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University of Hawai‘i at Mānoa College of Education Institute for Teacher Education 1776 University Avenue, Everly 226 Honolulu, HI 96822 Secondary Teacher Education Program Handbook “A sense of purpose, a sense of place: Preparing knowledgeable, effective, and caring educators to contribute to a just, diverse, and democratic society.” http://www.hawaii.edu/coe/departments/ite/index.shtml Revised September 20 1 U N I V E R S I T Y O F H A W A I ‘ I A T M Ā N O A College of Education Institute for Teacher Education Dear Teacher Candidate: Congratulations on selecting the Secondary Program in the Institute for Teacher Education. On behalf of our distinguished faculty, I am pleased to wish you a warm welcome to the world’s noblest endeavor. I personally feel that teaching is the most important and rewarding profession one can pursue. In choosing the University of Hawai‘i at Mānoa’s (UHM) College of Education (COE), you will be embarking on your teaching career at one of the nation’s premier teacher preparation institutions. The COE at UHM has the proud distinction of being the only institution in Hawai‘i that is accredited by the National Council for the Accreditation of Teacher Education (NCATE). Our teacher education program also has the notable feature of being a vital and highly recognized part of UHM, the flagship campus of the University of Hawai‘i system. By choosing our program, you have decided to pursue your teacher education at an institution classified by the Carnegie Commission as a prestigious “very high research” (formerly Research I) university. This noteworthy classification designates our university as being among the top tier of institutions of higher learning in the United States. The Secondary Program in the Institution for Teacher Education focuses on fulfilling the College’s vision of preparing educators to contribute to a just and democratic society. We are committed to the College’s mission of working as a diverse and democratic community dedicated to preparing new educators and providing ongoing professional development in teaching. Our students are prepared with a strong knowledge base in how to teach their respective subject matter. More importantly, our students are prepared to teach people – the children at the heart of our teaching profession. As Director of the Secondary Program, I hope you will seize this opportunity to build your knowledge base and to develop your ability to analyze and meet the challenges of teaching. Please take the time and make the effort to learn about the secondary program. Take responsibility for knowing and meeting the program requirements described in this handbook. While our faculty and staff will work to support your progress through the program, you are ultimately responsible for your learning and success. Depending on what you make of this opportunity, you, too, can also experience teaching as the world’s most important and rewarding profession. Sincerely, Jeffrey A.S. Moniz, PhD Director, Secondary Program 1776 University Avenue, Everly 226, Honolulu, Hawai‘i 96822-2463 Facsimile: (808) 956-9808 An Equal Opportunity/Affirmative Action Institution 1 Introduction The Secondary Teacher Education Program at the University of Hawai‘i is a field-based program that strives to work together with mentor teachers and secondary schools in the community to nurture the personal and professional growth of teacher candidates, provide quality learning experiences for the children in host schools, and contribute to the professional development of classroom teachers. Our program is designed to help teacher candidates develop into knowledgeable, effective, and caring educators through its support and reinforcement of the University of Hawai‘i College of Education conceptual framework. The framework is consistent with the standards of the Hawaii Teacher Standards Board (HTSB), the National Council for the Accreditation of Teacher Education (NCATE), and the National Education Association (NEA). This Secondary Program Handbook was prepared for students, teachers, and other persons seeking information about the Secondary Teacher (middle, intermediate, and high school) Education Program. This handbook provides information regarding our program as a whole and details the steps leading to and directly following the student teaching experience. Persons seeking additional information are encouraged to contact the Office of Student Academic Services (OSAS) at 956-7849 or the Institute for Teacher Education main office. Institute for Teacher Education College of Education University of Hawai‘i at Mānoa Telephone (808) 956-4241 Fax: (808) 956-9808 1 TABLE OF CONTENTS Contact Information 1 Checklist for Teacher Candidates 2 Section I Secondary Teacher Education Program 4 Core Education Courses 5 Additional Requirements for Some Content Areas 6 Section II Documenting Professional Growth 7 College of Education Conceptual Framework 7 Secondary Teacher Education Program Goals & Standards 9 Portfolio