolina Association of Educators (SNCAE) (http://www.ncae.org/)
• Professional Educators of North Carolina (PENC) (http://www.pencweb.org/) • Kappa Delta Pi (KDP) (http://www.kdp.org/index.php)
Academic Integrity
Candidates are bound by the academic integrity policy as stated in the code of student conduct. Therefore, candidates are required to uphold the university pledge of honor and exercise honesty in completing any assignment. See the website for a full explanation: http://www.ncsu.edu/policies/student_services/student_discipline/POL11.35.1.php
Levels of Experiences
Early Field Experiences:
Within various courses, teacher candidates are required to observe in school settings as part of course requirements. Observations give candidates ample opportunities to develop school relationships and become immersed in the teaching and learning process. Many of these opportunities will require at least one teaching episode, but not all. These experiences range from 10-100 hours in a semester. During this time, teacher candidates are never to be left alone with sole responsibility of the classroom – a cooperating teacher must be with the teacher candidate at all times.
Year-Long Placement – Professional Semester 1 (PS1):
This ‘beginning of school’ experience is required the semester immediately preceding student teaching. During this time, candidates report to the classroom and cooperating teachers with which they will student teach. These experiences help candidates participate in the pivotal work of framing the school year. This experience leads to a better understanding of the planning and implementation of procedures master teachers use to effectively begin a new school year. Candidates are to observe, assist teachers, and are involved in the instruction of individual students or small groups of students. Candidates are concurrently enrolled in their methods courses during this time which involve instruction in lesson planning and implementation, selection of materials for
instruction, classroom management, and other duties assigned by the course instructor(s) and/or cooperating teacher. Traditionally, the planning phases of the edTPA culminating project are initiated during this semester.
Year-Long Placement - Professional Semester 2 (PS2):
This semester is also commonly known as student teaching. During this time candidates have major planning and instructional responsibilities for all or most of the school day. Student teaching is a full-day, semester-long experience with candidates assuming more classroom responsibilities as the semester progresses. These experiences could include an international component. At the successful completion of the professional semester and their respective programs, students can apply and be recommended for teacher licensure in North Carolina.
Office of Professional Education
The Office of Professional Education oversees all teacher licensure programs from Admission to Teacher Candidacy to application for licensure. Our staff are always willing to answer questions and concerns that students, cooperating teachers, or university supervisors may have along the way.
Dr. Michael Maher
Assistant Dean of Professional Education and Accreditation
204 Poe Hall, Campus Box 7801
919-515-7160 (office)
@mj_maher
Dr. Erin Thomas Horne, NBCT
Assistant Director of Professional Education
530A Poe Hall, Campus Box 7801
919-515-6286 (office)
@erinthomashorne
Olivia Fitzgerald
Licensure Coordinator
Partners Building II 1500, Campus Box 7271
919-515-7160 (office)
Bonita Apperson
Coordinator of Teacher Candidacy and Field Placement
515 Poe Hall, Campus Box 7801
919-513-2682
Foundational Documents
North Carolina Professional Teaching Standards
The 1996 General Assembly established the North Carolina Professional Teaching Standards Commission in Statute 115C-295.1. The purpose of the commission is to establish standards for North Carolina teachers. The Commission is authorized to do the following: develop and recommend to the State Board of Education professional standards for teachers, review the areas of teacher certification, consider current methods to assess teachers and teaching candidates, and evaluate, develop and recommend to the State Board procedures for the assessment and recommendation of candidates for initial and continuing teacher certification. The work of the North Carolina Professional Teaching Standards Commission has resulted in the writing of Core Standards for All Teachers in North Carolina (NCPTS): http://www.ncptsc.org/Final%20Standards%20Document.pdf),
Standards for Working Conditions in North Carolina Schools: http://www.ncptsc.org/TWC.htm and Professional Development Standards.
The North Carolina State Board of Education (SBE) Mission states: Every public school student will graduate from high school, globally competitive for work and life in the 21st Century. To achieve this mission the SBE charged the North Carolina Professional Teaching Commission to align core standards for all teachers with this mission. The NCPTS were the result of this charge and were formally adopted by the SBE in June 2007. These standards are now the basis for teacher evaluation and professional development and in 2010 became the basis for teacher preparation in North Carolina.
North Carolina Teacher Candidate Evaluation Rubric
In June 2007, the North Carolina State Board of Education developed the North Carolina Teacher Candidate Evaluation Rubric to align with the North Carolina Professional Teaching Standards. This rubric is designed to evaluate teacher candidates throughout their programs to reflect the specific contexts and opportunities available to teacher candidates. Teacher candidates are rated on each element within each Standard based on four levels: Emergent Candidate, Developing Candidate, Proficient Candidate or Accomplished Candidate. To be recommended for licensure, a candidate must demonstrate professional performance at no less than the Proficient Candidate level on each element and on each standard.
http://www.ncpublicschools.org/docs/sbe-archives/meetings/2008/09/tcp/09tcp02.pdf
North Carolina State Board of Education’s Mission and Goals
The complete mission statement and goals of the North Carolina State Board of Education can be found here: http://www.ncpublicschools.org/organization/mission/
The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.
Goal: North Carolina public schools will produce globally competitive students.
• Every student excels in rigorous and relevant core curriculum that reflects what students need to know and demonstrate a global 21st Century environment, including a mastery of languages, an appreciation of the arts, and competencies in the use of technology.
• Every student’s achievement is measured with an assessment system that informs instruction and evaluates knowledge, skills, performance, and dispositions needed in the 21st Century.
• Every student will be enrolled in a course of study designed to prepare them to stay ahead of international competition.
• Every student uses technology to access and demonstrate new knowledge and skills that will be needed as a life-long learner to be competitive in a constantly changing international environment.
• Every student has the opportunity to graduate from high school with an Associates Degree or college transfer credit.
Goal: North Carolina public schools will be led by 21st Century professionals.
• Every teacher will have the skills to deliver 21st Century content in a 21st Century context with 21st Century tools and technology that guarantees student learning.
• Every teacher and administrator will use a 21st Century assessment system to inform instruction and measure 21st Century knowledge, skills, performance, and dispositions.
• Every education professional will receive preparation in the interconnectedness of the world with knowledge and skills, including language study.
• Every education professional will have 21st Century preparation and access to ongoing high quality professional development aligned with State Board of Education priorities.
• Every educational professional uses data to inform decision.
Goal: North Carolina public school students will be healthy and responsible.
• Every learning environment will be inviting, respectful, supportive, inclusive, and flexible for student success.
• Every school provides an environment in which each child has positive, nurturing relationships with caring adults.
• Every school promotes a healthy, active lifestyle where students are encouraged to make responsible choices.
• Every school focuses on developing strong student character, personal responsibility, and community/world involvement.
• Every school reflects a culture of learning that empowers and prepares students to be life-long learners.
Goal: Leadership will guide innovation in North Carolina public schools.
• School professionals will collaborate with national and international partners to discover innovative transformational strategies that will facilitate change, remove barriers for 21st Century learning, and understand global connections.
• School leaders will create a culture that embraces change and promotes dynamic continuous improvement.
• Educational professionals will make decisions in collaboration with parents, students, businesses, education institutions, and faith-based and other community and civic organizations to impact student success.
• The public school professionals will collaborate with community colleges and public and private universities and colleges to provide enhanced educational opportunities for students
Goal: North Carolina public schools will be governed and supported by 21st Century systems.
