Checklist for Student Teachers …………………………………………………. 13
Role of Mentor Teacher …………………………………………………… 14
Checklist for Mentor Teachers ……………………………………………. 15
Role of University Supervisor ………………………………………………….. 16
Checklist for University Supervisor ……………………………………………. 17
Student Teacher Notice of Concern/Request
for Conference with University Supervisor 20
Deficiency Notice 21
Student Teaching Overview 22
Student Teacher Evaluation
Evaluating a Specific Teaching Experience 23
Student Teacher Evaluation (Daily or Weekly) 24
Student Teacher Evaluation
Narrative Evaluation 25
Student Teacher Evaluation
Mid-point, Exit Evaluation 26
Student Teacher Evaluation of Teaching Experiences 27
University Supervisor Evaluation by Mentor Teacher 29
Grade Evaluation of Student Teaching Experience 30
WELCOME Welcome to student teaching. You are about to begin one of the most rewarding experiences of your college career. The student teaching experience is probably the most important phase of a teacher’s preparation. Student teaching is intended to provide prospective teachers with the opportunity to test theoretical concepts, to watch professionals in action, to discover personal strengths and weaknesses, and to increase the skill and understanding required for teaching.
The Teacher Education Cooperative at UMHB The University of Mary Hardin-Baylor (UMHB) and the public school districts of Academy, Bartlett, Belton, Cameron, Copperas Cove, Florence, Gatesville, Holland, Killeen, Lampasas, Moody, Rogers, Salado, Temple, and Troy form a teacher education advisory board known as the UMHB Teacher Education Cooperative. Representatives of these schools meet regularly to consider ways to improve teacher education and strengthen the partnerships between the university and the community.
The Chair of the Department of Education serves as chair of the UMHB Teacher Education Cooperative. Other members are representatives from the UMHB Education faculty, key administrative personnel from the participating school districts, and representatives from area colleges and education service centers. The coooperative is charged with the responsibility of advising the University of needed changes in our offerings, as well as being aware of program changes required by the State Board for Educator Certification under the Texas Education Agency.
PURPOSE The purpose of student teaching is to develop the state-identified proficiencies for beginning teachers. The experience provides students in the teacher education program with opportunities in planning, curriculum development, assessment, instructional methodology, and classroom management. This handbook provides guidelines for the student teaching experience. The guidelines allow students to observe teachers, develop professional and personal strengths, and acquire skills required of a teacher.
STANDARDS The State of Texas has standards required of all teachers. A detailed list of the knowledge and skills embedded within each standard, as well as a list of the standards for each specific certification area, may be accessed at the following site:
Special Terms Used in the Handbook Student Teacher Pre-service teacher who is assigned to a practicing professional in a public school.
Student Teaching The culminating experience in a teacher certification program. In this field experience, the student teacher gradually assumes the teacher role.
Mentor Teacher The campus-based mentor teacher for a student teacher or clinical teacher.
University Supervisor University faculty member who monitors the student teacher, guiding the experience in a partnership role with the mentor teacher.
Code of Ethics Standards of practice and ethical conduct toward students, colleagues, school officials, parents, and members of the community to which Texas educators adhere
Teacher Certification at UMHB
The Teacher Education Program at UMHB requires students to apply for admission, complete a series of benchmarks, and perform successfully as a student teacher. The following are descriptors of various aspects of the teacher education process.
Requirements for Admission
University of Mary Hardin-Baylor
Educator Preparation Program Application for admission into the UMHB Educator Preparation Program involves meeting the following:
The candidate must give permission for school districts to run a criminal history check before assignment to a school, including student teaching and internships.
The candidate must have ...
a. met all the requirements in the evaluation of Basic Skills in reading, math & writing; and
b. completed Public Speaking with a C or higher (COMM 3120).
The candidate must submit a signed Code of Ethics form.
The candidate must successfully meet the standard for the Department of Education Interview.
The candidate must have successfully completed the initial course in the professional development sequence, EDUC 3315 or EDUC 3320.