Requirements 10 Secondary Program Standards Matrix 11 Field Experience 12 University Coordinator’s Responsibilities 13 Mentor Teacher’s Responsibilities 14 Section III Student Teaching 16 Application and Acceptance 16 Expectations for Student Teaching 16 Assessment of Student Teaching 17 Field Experience Supervision 17 Employment during Student Teaching 19 Role of the Student Teacher 20 Section IV Policies and Procedures 22 Changing Majors 22 Teacher Candidates Experiencing Difficulty 22 Legal Assistance for Teacher Candidates 24 Accidents and Injuries 25 Section V Entering the Profession 26 The College of Education Placement File 26 Employment with the Hawai‘i State Department of Education 26 Appendices A. Brief History of Teacher Education at UH Mānoa 29 B. Secondary Teacher Program Standards 31 C. Hawai‘i Teacher Performance Standards 34 D. Code of Ethics for the Teaching Profession 38 E. PRAXIS Tests Information 41 F. Secondary Program Standards Alignment to COE Conceptual Framework, Hawaii Teachers Standards, Interstate New Teacher Assessment & Support Consortium (INTASC) Standards, and Teacher Work Sample 43 G. Observation/Participation Evaluation 46 H. Observation/Participation Professional Dispositions Evaluation 48 I. Student Teaching Evaluation and Dispositions 52 J. On the Job Training Approval Form 59 K. Plan of Assistance for Improvement 62 L. Student Teaching Application 66 M. Student Teacher Volunteer Form 70 N. ITE 402 Placement Survey 72 2 Contact Information NAME PHONE EMAIL Dr. Jeffrey Moniz 956-9679 email@example.com ITE Secondary Program Director Elaine Mezurashi 956-4241 firstname.lastname@example.org ITE Secretary ITE Secondary Program Fax 956-9808 ------------ Aaron Levine 956-0726 email@example.com Placement Coordinator Office of Student Academic Services 956-7849 firstname.lastname@example.org ONLINE RESOURCES WEBSITE ADDRESS ITE Program Homepage http://coe.hawaii.edu/ite/pbcse/distance Laptop Initiative http://students.coe.hawaii.edu/Computer_Requirements/ITE_Laptop_Initiative Secondary Wiki http://students.coe.hawaii.edu/Departments/Secondary_Education Laulima https://laulima.hawaii.edu/portal 3 Checklist for Teacher Candidates Semester 1 New Student Orientation – Attend the New Student Orientation (date and time announced via email). Orientation is held in May for Statewide teacher candidates and in August and January for Oahu candidates. Laptop Computer – Acquire a laptop computer with the specifications outlined on the College of Education website: http://students.coe.hawaii.edu/Computer_Requirements/ITE_Laptop_Initiative Developmental Portfolio – Begin in the first semester. Register for ITE 401 – Introduction to Teaching course must be taken during your first semester in the College of Education. Contact Aaron Levine (email@example.com), Placement Coordinator, with your university email address. Check this email address regularly for various announcements and notices sent by Aaron. Pre Field Experience ITE 402 Placement Survey – Complete and submit the ITE 402 Placement Survey to the ITE Secondary Program Office (Everly 226) by the end of the Spring semester prior to the Fall semester methods course. The form can be found in Appendix N. Name Badge – Acquire an ITE name badge through the UHM Campus Center Ticket, Information and ID Office (CC 212). Name badges identify students as ITE teacher candidates in public schools during field experiences. The cost of $5 is due at the time of order. The ID Office will already have your name if you are an ITE teacher candidate. Liability Insurance – Acquire and maintain liability insurance through the College of Education Student Association (CESA) in OSAS. You can purchase this online at http://www.nea.org/student-program/index.html. Fingerprinting and Background Check – Complete a background check and fingerprinting (Personnel Form 90), required by the Hawaii Board of Education. Form 90 is available in OSAS. Students are to contact any DOE district office to make an appointment to complete this requirement. The DOE sends a list of approved background checks to the Secondary Program. Pre Student Teaching Student Teaching Application and Graduation Check – Complete a formal application for student teaching and make an appointment with an advisor in OSAS for a graduation check. Forms and deadline information are included in Appendix L or on the Secondary Program Website. After the graduation check, applications are to be submitted to the ITE Secondary Program Office (Everly 226). Final Semester Large Group Seminars – ITE organizes large group seminars each semester especially for student teachers. The seminars focus on a range of current topics related to schools and students. 4 Graduation Application – Obtain an application for graduation from OSAS. Applications must be submitted with the degree fee to the UHM Cashier’s Office by the deadlines in the UHM Calendar. Contact your OSAS advisor for more information. OSAS Placement File – Make an appointment with your OSAS advisor to open your Student Placement File to use with future employers. 