• Processes are in place for financial planning and budgeting that focuses on resource attainment and alignment with priorities to maximize student achievement.
• Twenty-first century technology and learning tools are available and are supported by school facilities that have the capacity for 21st Century learning.
• Information and fiscal accountability systems are capable of collecting relevant data and reporting strategic and operational results.
• Procedures are in place to support and sanction schools that are not meeting state standards for student achievement.
NC State University College of Education Conceptual Framework for Developing Professional Educators
A conceptual framework establishes the shared vision for a unit’s efforts in preparing educators to work in P–12 schools. It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability. The conceptual framework provides the bases that describe the unit’s intellectual philosophy and institutional standards, which distinguish graduates of one institution from those of another.
The conceptual framework provides the basis for coherence among curriculum, instruction, field experiences, clinical practice, assessment and evaluation. It makes the unit’s professional commitments and professional dispositions explicit. In 2004, the College of Education approved a new conceptual framework for its Professional Educator Preparation Programs: LEAD & SERVE. The Lead & Serve framework is composed of 9 elements which identify and describe the College of Education’s commitment to preparing professional educators.
LEAD elements of LEAD/SERVE focus on the four forms of knowledge: general pedagogy, content-specific pedagogical strategies, content or discipline knowledge and knowledge of the context of education, including foundations, historical perspectives and school settings. Programs preparing professional educators at NC State are based on several forms of knowledge that interact with one another in practice. In the declarative form of knowledge, candidates acquire information and understanding. It is the “what” of the knowledge base for all programs. Also, candidates develop skill in appropriate applications of the “what” in professional practice. This is the “how” or procedural aspect of knowledge.
SERVE elements of the conceptual framework show the range of dispositions being developed in candidates. They relate to the conditional or “when or why” form of knowledge that is essential as candidates make decisions about when to use their knowledge, explain why they are using it, and demonstrate that they are disposed to capably perform as independent and self-monitoring practitioners. Candidates are decision makers who take into consideration ethical questions as they determine “if” a practice should be implemented. The application of these forms of knowledge by candidates demonstrates that they are acquiring or have acquired the characteristics of professional educators who LEAD and SERVE the profession.
Conceptual Framework for Developing Professional Educators Who LEAD and SERVE.
Gateways Admission to Candidacy Our NCATE/CAEP accreditation requires that all students be formally admitted into professional education programs. This formal admission is different from your admission into NC State University or the College of Education. Formal admission is a gateway called Admission to Candidacy (ATC). ATC status is granted by the Office of Professional Education (OPE) after students have met specific program and North Carolina Department of Public Instruction requirements. ATC is required before you are eligible to take ED 311/312 and student teach.
ATC Requirements:
• Complete at least 45 credit hours (Including transfer credits) • Complete the General Education Requirements for English and Math:
o ENG 101 or ENG 11 and ENG 112 • 2 Math courses appropriate to your major
• Successfully Complete the appropriate “Introduction to Teaching” course
o ED 204 AND Co-requisite (ECI 204, EMS 204, EMS 205, OR TDE 202) OR
o AEE 206 (Agriculture Education Majors Only) OR
o ELM 205 (Elementary Education Majors Only)
• Electronically Sign the required Disposition Awareness form on SAGE
• Maintain cumulative GPA of at least 2.75 on all coursework taken at NC State University
• Pass all 3 Parts of the Praxis I exam or satisfy the requirements through the
exemption policy Praxis I and Praxis Core The Praxis I series is designed to measure basic skills in Reading, Writing, and Math required of all teachers. The minimum required scores for individual tests are: Reading = 176 Writing = 173 Math = 173 Register online to take a Praxis test by visiting http://www.ets.org/praxis.
The Praxis I Test is valid until June 30, 2014. Praxis I Exemption Policy You may be exempt from Praxis I Testing if you meet one of the following conditions: SAT
§ Combined 1100 (Critical Reading (verbal) and Math) exempts you from all 3 Praxis I tests
§ 550 on Critical Reading exempts you from reading and writing Praxis I
§ 550 on Math exempts you from math Praxis I ACT
§ Composite score of 24 (English and Math) exempts you from all 3 Praxis I tests
§ 24 on English exempts you from reading and writing Praxis I § 24 on Math exempts you from math Praxis I
Praxis § Obtain a combined score of 522 across all three areas of the Praxis
I Tests Effective July 1, 2014: The Praxis Core Academic Skills for Educators (Core) Tests measure academic skills in reading, writing, and mathematics. These tests were designed to provide comprehensive assessments that measure the skills and content knowledge of candidates entering teacher preparation programs. Required scores and exemption policies are pending. For more information, visit http://ets.org/praxis/about/core/content/ Student Score Reports Official score reports for students will be available online via their Praxis account, My Praxis Account, approximately three to four weeks after the test date. Online scores are downloadable for one (1) year. After one year, they will no longer be available and students will need to request additional score reports for a $40 fee (per request). ETS recommends saving a hard copy of the score report for future reference. Paper copies are not mailed to students. Students may receive scores by phone for a fee (1-877-386-8322); however a hard copy of the score is needed for the Office of Professional Education. Students needing assistance in preparing for the Praxis may use the materials available in the Student Success and Advising Center or in METRC. DO NOT WAIT to take the Praxis Series. Failure to complete the test requirement will delay your student teaching. You can not appeal an ATC denial!
Click here to see where Candidacy falls on a visual aid for Becoming a Teacher at NC State
Frequently Asked Questions about Admission to Candidacy How do I apply for candidacy? Admission to candidacy is an automatic process once you have met all of the requirements. You can track your status in SAGE under Gateways. How do I know when I have been admitted to candidacy? When you log into SAGE each semester you should check your status under Gateways. You will not receive official notification of your admission so it is the students' responsibility to monitor their status in SAGE. Can I appeal an ATC denial? You cannot appeal an ATC denial. Professional Year The Professional Year is composed of Professional Semester I (PSI) & Professional Semester II (PSII). PSI directly precedes PSII which is traditionally known as Student Teaching, the capstone experience of your education program. PSI requirements vary by program, PSII is a 15-week full-time teaching experience. To be eligible for Professional Semester II you must meet the following requirements:
• Admitted to Candidacy • Cumulative GPA is at least 2.75 • Obtain a 'C' or better in each of the professional education core courses completed
(ED 204, ELP 344, EDP 304, ED 311/312) • You must have passed all courses required by your program with a grade of C or
better. • Complete a PSI Field Experience Application in SAGE • Renew Criminal Background information with USINFO Group each October
To be admitted to Professional Semester II you must meet the following requirements:
• Successful completion of PSI • Cumulative GPA is at least 2.75 • Obtain a 'C' or better in each of the professional education core courses (ED 204,
ELP 344, EDP 304, ED 311/312) • You must have accumulated at least 92 credit hours. • You must have passed all courses required by your department with a grade of C
or better. • Complete any additional program requirements • Renew Criminal Background information with USINFO Group each October • Complete the North Carolina Public Schools Health Examination Certificate
Early Field Experiences
Definition
Within various courses, teacher candidates are required to observe in school settings as part of course requirements. Observations give candidates ample opportunities to develop school relationships and become immersed in the teaching and learning process. Many of these opportunities will require at least one teaching episode, but not all. These experiences range from 10-100 hours in a semester. During this time, teacher candidates are never to be left alone with sole responsibility of the classroom – a cooperating teacher must be with the teacher candidate at all times.
