STUDENT TEACHING HANDBOOK - East Tennessee State …

STUDENT TEACHING HANDBOOK

Revised Edition 8/2008

College of Education Johnson City, Tennessee 37614

423-439-4200

Table of Contents

East Tennessee State University's Teacher Education Program Conceptual Framework.............................................................................................. 4 Understanding Student Teaching...............................................................................6 Guidelines for Student Teacher Placements.............................................................. 7 Key University Contacts............................................................................................ 8

The Student Teacher Letter from the Director of Student Teaching......................................................... 10 Responsibilities of Student Teacher.......................................................................... 11 Student Teacher Code of Ethics................................................................................ 15 Student Teacher Checklist ........................................................................................ 18 Student Information Form ........................................................................................ 20 Personal Goals and Objectives for Student Teaching ...............................................21 Focused Observation Guide ..................................................................................... 22 Focused Observation Request Form ......................................................................... 24 Student Teacher Attendance Log ..............................................................................25 Student Teacher Activities Log................................................................................ 26 ETSU Supervisor Visits............................................................................................ 27 Suggested Elements for Lesson Plans....................................................................... 28 Lesson Plan Format Sample ..................................................................................... 29 Self Evaluation/Pre-Assessment of Lesson Plan ...................................................... 30 Self Evaluation/Reflection......................................................................................... 31 Checklist for Video Tape Analysis ........................................................................... 32 Components for Teacher Work Sample ................................................................... 33 Preparing a Teacher Work Sample ........................................................................... 34 Detailed Guide for Preparing a TWS......................................................................... 36 Analysis of Teacher Work Sample............................................................................ 42 Tennessee Reading Standards Documentation Information...................................... 43 Tennessee Reading Standards................................................................................... 44 Reading Standards Documentation ........................................................................... 49 Technology Survey for Student Teachers................................................................. 50 Student Teacher Evaluation of Program ................................................................... 52

ETSU College of Education Student Teaching Handbook, rev. 2007

2

The Mentor Teacher Letter from the Director of Student Teaching .......................................................... 54 Responsibilities of the Mentor Teacher ................................................................... 55 Ideas for Student Teacher Survival Kit .................................................................... 57 Mentor Teacher Forms to Be Completed Template ................................................ 58 Mentor Teacher Information Form .......................................................................... 59 Mentor Teacher Daily Schedule ............................................................................... 60 Student Teacher Attendance Log ............................................................................. 61 Guide to Progression of Student Teacher Duties..................................................... 62 Progression of Student Teacher Duties.................................................................... 63 Mentor Quick-Check Evaluation Form .................................................................... 64 Classroom Observation Instrument .......................................................................... 65 Analysis of Lesson Plan ........................................................................................... 66 Classroom Observation Instruments (Narrative) ..................................................... 67 Components for Teacher Work Sample.................................................................... 68 Analysis of Teacher Work Sample .......................................................................... 69 Preparation for the Summative Evaluation and Grading......................................... 70 Summative Evaluation Rubric for Student Teaching .............................................. 72 Summative Evaluation Form.................................................................................... 74 Mentor Evaluation of Program ................................................................................ 75

The University of Supervisor Responsibilities of the University Supervisor ......................................................... 77 Development Plan Instrument ................................................................................. 79 Teacher Work Sample Summative Evaluation ....................................................... 80 Student Communication Rating Scale .................................................................... 94 Preparation for the Summative Evaluation and Grading......................................... 95 Summative Evaluation Rubric for Student Teaching............................................... 97 Summative Evaluation Form................................................................................... 99 Assessment of Professional Dispositional Skills...................................................... 100 Comprehensive Evaluation Rubric for Student Teaching........................................ 101 Comprehensive Evaluation for Student Teaching Form......................................... 110 Compiled Reading Standards .................................................................................. 111

Appendix Tennessee Licensure Requirements (Letter from Certification Officer) ................ 114 Classroom Management Resources ........................................................................ 115 Helpful Websites..................................................................................................... 116

ETSU College of Education Student Teaching Handbook, rev. 2007

3

EAST TENNESSEE STATE UNIVERSITY'S

TEACHER EDUCATION PROGRAM

Educating Leaders In the 21st Century

Conceptual Framework

College of Education East Tennessee State University

Leadership (The Tenth Dimension)

Teacher education graduates possess the personal and professional qualities that enable them to take a leadership role and work constructively within schools and agencies to create learning communities that foster the growth and development of all learners.

Dimension 1: General Knowledge

Teacher education graduates have a strong liberal studies core that develops their understanding of the rich cultural heritage of students and provides an understanding of our global community. They use the knowledge and skills acquired in the general education core, relate studies from general education to professional practice, and continually improve upon this knowledge-base and these skills in their own professional development.

Dimension 2: Content Knowledge

Teacher education graduates understand the central concepts, tools of inquiry, and structures of the discipline(s) they teach and can create learning experiences that make these aspects of the subject matter meaningful for all students.

Dimension 3: Professional Knowledge

Teacher education graduates are able to plan instruction based upon knowledge of subject matter, characteristics and needs of students, the community, and curriculum goals. They understand and use a variety of instructional strategies to encourage students' development of critical thinking, problem solving and performance skills and use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation. Graduates are able to use technology to enhance the learning of students. They understand and are able to use formal and informal assessment

ETSU College of Education Student Teaching Handbook, rev. 2007

4

strategies to evaluate and ensure the continuous intellectual, social and physical development of learners.

Dimension 4: Diversity

Teacher education graduates understand how students differ in their approach to learning, are able to create instructional opportunities that are adapted to diverse learners, and are committed to serving a rapidly changing, expanding and increasingly diverse society.

Dimension 5: Collaboration

Teacher education graduates recognize the importance of collaboration in professional practice and possess knowledge of verbal, nonverbal, and media communication techniques, along with human relations skills, necessary to foster collaboration and supportive interaction in the classroom and build relationships with school colleagues, parents, and individuals/agencies in the community so that student learning and well-being are enhanced.

Dimension 6: Reflective Practice

Teacher education graduates from ETSU are reflective practitioners who continually seek to raise questions, critically analyze the effects of their own practice on others (students, parent and other professionals in the learning community), and develop creative solutions to educational dilemmas and concerns.

Dimension 7: Lifelong Learning

Teacher education graduates actively seek out opportunities to grow professionally (on a formal and informal basis) through interactions with professional colleagues, the professional literature, and other learning resources. Graduates demonstrate a commitment to their own continuing professional development and the development of the profession.

Dimension 8: Caring

Teacher education graduates appreciate the talents of all learners, believe that all students can learn, and are committed to using individual strengths to help students develop self-confidence and competence. In addition, graduates demonstrate a commitment to active, ethical involvement in the community and profession.

Dimension 9: Critical Thinking

Teacher education graduates are critical thinkers, who are committed to self-assessment and critical reflection as an important element in creative problem solving and professional decision-making.

ETSU College of Education Student Teaching Handbook, rev. 2007

5

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download