The candidate must have an overall GPA of 2.75 or better and a GPA of 3.0 or better in each of the areas of Professional Development, Academic Specialization/Teaching Field/Academic Support, ESL, and Special Education (“C” or above in all required).
The candidate must submit a Department of Education FERPA form.
The candidate must complete and submit the 6 Hour TExES Review.
The candidate must apply for student teaching or field internship (post-baccalaureate only) the semester before he/she intends to student teach or begin a field internship.
Attention: Liability insurance is required for all field-based courses including student teaching. Basic Skills Requirement Students may meet the basic skills requirements by making the score (or higher) indicated below on any one of the following instruments.
There are no exemptions from the Basic Skills.
Reading – 78Reading – 18Reading – 450 on
reading section verbal section
Math – 90Math – 21Math – 550 Writing – 80Writing – 18 on Writing – 450
on skill section/ English section
5 or higher on essay
Note: Several other assessments, such as the Graduate Record Exam (GRE) are also acceptable. For the list of required scores, see the Certification Officer.
STANDARDS OF BEHAVIOR Successful student teachers are professional in their relationships with students, administrators, supervisors, other teachers, and the support staff. As they assume their responsibilities, they exhibit the following behaviors:
Professional conduct that reflects maturity, good judgment, diplomacy, and high ethical
Appropriate relationships with students;
Confidentiality regarding all information concerning individual students;
Adherence to all local school policies while they are assigned to the school district; and
Maintenance of appropriate, professional appearance. Professional dress is based on
good grooming and appropriateness for the teaching assignment. All school districts
have established expectations for teacher dress.
CODE OF ETHICS ENFORCEABLE STANDARDS
I. Professional Ethical Conduct, Practices and Performance. Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process.
Standard 1.2. The educator shall not knowingly misappropriate, divert or use monies, personnel, property or equipment committed to his or her charge for personal gain or advantage. Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses or pay. Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage. Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students or other persons or organizations in recognition or appreciation of service.
Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so. Standard 1.7. The educator shall comply with state regulations, written local school board policies and other state and federal laws. Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications. Standard 1.9. The educator shall not make threats of violence against school district employees, school board members, students or parents of students. Standard 1.10. The educator shall be of good moral character and demonstrate that he or she is worthy to instruct or supervise the youth of this state. Standard 1.11. The educator shall not intentionally or knowingly misrepresent the circumstances of his or her prior employment, criminal history, and/or disciplinary record when applying for subsequent employment. Standard 1.12. The educator shall refrain from the illegal use or distribution of controlled substances and/or abuse of prescription drugs and toxic inhalants.
Standard 1.13. The educator shall not consume alcoholic beverages on school property or during school activities when students are present.
II. Ethical Conduct Toward Professional Colleagues. Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law. Standard 2.2. The educator shall not harm others by knowingly or recklessly making false statements about a colleague or the school system. Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel. Standard 2.4. The educator shall not interfere with a colleague’s exercise of political, professional or citizenship rights and responsibilities. Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation. Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides information for a disciplinary investigation or proceeding under this chapter. III. Ethical Conduct Toward Students. Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. Standard 3.2. The educator shall not intentionally, knowingly, recklessly, or negligently treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health or safety of the student or minor. Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student. Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation. Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a student or minor. Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or minor. Standard 3.7. The educator shall not furnish alcohol or illegal / unauthorized drugs to any person under 21 years of age or knowingly allow any person under 21 years of age to consume alcohol or illegal / unauthorized drugs in the presence of the educator. Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonably prudent educator standard. Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to:
The nature, purpose, timing, and amount of the communication;
The subject matter of the communication;
Whether the communication was made openly or the educator attempted to conceal the communication;
Whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship;
Whether the communication was sexually explicit; and
Whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student.