Introductory Experiences are entry level experiences that primarily consist of systematic structured observation and limited interaction with children in a classroom. They are a required component of the ED 204 course. Activities include guided observations in classroom settings, engaging in the procedural activities of teachers (i.e., grading, copying, small groups, etc.), and reflecting on classroom observations. These experiences introduce the candidate to the contemporary classroom setting, introduce effective teaching behaviors that cut across content areas, and help the candidate decide whether to pursue a teaching career.
Mid-Level Experiences are associated with courses beyond the ED 204 level but before the methods courses. These experiences focus on the particular knowledge and skills addressed in course objectives. Activities are designed to allow the candidate to begin developing teaching competencies. Time required in schools, qualifications of supervising teachers, and assessment techniques vary from program to program.
Purpose
Teacher education candidates at North Carolina State University are integrated into North Carolina public schools from the beginning of their professional teacher education coursework. This early and ongoing engagement with public school faculty and students ensures that our teacher education candidates are prepared to meet the needs of North Carolina schools.
The term “field experience” or “pre-service” is used to describe a special kind of course requirement. The field experience requirement in a given course will require that you make connections between what is learned in class and how that knowledge is applied in practice. The phrase “applied in practice” means how the knowledge is used in a public school setting by a public school teacher working with student learners. Early field experiences provide an important transition between university-based preparation and full responsibility in the classroom.
All field experiences are cooperative endeavors that require effective planning and coordination by both the preparing institution and the cooperating schools. The development of highly effective future teachers is enhanced by the collaboration between
cooperating teachers and pre-service teachers. One of their mutual goals is to work together to achieve teaching proficiency in the pre-service teacher, while maintaining effective classroom instruction for students. The first loyalty of everyone involved must be to the students in the classroom.
As a part of these experiences, you will be asked to observe what is happening in the classroom, collect data, and make the critical connections in written reflections on your experience. As you progress through the program, you will be challenged to participate more directly in the learning experiences of public school students. You will have opportunities to assist the teacher, to tutor, to work with small groups, to chaperone field trips, set up lab experiments, and teach lessons.
Requesting a Placement
The placement process is time intensive and as such, candidates should request a placement as soon as they enter a course with a required placement. Candidates are placed in public schools throughout the state of North Carolina. Each program coordinator or course instructor should notify the Office of Professional Education (OPE) when a course requires a placement during registration the semester before the course is to take place.
Typically, the placement process begins during the course registration process. When students register for Professional Studies Courses that require field experience, they will make a field experience placement request in the SAGE system. Registration for field experience may take place during the registration periods and the first week of classes. Any special considerations or requests must be noted on the SAGE form. The office will attempt to honor reasonable requests that are consistent with the office’s policies. Once all of the appropriate applications/paperwork is submitted by the candidate, program coordinators and/or course instructors must approve the requests in SAGE before the placement process can proceed. As programs approve requests, the OPE contacts the Local Education Agency (LEA) to obtain the necessary approvals. As requests are confirmed by the LEA, the OPE notifies each of the candidates of their placement through SAGE. It usually takes several weeks or more for the office to make the arrangements for all the placements within a section. Once the assignments have been confirmed by the school Assistant Principal (or other administrator), an email confirmation will be delivered to the course professor. The course professor will review field experience guidelines. Please wait to set up an appointment with your school(s) until you have received the confirmation in SAGE.
Each student will have to complete the Criminal Background Check process with WCPSS and be cleared before going into a school.
ED 204 Placement Requests
Since ED 204 is the first time candidates are requesting a placement, the steps outlined below are required for requesting a placement.
1. Complete the Background Check Application (instructions in Appendix) 2. Complete the SAGE Field Placement Application (instructions in Appendix)
Other 200- and 300- Level Course Placements
1. Complete the Background Renewal each October (instructions in Appendix) 2. Complete the SAGE Field Placement Application (instructions in Appendix)
If a candidate fails to renew their background information with the US Info Group each October, then the candidate will be removed from any current placement and required to purchase a new background check - NO EXCEPTIONS.
FIELD EXPERIENCE PAPERWORK DEADLINES
FALL SEMESTER - AUGUST 26TH
SPRING SEMESTER - JANUARY 17TH
If a candidate fails to submit the appropriate paperwork by the above mentioned deadline, they will not receive a placement.
Placement
The Office of Professional Education is charged with ensuring that candidates are assigned a variety of field placements during the course of their program. This office will deliberately send candidates to varied locations (e.g., urban, rural) and schools with culturally and socioeconomically diverse student populations. In addition, candidates should be placed with different age groups within their certified area.
When an LEA cannot honor a request, they may offer an alternate classroom cooperating teacher and/or school to the University. In these cases, the program coordinators are consulted and may accept or recommend an alternate in the same LEA or a different LEA. The process is followed until all candidates are placed in situations mutually agreeable to the LEA and to the University.
The Wake County Public School System (WCPSS), our largest partnering school system, has a formalized set of internal procedures for handling field experience requests. Because Wake County has a large number of schools, they accept a greater number of students for field experiences from as many as twenty-six different colleges and universities. The OPE in-turn has developed a set of formalized procedures for placing candidates in their field experiences that works collaboratively with WCPSS and other LEA’s.
WCPSS has instituted a process by which principals and assistant principals identify classroom teachers who are available to work with candidates during any given semester. Classroom teachers can express their interest in hosting NCSU candidates to the Office of Professional Education and their Assistant Principals. The OPE works directly with the principals and assistant principals to coordinate the field experience placements. In keeping with the agreements with our surrounding county partners, candidates must not attempt to make their own arrangements. The OPE will consider specific requests for placements, but such a request must be made on the SAGE application and before candidates have been assigned a placement. The OPE will make every effort as practicable but will not guarantee that special requests will be honored.
General guidelines used in placement assignments include the following:
• Candidates will not be placed in schools from which they graduated or where they attended during the last ten years.
• Candidates will not be placed in school where they have an immediate relative that is a student or staff member.
• The office will work to place candidates at sites within a 30-mile radius of NC State University or their home, but travel distances and times are not guaranteed.
The following serve as general guidelines for selection of schools:
• The school personnel support the teacher education program and are willing to enter into a collaborative partnership with NC State College of Education in the professional development of teacher candidates.
• The school administration is current in its policies and is interested in maximizing the professional growth of its staff and the development of the school program.
• The cooperating school exemplifies high standards of teaching and learning. • The cooperating school has students, parents, faculty, and administration who are
enthusiastic about schooling. • The school is SACS accredited. • The school does not prohibit students from attending based on race, gender,
religion, nationality, or academic ability, and it supports students with special needs.
• The school environment and assigned classroom fall within the ‘norm’ as to provide the candidate with a realistic experience for his/her particular area of preparation as it relates to certification.
• The school’s major curriculum focuses on academic subject matter and is aligned with the North Carolina Essential Standards and Common Core.
Cooperating teachers are selected in a process that involves the university, school system administrators, and cooperating school administrators. The following serve as guidelines for the selection. The cooperating teacher:
• Must express an interest and desire to collaborate with the teacher candidate and faculty.
• Must have a valid, clear, renewable professional North Carolina teaching license in the field in which the candidate is preparing to teach.
