PROGRAM POLICIES IN REGARDS TO THE STUDENT TEACHING ASSIGNMENT

Professional Development / In-service Days: Go with cooperating teacher unless explicitly told not to go.  The credential candidate is under the direction of the cooperating teacher.

Last Day of School Before Winter Break and at the End of the School Year: Credential candidates will be in their field placements on these days.

Completion of Performance Assessment for California Teachers:  Credential candidates will not be present in the student teaching classroom for three days preceding Spring Break.  These three days will be spent completing the edTAP.

Policy on Lesson Planning:  A lesson plan including anticipatory set, learning objectives, procedures, closure and assessment will be handed in to the cooperating teacher 24 hours in advance of teaching (allowing the CT time to review and return it to the credential candidate for changes).  A formal lesson plan is due to the university supervisor 24 hours in advance of his/her bi-weekly formal observation.

Caveat: You will not be allowed to teach if you do not write and submit plans in a timely manner.

Lesson Plans for Take-Over: Credential candidates will review their lesson plans with their Cooperating teacher and university supervisor approximately 10 days before take-over in fall and spring.

Interviewing:  If the credential candidate needs to take more than 2 full days for interviews, s/he will negotiate with the coordinator of the MST program.

Substituting: Credential candidates may substitute in their own placement classroom - with approval of cooperating teacher, supervisor and principal - once full-time student teaching begins.  Substituting may not interfere or conflict with university coursework.  Credential candidates must have an emergency credential in hand before substituting.  In order for candidates to get an emergency credential, they must comply with the regulations set forth by each district.

Personal Leave Day:  Each credential candidate is allowed one Personal Leave Day (from student teaching) during the Fall Placement and one in the Winter/Spring. Credential candidates must adhere to the following two conditions for taking the Personal Leave Day: (1) let cooperating teacher and supervisor know at least three days ahead of the Personal Leave Day, and (2) leave lesson plans and materials relating to teaching responsibilities for the missed day.

Presentation of Appropriate Demeanor: Credential candidates will be on time for student teaching and university classes.  They will be prepared.  They will dress appropriately. 

Keys: Credential candidates will comply with each school's regulations regarding keys to the classroom. Obtaining a key is left to the discretion of the site principal.

Planning with Cooperating Teacher:  Each credential candidate will meet with her/his cooperating teacher for at least 1 hour each week to plan for the following week.  The university calendar specifies Wednesday afternoons as the time for this planning.  Alternatives to this planning time must be scheduled if for any reason the Wednesday time is not possible or canceled.

Confidentiality:  Student work will be used to document credential candidate development.  Names of students will be changed, and last names will be removed unless permission from the student's parents or guardians has been obtained.

PROGRAM POLICIES IN REGARDS TO THE STUDENT TEACHING ASSIGNMENT PART 2

Meet with your new cooperating teacher after the teaching assignment has been made and:

Go through the Expectations Folder.

Obtain a faculty handbook, student handbook, and/or substitutes' handbook, and

review the administrative regulations and routines.          

Review the established curriculum and the plans that have been made for the class.

Check out textbooks and other teaching materials.

Agree upon a tentative plan for sharing the teaching responsibility for the class.  Refer to “Student Teaching Time Commitment and Benchmarks” document for developmental progression of responsibilities.

Locate the public school facilities you will be using, e.g., library, tech lab, audio/visual supplies, workroom, faculty lounge, auditorium, counseling facilities, playground, cafeteria, etc.

Submit weekly Block Plan Book, as requested, to both the university supervisor/academic coordinator and cooperating teacher.  This outline should include but not be limited to the content to be covered, the methods of instruction to be used, and supplies that will be needed.

Consider and experiment with a variety of teaching materials and techniques.

Contact your cooperating teacher, university supervisor, and instructor by phone (as well as email) if you are going to be

absent or late.

Observe experienced teachers in their classrooms.

Involve yourself in the total school program by attending school assemblies, selected faculty meetings, PTA meetings, sports events, stage productions, parent conferences, etc.

Assist the cooperating teacher with the evaluation of students in the class.

In regards to assessment of student teaching performance, it is the role of the teacher candidate to:

1.  Meet regularly with the cooperating teacher for planning and feedback.

2.  Meet regularly with the university supervisor to discuss professional growth.

 

3. Develop and maintain portfolios throughout the year (see Credential Portfolio

       Timeline).