THE STUDENT TEACHING EXPERIENCE Student teaching is a full-semester experience. The experience may begin with student teachers participating in in-service with the public schools. Orientation on the UMHB campus is held shortly after student teaching begins. A semester calendar is provided with specific dates and responsibilities. Student teaching follows the assigned public school calendar, not the calendar of the university.Student teachers are required to be present each day of the student teaching assignment. Absences must be made up at the end of the student teaching schedule. Student teachers observe the local school’s policy governing teachers’ daily arrival and departure times. In some instances a student teacher may be expected to stay beyond normal departure times if the mentor teacher has a professional assignment that extends beyond the normal school day.
The university supervisor works with the mentor teacher to design student teaching experiences and teaching responsibilities required to meet the needs of the public school students, keeping in mind that the UMHB model for student teaching is one of observation, practice and evaluation.
Student teaching consists of observing and actively teaching under a mentor teacher or teachers for one semester.
For EC-6, student teaching typically includes seven/eight weeks in upper elementary and seven/eight weeks in the lower grades.
For 4-8, student teaching includes fifteen to sixteen weeks in one or more classes at the intermediate and/or middle level.
For 7-12 or 8-12, student teaching includes seven/eight weeks in each teaching field or fifteen/sixteen weeks in one teaching field.
For all level art, physical education, Spanish, special education, or theater certificates, student teaching includes two seven/eight week assignments at different levels. For all level music, students typically have an assignment in elementary, another in middle school, and a third in high school.
When necessary, changes in this structure may be made based on availability of assignments in districts.
A successful student teaching experience is measured by receipt of a minimum grade of C and an affirmative vote for certification from the mentor teacher and from the university supervisor.
After successfully completing student teaching, the candidate must make a satisfactory score on the Texas Examination of Educator Standards (TExES) in the endorsement area, content areas, and professional development s and the Pedagogy and Professional Responsibilities before being recommended for certification. Certification is not automatic. Working with the Certification Officer, students must make application for teacher certification and pay the necessary fees.
Student teacher evaluation is a cooperative task shared by the student teacher, the university supervisor, and the mentor teacher. Much of the evaluation by the mentor teacher is informal; thus, the student teacher may gain direction for action from brief, periodic conferences. The student teaching period in each assignment is divided into four stages.
STAGE ONE Stage one, the period of observation and orientation, should be directed toward classroom procedures as well as related school activities.
The student teacher should do the following:
1. Be punctual.
2. Exchange telephone numbers with your mentor teacher and establish a clear notification system for cases of emergency. Notify the mentor teacher as soon as possible in case of unavoidable absence. Next, notify the principal and the university supervisor.
3. Establish clear expectations about the arrival and departure times for the student teaching day.
During the observation period, the following activities and responsibilities may be assumed by the student teacher in order to adapt to the school activities:
1. Prepare bulletin boards and posters.
2. Help with educational media.
3. Plan or attend programs (PTA meetings, assemblies).
4. Share the supervision of halls, playground, bathrooms, computer lab, library, and cafeteria.
5. Assist in grading and recording grades.
6. Work with individuals and small groups.
7. Gain knowledge of students through the study of cumulative folders, becoming familiar with the students’ cultural interests, educational background, and family-peer support systems.
8. Attend faculty, grade-level, PTA, and other professional meetings.
9. Learn students’ names in all classes to which you have been assigned and begin taking roll and submitting attendance slips for the teacher.