• Cooperating teachers are strongly recommended to have at least two years of successful teaching experience on a professional certificate.
• Should be recognized for excellence in teaching and the ability to work with others.
• Must be recommended by the school principal. • Should possess effective mentoring and supervisory skills. • Should have an instructional load that is realistic and reflects an appropriate cross
section of the student population. The placement must reflect the licensure area of the candidate.
The traditional classroom setting is preferred. There are teachers involved in nontraditional environments (Special Instruction Assistance, Early Intervention Programs, etc.) who would serve as excellent role models. However, it is important during the field experiences that candidates develop a familiarity with the traditional classroom, although the environment may vary from school to school.
Since field experience requirements are course requirements, the given course professor will make the assignment, explain what and how candidates should complete the assignment, and evaluate the final product(s). The public school teacher(s) with whom candidates work during the field experience will also contribute to the evaluation of their performance in his/her classroom.
Candidates are responsible for arranging their own transportation to and from their field experience. If a candidate has their own car on campus, we ask that they please use it and consider volunteering to give another candidate a ride. Those without a car on campus might consider utilizing the university’s Zipcar program.
Expectations
Full responsibility for the instruction of public school students remains with classroom cooperating teachers. NC State University expects all candidate observers to adhere to the following guidelines:
Professional Expectations
• The candidate should compose a letter to their cooperating teacher introducing themselves and what they hope to gain from the experience in their classroom.
• The candidate should report to school at least ten (10) minutes earlier than the time expected. The candidate should report to the school office, sign in, and then to the cooperating teacher. All candidates must check in at the office regardless of how familiar they are with the school.
• Keep scheduled appointments. Be on time and stay for the full time for which the candidate is scheduled. Illness and/or emergencies are the only legitimate excuses
for not keeping an appointment. If illness or an emergency prevents a candidates attendance, notify the school and the cooperating teacher immediately.
• Dress appropriately. Do not wear flip-flops, blue jeans, shoulder or midriff-baring tops, T-shirts, or shorts. If an event warrants casual attire, consult the cooperating teacher. If a candidate’s role within the school requires bending or stretching, it is their responsibility to ensure that completing these acts does not expose inappropriate areas.
• Use of a cell phone (including texting) is strictly prohibited in the classroom and use will warrant the immediate removal of a student from a placement.
• Know field experience assignment and have any necessary materials and/or plans ready for use.
• Demonstrate a sincere, cooperative effort as co-worker, sharing in the instructional process.
• Exhibit interest, enthusiasm, and resourcefulness. • Place school duties ahead of personal wishes and accept responsibilities and
assigned duties willingly. • Learn and adhere to local school policies (both written and unwritten) and
standards for teachers, i.e., attire, faculty and PTA meeting attendance. • Become familiar with and support school rules and policies pertaining to students. • Safeguard all personal and confidential information and use it for professional
purposes only. • Take an active part in selected non-instructional activities and duties, e.g., sports,
dances, bus and cafeteria duty. • Demonstrate a respect for the rights of students, teachers, administrators, and
members of the community. • Refrain from making unfavorable remarks publicly about the college program, the
cooperating school, administrators, teachers or students, or the community. Constructive criticism should be directed to the person involved or to a person in a responsible position, in an appropriate manner.
Candidates should remember they are a guest, representative of NC State University, and potential employee in the school(s) they visit. As such, they should conduct themselves as a professional from their first contact and throughout all of their field experiences.
If a problem arises, candidates should first try to work it out with the host teacher and/or the course professor. If there is a logistical concern, contact the Field Placement Office.
After a candidates final visit, they must deliver a brief thank you note or professionally written email stating your appreciation for their cooperating teacher who has welcomed them into his/her classroom as a professional courtesy and without compensation.
Cooperating Teachers
Cooperating Teachers are assigned to candidates based on the teacher’s interest in mentoring a preservice teacher. A cooperative and engaged working relationship between candidates and cooperating teachers is vital to the success of the program. The
cooperating teacher must have at least two years of teaching experience. Candidates are required to schedule an appointment with cooperating teacher when the county clears them.
Through the guidance of the cooperating teacher, interns are exposed to a variety of teaching activities and routines. The cooperating teacher should familiarize the candidate with classroom procedures and policies, share appropriate information that might help the candidate better help the students, allow the candidate a manageable range of experiences, and assist in helping the candidate evaluate his/her strengths and weaknesses as a potential teacher. These are all important tasks of support for what is the candidate’s initial classroom exposure to teaching. Cooperating teachers will also be asked to assist in evaluating the candidate and discussing the evaluation in a meaningful manner by each instructor or program coordinator.
What is expected of the cooperating teacher?
• The cooperating teacher recognizes that candidates are beginning teacher candidates and have not completed all of their formal course work, but does expect the experience to provide them a thorough orientation to the complex issues of the teaching.
• The cooperating teacher encourages candidates to develop an expanded view of teaching and learning and aids in assessing the candidate’s strengths and weaknesses.
• The program expects the cooperating teacher to introduce the candidate to the class, and to familiarize the candidate with the course syllabus and goals of the class for which they are observing.
• The cooperating teacher recognizes that the candidate is not a student teacher or a substitute teacher.
Suggested activities include but are not limited to: observations in the classroom; planning activities, writing lesson plans, gather classroom teaching materials, assist in designing assignment, teaching a mini-lesson, working with small groups of students or tutoring a student, administering a quiz or assisting with recording grades, and grading papers.
The Year-Long Placement & The Professional Semester (Student Teaching)
Definition
Teacher Education at NC State University is designed to to develop highly effective future teachers. Early field experiences and student teaching provide an important transition between university-based preparation and full responsibility in the classroom. The study of the principles of teaching requires field experiences for candidates to integrate knowledge with practice; develop their abilities to organize and communicate mastery of content in their field of study; analyze their own abilities and desires to function effectively as teachers; and recognize the need for continued study and growth.
The Professional Semester and the Year-Long Placement are part of what is traditionally known as student teaching. The first part of this year-long placement, the Professional Semester 1 - PS1 - is ordinarily completed during the Fall semester. This placement will continue through the Professional Semester 2 - PS2 - during the Spring semester.
Purpose:
All field experiences, including student teaching, are cooperative endeavors that require effective planning and coordination by both the preparing institution and the cooperating schools. The development of highly effective future teachers is enhanced by the collaboration between cooperating teachers and student teachers. One of their mutual goals is to work together to achieve teaching proficiency in the student teacher, while maintaining effective classroom instruction for students. The first loyalty of everyone involved must be to the students in the classroom. We believe:
• That student teachers should assume responsibilities gradually through stages of observation, cooperative planning, and part-time teaching duties until a full teaching load is attained;
• That the field experience should not be limited to classroom activities but rather should include non-instructional opportunities to become acquainted with the total program of the school and its relationship to the community it serves;
• That it is necessary for cooperating teachers to take an active part in the student teaching experience, providing guidance and feedback; and
• That student teachers can make a meaningful contribution to the teaching-learning experiences in the school program.
The PS1 semester is associated with methods classes and focus on the particular knowledge and skills needed to teach particular content. This “beginning of school” field experience is required in the semester directly preceding the PS2. Opening school experiences require candidates to work during the pre-planning period of late August with the master teacher to whom they are assigned for student teaching. Opening school experiences help candidates participate in the pivotal work of framing the school year. The experience leads to a better understanding of the planning and implementation of procedures master teachers use to effectively begin a new school year.
The PS2 semester is the 15-week student teaching or capstone experience. The purpose of this experience is two-fold. The first purpose is to provide time in a realistic setting for candidates to implement skills and knowledge gained in their course work and to demonstrate the professional dispositions outlined in our Conceptual Framework. The second major purpose is to assess the candidate’s readiness for entering the teaching profession. Many candidates view the internship as the most significant learning experience in their professional preparation. During this semester, candidates have major planning and instructional responsibilities for all of the school day. Student teaching is a full-day experience with candidates assuming more classroom responsibilities as the semester progresses.
The dynamics of the three-way partnership among student teacher, cooperating teacher, and university supervisor ultimately promote the growth of each of the partners as professionals. Immediately, the partnership affects the learning of the students in the classroom. The intellect, energy, and skills are multiplied three-fold as the student teacher, cooperating teacher, and university supervisor work together to actualize their goals as professional educators.
Requesting a Placement
Candidates are placed in public schools throughout the state of North Carolina. The placement process is time intensive and as such, candidates should request their PS1 and PS2 placements at the end of their Junior year.
Typically, the placement process begins during the course registration process. When candidates register for their Senior methods courses during the Spring of their Junior year, they will make a field experience placement request in the SAGE system. Registration for PS1 and PS2 must take place during the registration periods. Any special considerations or requests must be noted on the SAGE form. The office will attempt to honor reasonable requests that are consistent with the office’s policies. Once all of the appropriate applications/paperwork is submitted by the candidate, program coordinators and/or course instructors must approve the requests in SAGE before the placement process can proceed. As programs approve requests, the OPE contacts the Local Education Agency (LEA) to obtain the necessary approvals. As requests are confirmed by the LEA, the OPE notifies each of the candidates of their placement through SAGE. It usually takes several weeks or more for the office to make the arrangements for all the placements within a section. Once the assignments have been confirmed by the school Assistant Principal, an email confirmation will be delivered to the course professor. The course professor will review field experience guidelines. Please wait to set up an appointment with your school(s) until you have received the confirmation in SAGE.
Each candidate will have to update their Criminal Background Check process with WCPSS and be cleared before going into a school.
PS1 Requests
Since the PS1 placement is not fully considered student teaching, candidates must complete the following:
1. Complete the Background Renewal each October (instructions in Appendix) 2. Complete the SAGE Field Placement Application (instructions in Appendix)
PS2 Requests (completed at the same time a candidate completes the PS1 Request)
1. Complete the Background Renewal each October (instructions in Appendix) 2. Complete the SAGE Teaching Experience Application (instructions in Appendix)
If a candidate fails to renew their background information with the US Info Group each October, then the candidate will be required to purchase a new background check - NO EXCEPTIONS.
PS 1 PAPERWORK DEADLINES
FALL SEMESTER - MAY 15th
SPRING SEMESTER - AUGUST 30th
If a candidate fails to submit the appropriate paperwork by the above mentioned deadline, they will not receive a placement.
Orientation
Each semester, the Office of Professional Education schedules Student Teaching Orientations. The dates and times of the orientations are verbally announced in classes, posted throughout Poe Hall, and sent through email well in advance so each candidate is provided sufficient time to make arrangements for attendance. Attendance at the Student Teaching orientations is mandatory before entering student teaching. The orientation outlines requirements, expectations, and procedures of student teaching.
Placement
The Office of Professional Education is charged with ensuring that candidates are assigned a variety of field placements during the course of their program. This office will deliberately send candidates to varied locations (e.g., urban, rural) and schools with culturally and socioeconomically diverse student populations. In addition, candidates should be placed with different age groups within their certified area.
When an LEA cannot honor a request, they may offer an alternate classroom cooperating teacher and/or school to the University. In these cases, the program coordinators are consulted and may accept or recommend an alternate in the same LEA or a different
LEA. The process is followed until all candidates are placed in situations mutually agreeable to the LEA and to the University.
The Wake County Public School System (WCPSS), our largest partnering school system, has a formalized set of internal procedures for handling field experience requests. Because Wake County has a large number of schools, they accept a greater number of students for field experiences from as many as twenty-six different colleges and universities. The OPE in-turn has developed a set of formalized procedures for placing candidates in their field experiences that works collaboratively with WCPSS and other LEAs.
WCPSS has instituted a process by which principals and assistant principals identify classroom teachers who are available to work with candidates during any given semester. Classroom teachers can express their interest in hosting NCSU candidates to the Office of Professional Education and their Assistant Principals. The OPE works directly with the principals and assistant principals to coordinate the student teaching placements. Because of the large numbers of candidates placed each semester (150 or more), the OPE is in daily contact with LEAs in the days and weeks leading up to the beginning of a new semester. Confirmed placements may not be completed until just before candidates go out to the schools. There are several reasons for this: reassignment of cooperating teachers to different schools, assignment of other duties to teachers who normally work with student teachers, efforts to minimize the number of student teachers any one public school student might have in a given semester, and last minute requests from universities. University faculty and supervisors, the OPE, LEAs, cooperating teachers and administrators work hard to find the very best placements for NCSU candidates who are becoming teachers. Please do not be frustrated by the time it takes to accomplish this task. Your placement may not be confirmed until the week of your first visit. In keeping with the agreements with our surrounding county partners, candidates must not attempt to make their own arrangements. The OPE will consider specific requests for placements, but such a request must be made on the SAGE application and before candidates have been assigned a placement. The OPE will make every effort as practicable but will not guarantee that special requests will be honored.
General guidelines used in placement assignments include the following:
• Candidates will not be placed in schools from which they graduated or where they attended during the last ten years.
• Candidates will not be placed in school where they have an immediate relative that is a student or staff member.
• The office will work to place candidates at sites within a 50-mile radius of NC State University or their home, but travel distances and times are not guaranteed.
The following serve as general guidelines for selection of schools:
• The school personnel support the teacher education program and are willing to enter into a collaborative partnership with NC State College of Education in the professional development of teacher candidates.
• The school administration is current in its policies and is interested in maximizing the professional growth of its staff and the development of the school program.
• The cooperating school exemplifies high standards of teaching and learning. • The cooperating school has students, parents, faculty, and administration who are
enthusiastic about schooling. • The school is SACS accredited. • The school does not prohibit students from attending based on race, gender,
religion, nationality, or academic ability, and it supports students with special needs.
• The school environment and assigned classroom fall within the ‘norm’ as to provide the candidate with a realistic experience for his/her particular area of preparation as it relates to certification.
• The school’s major curriculum focuses on academic subject matter and is aligned with the North Carolina Essential Standards and Common Core.
Cooperating teachers are selected in a process that involves the university, school system administrators, and cooperating school administrators. The following serve as guidelines for the selection. The cooperating teacher:
• Must express an interest and desire to collaborate with the teacher candidate and faculty.
• Must have a valid clear renewable professional North Carolina teaching license in the field in which the candidate is preparing to teach.
• Cooperating teachers are strongly recommended to have at least three years of successful teaching experience on a professional certificate.
• Should be recognized for excellence in teaching and the ability to work with others.
• Must be recommended by the school principal. • Should possess effective mentoring and supervisory skills. • Should have an instructional load that is realistic and reflects an appropriate cross
section of the student population. The placement must reflect the licensure area of the candidate.