Perhaps the key to help make observation experiences worthwhile is knowing what to look for when observing. When observing, the student teacher should note the following:
1. Objectives of the lesson
2. Ways the objectives are achieved
3. Attitudes of students toward the learning experience
4. Ways discipline is established and maintained
5. Uses of positive reinforcement
6. Management of small group work
7. Methods for facilitating transition
8. Ways to accomplish closure effectively
STAGE TWO In stage two, the student teacher gradually assumes the teaching responsibilities of the mentor teacher. The mentor teacher and the student teacher work together to determine which classes or groups will be taught by the student teacher. The mentor teacher has the responsibility to determine the major objectives of lessons taught to the classes and to monitor the development of the lessons planned by the student teacher. The student teacher has the responsibility to plan lessons to teach the lesson objectives. The planning is done in close cooperation with the mentor teacher. All lesson plans, tests, guest speakers, and grades must be approved by the mentor teacher prior to class time. In this stage, the student teacher should begin by team teaching with the mentor teacher for several lessons and then planning and teaching an individual or a small group for a week. Beginning the second week of stage two, the student should plan and conduct lessons for one class period a day or subject area. A student in the seven/eight-week assignment should add one additional subject or area each successive week until a full teaching load has been assumed. Before teaching, the student teacher must have lesson plans approved by the mentor teacher. At no time will a student be permitted to teach until the plans have been read and approved by the mentor teacher. STAGE THREE During stage three, the student teacher assumes the responsibility for the entire day’s teaching schedule. The student teacher should be given complete responsibility for planning, teaching, and evaluating activities for the entire day. When a student is planning lessons, the student may plan and teach an individual, small group, any portion of the class, or the class as a whole. For example, the student teacher can work with a small group while the mentor teacher works with another. Assuming responsibility for a full day of teaching does not imply the student teacher must teach all the students at all times. It is important that the student teacher be utilized to best improve the skills of the students in the classroom; however, the student teacher must also plan, implement, and have control of the class as a whole enough to develop the skills needed to be an effective teacher when teaching without supervision.
In assuming the new role within the school community, the student teacher should adhere to the following:
1. Know the legal status of the student teacher, specifically, that the professional and legal responsibilities of the classroom remain with the mentor teacher.
2. Demonstrate an ethical and professional attitude toward everyone associated with the educational process.
3. Observe the general guidelines, rules, regulations, and policies of the school, the district, and the university.
4. Respect each student in the classroom as an individual, remembering that each has a unique growth and development pattern.
5. Plan with the mentor teacher the steps to be taken in assuming responsibilities in the classroom.
6. Schedule planning sessions on a daily or needs basis.
7. Provide adequate lesson plans and materials for teaching. The student teacher will:
A. teach with lesson plans;
B. write lesson plans on the form approved by the university supervisor;
C. have the mentor teacher approve the lesson plan by initialing the form before each lesson is taught;
D. know and comply with the expectations of the principal and university professor concerning due dates for lesson plans; and
E. self-evaluate lessons taught and make suggestions for improvement.
8. Use creative, developmentally appropriate teaching strategies and materials.
A. meet with the mentor teacher at least once a week or more often if needed for formative evaluation;
B. schedule a conference with the university supervisor after each visit; and
C. when possible participate in a three-way conference with the mentor teacher and the university supervisor during the last week of student teaching for summative evaluation.
STAGE FOUR The fourth stage of student teaching is the final observation and evaluation. Observation is helpful at the end of student teaching because the student teacher sees the situation from a different perspective after having done some teaching and having been in charge of the learning experience in a classroom. It is suggested that the student teacher observe for two or three days.
After consulting with the university supervisor and the mentor teacher, the student teacher’s observations may be approved in other schools or other classes. Such observations are recommended. The student teacher should observe the last day in the originally assigned classroom.
TEACHING SCHEDULE SUGGESTED TIME LINE
For student teachers with ONE placement, times below will double. For student teachers with TWO placements (7-8 weeks in each placement): Stage 1 One week Attend inservice, help teacher, observe
Stage 2 One week Observe, team teach, plan, teach one class for secondary or one subject for elementary
Stage 3 One week Plan and teach several classes or content areas per day, team teach
Stage 3 2-3 weeks Plan and teach all classes or all subjects
Stage 3 One week Plan and teach a few classes or subjects
Stage 4 One week Observe, team teach
For student teachers with THREE placements (5-6 weeks in each placement): Stage 1 One week Attend inservice, help teacher, observe
Stage 2 One week Observe, team teach, plan, teach two classes
Stage 3 Two weeks Plan and teach all classes
Stages 3/4 1-2 weeks Plan and teach a few classes, observe, team teach