The traditional classroom setting is preferred. There are teachers involved in nontraditional environments (Special Instruction Assistance, Early Intervention Programs, etc.) who would serve as excellent role models. However, it is important during student teaching that candidates develop a familiarity with the traditional classroom, although the environment may vary from school to school.
Each program has specific requirements, beyond those of the Office of Professional Education required for successful completion of the PS1 and PS 2 experiences. They will be explained by the course professor for your student teaching, or another program faculty member. They will explain what and how candidates should complete any
assignments, and evaluate the final product(s). The public school teacher(s) with whom candidates work during the student teaching experience will also contribute to the evaluation of their performance in his/her classroom.
Candidates are responsible for arranging their own transportation to and from their student teaching placement.
Those without a car on campus might consider utilizing the university’s Zipcar program.
Expectations
Full responsibility for the instruction of public school students remains with classroom cooperating teachers during the PS1 and PS2 experience, however, expectations of student teachers should be made clear during an early conference between the cooperating teacher and the student teacher.
NC State University expects all candidate observers to adhere to the following guidelines:
Professional Expectations
• The candidate should compose a letter to their cooperating teacher introducing themselves and what they hope to gain from the experience in their classroom.
• The candidate should report to school at least ten (10) minutes earlier than the time expected. The candidate should report to the school office, sign in, and then to the cooperating teacher. All candidates must check in at the office regardless of how familiar they are with the school.
• Contact your cooperating teacher immediately in the event of a delay or an absence. DO NOT plan vacations during your student teaching semester. Follow your program’s attendance guidelines.
• Keep scheduled appointments. Be on time and stay for the full time for which the candidate is scheduled. Illness and/or emergencies are the only legitimate excuses for not keeping an appointment. If illness or an emergency prevents a candidate's attendance, notify the school and the cooperating teacher immediately.
• Dress appropriately. Do not wear flip-flops, blue jeans, shoulder or midriff-baring tops, T-shirts, or shorts. If an event warrants casual attire, consult the cooperating teacher. If a candidate’s role within the school requires bending or stretching, it is their responsibility to ensure that completing these acts does not expose inappropriate areas.
• Use of a cell phone (including texting) is strictly prohibited in the classroom and use will warrant the immediate removal of a student from a placement.
• Know field experience assignment and have any necessary materials and/or plans ready for use.
• Demonstrate a sincere, cooperative effort as co-worker, sharing in the instructional process.
• Exhibit interest, enthusiasm, and resourcefulness.
• Place school duties ahead of personal wishes and accept responsibilities and assigned duties willingly.
• Learn and adhere to local school policies (both written and unwritten) and standards for teachers, i.e., attire, faculty and PTA meeting attendance.
• Become familiar with and support school rules and policies pertaining to students. • Safeguard all personal and confidential information and use it for professional
purposes only. • Take an active part in selected non-instructional activities and duties, e.g., sports,
dances, bus and cafeteria duty. • Demonstrate a respect for the rights of students, teachers, administrators, and
members of the community. • Refrain from making unfavorable remarks publicly about the college program, the
cooperating school, administrators, teachers or students, or the community. Constructive criticism should be directed to the person involved or to a person in a responsible position, in an appropriate manner.
Teaching Expectations
Prior to the PS1 Experience:
• Arrange your out-of-school personal schedule to allow full-time teaching. The student teaching experience is usually more time-consuming than the student teacher expects. Student teachers are expected to follow the schedule and breaks associated with the school in which they are placed, not necessarily the NCSU holiday schedule. Due to the time requirements necessary to successfully complete the student teaching experience it is expected that students will not schedule campus courses before 4 p.m. or engage in employment on school days without the prior agreement of your university supervisor.
• Arrange transportation and allow for travel time. • Locate the school and its parking areas for student teachers. Ask for and take a
guided tour of the campus. • Prepare an autobiographical sketch or resume for your cooperating teacher. • Ask about the dress code for teachers and follow it. In the absence of a dress code,
follow the example of other teachers. If you are still unsure of the appropriate attire it is best to use casual business attire or dress appropriately for the grade level and daily activities.
• Develop a general understanding of the student body, their family life, and their community.
During the Observation and the First Days in the School
• Meet with the principal (or designee) and the cooperating teacher. Meet other school personnel: in your subject area or grade, department heads, librarians, counselors, and assistant principals.
• Read the school's faculty handbook and student handbook.
• Locate the desk, table, or other facility that has been provided for your personal use. Determine where your personal effects should be kept.
• Obtain class seating charts, class lists, and the school's daily schedule. Learn students' names and faces during the first days.
• Help with housekeeping routines, such as opening blinds and seeing that cabinets, bookshelves, desks, and floors are in order. Assist with monitoring duties and out of class responsibilities assigned to your cooperating teacher.
• Examine permanent record folders of students with whom you work for pertinent information and keep this information confidential. Be aware of students with special needs.
• Assist with clerical duties such as reporting attendance, collecting money, and recording student grades. Learn where, when, and how to secure duplicated materials.
• Learn the grading system of your cooperating teacher and of your particular school, as well as the reporting system of the school district.
• Become familiar with school and classroom policies and procedures concerning discipline, fire drill, and weather-related procedures.
• Become acquainted with what is expected of students in class and for homework and the quality of work expected from each individual.
• Learn the procedure for getting students to and from special classes. • Establish rapport with students that leads to appropriate classroom behavior. • Assist individual students with their seatwork and special projects. Assist small
groups in guided practice activities and in locating materials in the media center. • Obtain pictures, books, records, and films that the teacher has selected and
become familiar with the procedure for gathering audiovisual materials. Learn to use and care for technological equipment.
• Obtain copies of course syllabi and teacher's copies of textbooks for the classes you will be working with and become familiar with the material already covered.
During Full-time Student Teaching Weeks (PS2)
• Be punctual and reliable. Show initiative and willingness to try new ways of doing things. Maintain a sense of humor, but at all times remember that the roles of teacher and student differ.
• Seek direction in determining the major units to be taught. Carefully observe the cooperating teacher's demonstration lessons and analyze them with the teacher.
• Seek the university supervisor's and cooperating teacher's help in making lesson plans. Ask for suggestions for resource materials and people when needed.
• Plan each lesson carefully, in detail, with specific instructional objectives. • Turn in lesson plans to the cooperating teacher before a lesson is taught. • Follow each teaching experience with a brief self-evaluation. Help evaluate
students' work. • Prepare instructional materials to allow for individual differences. • Visit other classrooms in the school. Make arrangements in advance through your
cooperating teacher and/or your principal.
• Attend team meetings, faculty meetings, PTA meetings, parent conferences, and other professional meetings that your cooperating teacher attends.
• Accept full responsibility for the classes on a schedule agreed upon by your cooperating teacher and university supervisor.
• Obtain from your cooperating teacher and other teachers some suggestions for beginning and ending a school year.
Candidates should remember that they are a guest, representative of NC State University, and potential employee in the school(s) where they student teach. As such, they should conduct themselves as a professional from their first contact and throughout all of their field experiences. If a problem arises, candidates should first try to work it out with the cooperating teacher and/or the university supervisor. If there is a logistical concern, contact the Field Placement Office.
After a candidates final visit, they must deliver a brief thank you note or professionally written email stating your appreciation for their cooperating teacher who has welcomed them into his/her classroom as a professional courtesy and with little compensation.
Removal from Placement
After a student teacher has been placed with a cooperating teacher, transfer of that student teacher will not occur except in rare cases. Occasionally student teachers who have begun their fieldwork are not successful. Cooperating teachers and/or their principals should contact the University supervisor immediately when concerns arise. If it becomes necessary to remove a student teacher from a particular placement, the University supervisor should make that request no later than the end of the fourth week of the full-time student teaching experience.
The University supervisor should make the recommendation in writing to the Director of Professional Education and should suggest one of the following options:
1. Immediate reassignment to another school in the same LEA; 2. Immediate reassignment to another LEA; 3. Withdrawal from student teaching with the intention to student teach again in a
subsequent semester after appropriate remediation; or 4. Removal from student teaching with no permission to student teach again at NC
State. Consequently, the student will not be recommended for licensure.
Reasons for considering removal or withdrawal of a student teacher include, but are not limited to the following: content deficiency; pedagogical deficiency; insubordination; failure to complete work in a timely manner; unprofessional conduct (habitual tardiness, excess absences, inappropriate attire, and breach of confidentiality); inappropriate interaction with students, parents, or school staff; inability to accept constructive criticism and implement change. It should be noted that constructive criticism should not be confused with personality differences; illuminating inadequate performance should be documented and conveyed in objective terms, and the student teacher and cooperating
teacher should work together toward viable solutions. (See Section 7.4 Handling Serious Problems)
NC State University candidates, faculty, and supervisors are the guests of the LEA. We appreciate their invitations and we must represent NCSU in such a way that others from our University will be invited in other semesters.
Successful Completion of Student Teaching
In order to be recommended for a teaching license, the student teacher must both successfully complete the experience as well as their edTPA portfolio. Successful completion of the student teaching experience is documented by the certification of capacity. Student teachers are responsible for collecting the Certification of Capacity with the required signatures and uploading the document into SAGE. Student teachers are also strongly encouraged to keep a copy for their personal records before submitting the original to their university supervisor. Additionally, student teachers must successfully complete edTPA components and upload them into SAGE before applying for their teaching license.
NOTE: Please refer to the Appendix for specific procedures on how to apply for a license. Completion of these artifacts is the first part but does not automatically complete your application for a teaching license.
Policies that Affect Student Teaching Procedures Affecting Student Teachers
North Carolina State University's student teachers, along with the cooperating teachers in the cooperating schools, must adhere to the laws of North Carolina. Additional local school board regulations have the power of law as long as they do not conflict with state laws.
It is important to remember that the full and final legal responsibility for the guidance of the students in the school remains with the cooperating teacher during the entire time that the student teacher is working in the school. The student teacher is assigned certain responsibilities and duties temporarily, but at all times the cooperating teacher should be informed thoroughly of the progress of the class.
Legal Implications of Student Teaching
North Carolina Policies
The Public School Laws of North Carolina, enacted by the North Carolina General Assembly and subject to related laws and court interpretation, provide for the following:
G. S. 115c-307
Duties of teachers generally; principals and teachers may use reasonable force in exercising lawful authority.
It shall be the duty of all teachers, including student teachers, substitute teachers, voluntary teachers, teachers' aides, and assistants when given authority over some part of the school program by the principal or supervising teacher, to maintain good order and discipline in their respective schools; to promote the health of all pupils, especially of children in the first three grades, by providing frequent periods of recreation, to supervise the play activities during recess, and to encourage wholesome exercises for all children; to teach as thoroughly as they are able all branches which they are required to teach; to provide for singing in the school, and so far as possible to give instruction in public school music; and to enter actively into the plans of the superintendent for the professional growth of the teachers. Teachers shall cooperate with the principal in ascertaining the cause of non attendance of pupils that he may report all violators of the compulsory attendance law to the attendance officer in accordance with rules promulgated by the State Board of Education.
Principals, teachers, substitute teachers, voluntary teachers, teachers' aides and assistants, and student teachers in the public schools of this State may use reasonable force in the exercise of lawful authority to restrain or correct pupils and maintain order. No county or city board of education or district committee shall promulgate or continue in effect a rule, regulation, or bylaw which prohibits the use of such force as is specified in this section.
G. S. 115c-309(a)
Student teacher and student teaching defined.
A student teacher is any student enrolled in an institution of higher education approved by the State Board of Education for the preparation of teachers who is jointly assigned by that institution and a county or city board of education to student teach under the direction and supervision of a regularly employed and certified* teacher. Student teaching may include those duties granted to a teacher by G. S. 115-146 and any other part of the school program for which either the supervising teacher or the principal is responsible. * The NC Department of Public Instruction uses the terms "license, licensed, and licensure" instead of "certificate, certified, and certification."
G. S. 115-c-309(b)
Legal protection.
A student teacher under the supervision of a certified teacher or principal shall have the protection of the laws accorded the certified teacher.
G. S. 115-c-309(c)
Assignment of duties.
It shall be the responsibility of the supervising teacher, in cooperation with the principal and the representative of the teacher preparation institution, to assign to the student teacher responsibilities and duties that will provide adequate preparation for teaching.
NCSU Policy on Student Teachers Serving as Substitute Teachers
The College of Education discourages the use of student teachers as substitute teachers. The intent of the student teaching experience is to provide supervised time and opportunity for the candidate to learn and grow as a professional educator under the close supervision of cooperating teachers.
The College of Education has adopted a procedure regarding the use of student teachers as substitute teachers. The procedure states: Student teachers may accept substitute teaching responsibilities only under rare circumstances (such as sudden death or emergency illness of the cooperating teacher) only in the subject area for which they are preparing to be licensed, and only with the agreement of the university supervisor.
Student teachers who serve as substitute teachers are eligible for substitute teacher pay and may substitute only in the school in which they are assigned. A student teacher may not serve as a substitute teacher on two consecutive days, or for more than five days in the semester of his/her student teaching. Only the Office of Professional Education may grant exceptions.
Immediately upon being asked to serve as a substitute teacher (with or without pay), the student teacher should notify his/her university supervisor. At the end of each semester, each program having student teachers that semester will report to the Director of Professional Education the instances of substitute teaching that occurred.
This procedure is based on the assumption that the cooperating teacher and the university supervisor agree that the student teacher is qualified to handle the instructional and classroom management duties necessary to provide an optimum learning experience for the students
Student Teachers and Substitute Teachers in the Absence of the Cooperating Teacher
Pursuant to General Statute 115-c-309(b) (see section 8.1) "A student teacher under the supervision of a certified teacher or principal shall have the protection of the laws accorded the certified teacher." Student teachers are not, however, legally responsible if they are left unsupervised in the absence of the cooperating teacher. Substitutes should be provided even if the student teacher is responsible for the lesson plans, unless the student
teacher is serving as the substitute per the guidelines stated in section 8.2. A student teacher should contact the administration immediately if a substitute teacher fails to arrive and should notify teachers on the hall that he or she is alone with students. Leaving a student teacher alone without a substitute teacher puts the school, administration, and LEA in legal jeopardy should a liability issue arise.
Policy on Substitutions of Student Teaching Experiences
In order for NC State to recommend a student for a North Carolina Teaching License, the student must meet all state and NC State College of Education program requirements in full. For students who will meet the student teaching requirement via a substituted experience, the following guidelines are in effect:
• Students must fulfill all program requirements as stated. • All methods courses must be completed prior to student teaching. • No more than one course can be completed post student teaching (not including
methods courses)
For those students who are hired by a public school system and intend to substitute their employment for their formal student teaching experience, the following guidelines are in effect:
1. In order to substitute an experience for student teaching, the candidate must be employed full-time as the teacher of record in his or her content area for a minimum of one full semester.
2. The experience cannot be incorporated/substituted prior to the fulfillment of program requirements including the completion of all methods courses.
3. The candidate must enroll in the student teaching courses. 4. The candidate must be evaluated by NC State; The NC State College of Education
will not accept school administrator evaluations as a proxy since we are recommending the candidate for licensure.
Policy on Student Teaching Placement of Teacher Assistants
Teacher Assistants already employed in a school can be placed in that school for their student teaching if all of the following occur:
• Placement is in a classroom or grade level other than the TA assignment; • The student teacher is on an official leave of absence from their TA position; • Field Placement office receives approval from school (i.e., principal); AND • Field Placement office receives approval from program (i.e., coordinator).
When applying for a leave of absence, keep in mind that this student teaching experience will be for 15 weeks with no more than 2 days of excused absences. Contact your school system Human Resources Coordinator for more information on the leave of absence. If
your application requires a formal letter of explanation, see the Field Placement Coordinator in the Office of Professional Education.
Handling Serious Problems
North Carolina State University sends its student teachers into cooperating schools with confidence that they possess the qualities and preparation necessary to become good classroom teachers. They represent a well-educated, eager group of individuals, many of whom are highly motivated to teach. The university has developed the following criteria to assist in screening prospective student teachers:
• Well-planned and thorough professional preparation, accompanied by experiences in public schools;
• Academic standards; • Endorsement by faculty in the potential student teacher's department and approval
of an application to student teach by the College of Education Professional Education Committee.
The above efforts usually screen out those who cannot perform satisfactorily in a public school situation. No public school student should be deprived or suffer in any way because of a student teacher. In addition, no school or school system should suffer any embarrassment through the actions of a student teacher. If, however, an unfortunate situation should develop, the cooperating teacher is urged to follow these procedures:
• In a conference setting, the cooperating teacher should inform the student teacher of his or her concerns. The cooperating teacher should keep a specific, detailed written record of the conference. Another teacher, the department head, the principal, or a supervisor may want to verify the concerns.
• The cooperating teacher should outline in writing for the student teacher his or her suggestions and expectations for specific actions to remedy the problem, including a deadline for acceptable improvement. The College of Education Action Plan form should be used to document issues and appropriate actions (see Appendix). A copy of this form needs to be on file in the Field Placement Office upon initiation of an action plan and completion.
• The cooperating teacher should notify the university supervisor of the problem and the actions he or she has taken. While the cooperating teacher and the student teacher are expected to resolve minor differences, immediate notification is expected in the event of a potential major problem. The university supervisor will provide a telephone number to call if the need arises and will encourage the cooperating teacher to communicate freely. Most situations should be resolved by these three steps.
If reasonable efforts to resolve a problem have failed, the university supervisor is authorized to initiate action to withdraw a student teacher. Refer to the criteria and procedure in the section above. Before a student teacher is withdrawn, the university supervisor should discuss the situation with his or her program coordinator and with the
Director of Professional Education. The problems will be reviewed and the likelihood for the student teacher to be given another student teaching placement will be determined on a case-by-case basis. Our objective is to resolve such problems quickly, without assigning blame to either party.
All student teaching placements are at the discretion of the Local Education Agencies; school systems are under no obligation to accept student teachers. Thus, we can not guarantee any candidate a student teaching placement.
College of Education Requirements
Professional Development
Effective teachers commit to furthering their own learning as well as their students' learning. Practicing educators take part in regular professional development opportunities in order to be effective and engaged teachers. The College of Education fosters this career-long commitment to learning and professional development by requiring our undergraduate students seeking initial licensure to complete a series of Professional Growth Units, or PGUs. All undergraduate students in licensure majors who entered NC State in fall 2011 or later must complete a minimum of 4.5 PGUs prior to graduation. All MAT students must complete a minimum of 2 PGUs prior to graduation. It is recommended that all undergraduate students complete a minimum of 1.5 PGUs per year and MAT students complete a minimum of 1.0 PGU per year. You cannot complete all of your PGU requirements in one academic year. The College holds a variety of professional development events each semester that offer PGU credit. Qualifying events lasting 45 minutes to one hour earn 0.5 PGU, with longer events earning additional PGU credit. The maximum number of PGUs a student can earn for a single event is 1.5. We expect students to have completed a variety of opportunties within their required PGUs. Therfore, attending the same PGU experience every year will not be accepted. For example, all PGUs coming from conference attendence will not be accepted. Students must register through SAGE in advance for each event they plan to attend.
Applying for a North Carolina Teaching License Students are strongly encouraged to attend one of the licensure sessions to complete the required paperwork for licensure. Click here to see the upcoming dates. After completing the Professional Semester, you must apply for a license in order to be certified to teach in the state of North Carolina. You need to complete the following forms to apply for a license:
• Form 1 – Candidate for Professional Licensure Data Form • Form A – Application for a North Carolina License
After completing the forms, submit them to the Office of Professional Education along with several other documents:
• Official Degree-Posted PAPER NCSU Transcript (You can order this online or at Registration and Records and have it sent directly to the Office of Professional Education -Campus Box 7801)
• Photocopies of official transcripts from previous colleges and universities • Personal Check, Money Order, or Credit Card payment for $55.00 payable to:
Licensure Section, NCDPI • Praxis II scores (if applicable):
Note: NC license for Elementary (K-6) requires a combined score of 313 from Elementary Education: Curriculum, Instruction, and Assessment (0011) and Elementary Education: Content Area Exercises (0012). There are no minimum scores.
• LEA/IHE Certification of Teaching Capacity Form It will take approximately 6 – 8 weeks for your license to arrive. Occasionally, you will receive a job offer before you receive your license. In that case your potential employer will ask for a license verification letter. We will gladly generate a letter for you once you complete the process and submit the Verification Letter Request. Once the request is received we will process and submit the letter to the appropriate school district. Contact: Ms. Olivia Fitzgerald Office of Professional Education Partners Building II, Suite 1500 Campus Box 7271 (919) 515-7160
Appendices
1. Action Plan [DOC] [PDF] 2. Cooperating Teacher/Student Teacher Orientation - August 15, 2013 [PDF] 3. edTPA Orientation - August 15, 2013 [PDF] 4. Becoming a Teacher at NC State 5. Licensure Session Dates [Spring 2014, PDF] 6. Instructions for Completing a Background Check 7. Instructions for Renewing Background Check 8. SAGE Instructions - Applying for an Early Field Experience [PDF] 9. SAGE Instructions - Applying for Professional Semester [PDF] 10. SAGE Instructions - Uploading Electronic Evidences [PDF] 11. SAGE Instructions - Registering for Professional Development [PDF] 12. SAGE Instructions - Creating a PDF of your Transcript for your Evidences
[PDF] 13. SAGE Instructions - Instructions for Passport to Success [PDF] 14. SAGE Instructions - Instructions for Uploading edTPA [PDF]