5 Section I Secondary Teacher Education Program The College of Education offers two Secondary Teacher Preparation Programs – the Post- Baccalaureate Certificate in Secondary Education (PBCSE) and the B.Ed. in secondary education. The purpose of the secondary program is to develop teacher-leaders who are capable and ready to prepare students to meet the requirements of life in the 21st century. Both secondary teacher preparation programs offer a cohesive, standards-based, field-based experience that encourages students to integrate educational theory and practice in cooperating secondary schools. The program prepares teacher candidates to fulfill the roles and responsibilities of a classroom teacher as demonstrated through: understanding the foundations of the education profession, content implications for curricula, and the characteristics of diverse learners; planning and implementing curricula grounded in pedagogical and psychological theory; becoming reflective, collaborative and responsive decision-makers; and serving as a role model within the classroom, school, community and global environment. The College of Education offers teaching majors in the following fields: career and technology education (agriculture, family and consumer sciences, industrial arts, marketing, office education, and trades and industry), art, English, English as a second language, languages (Chinese, French, German, Hawaiian, Latin, Ilokano/Filipino, Japanese, Russian, Spanish), health education, mathematics, music, physical education, science (biology, chemistry, physics, earth science, general science, physical science), and social studies (American studies, anthropology, economics, geography, Hawaiian studies, history, political science, psychology, or sociology). The PBCSE offers a cohesive, field-based experience which encourages students to integrate educational theory and practice in cooperating secondary schools. Post-Baccalaureate Certificate in Secondary Education (PBCSE) The PBCSE is a post-baccalaureate certificate program for the preparation of secondary school teachers. It is designed for students who have a BA or BS degree and wish to obtain initial basic teacher certification. To enroll in PBCSE, student must have completed an academic content major appropriate to their proposed teaching subject and pass the PRAXIS Content Knowledge test. The PBCSE program consists of nine interrelated courses totaling 36 credits. Students who complete this initial basic teacher certification program are encouraged to continue their professional growth. They may be able to apply up to 12 course credits from the PBCSE to a master’s degree program. Students must negotiate course transfer at the time of application to the master’s program. B.Ed. (Secondary Education) The Secondary Education B.Ed. program qualifies graduates to teach in grades 7-12. Students are admitted to the B.Ed. program after completing the majority of their academic major. Requirements include completion of the General Education Core specified for education majors, a major in a teaching field, foundations and methods courses in secondary education, and student teaching, for a minimum of 126 credit hours. 6 PBCSE Statewide Program The PBCSE provides teacher education access to prospective teachers across the state who do not have geographic access to licensure programs (priority admission granted to applicants from the islands of Maui, Kaua‘i, Hawai‘i, Moloka‘i and Lāna‘i). A certificate program is offered in the content areas of Math, Science, English, Social Studies, and Career & Technical Education in an online/hybrid format with fieldwork requirements conducted on the candidates’ respective islands. For more information, refer to the Technology and Distance Programs’ website at http://coe.hawaii.edu/ite/pbcse. Core Education Courses The Bachelor of Education Degree in Secondary Education (B.Ed.) – B.Ed. students take the following teacher education courses: COURSE TITLE CREDITS EDEF 310 Education in American Society 3 EDEP 311 Psychological Foundations 3 ITE 401 Introduction to Teaching 3 ITE 402 Teaching Practicum 3 ITE 404 Teaching in the Subject Field 3 ITE 440 Curriculum Implications of Multicultural Education 3 SPED 445 Educating Exceptional Students in Regular Classrooms – Secondary 3 ETEC Option* Choice of ETEC 414, 430, 442, or 448 3 ITE 405 Teaching Residency 9 ITE 406 Seminar in Teaching Residency 3 TOTAL CREDITS 36 Post-Baccalaureate Certification in Secondary Education (PBCSE) – *PBCSE students take the following teacher education courses: COURSE TITLE CREDITS EDEF 610 Foundations of Educational Theory 3 EDEP 631 Adolescence and Education 3 ITE 401 Introduction to Teaching 3 ITE 402 Teaching Practicum 3 ITE 404 Teaching in the Subject Field 3 ITE 440 Curriculum Implications of Multicultural Education 3 SPED 445 Educating Exceptional Students in Regular Classrooms – Secondary 3 ETEC Option* Choice of ETEC 414, 430, 442, or 448 3 ITE 405 Teaching Residency 9 ITE 406 Seminar in Teaching Residency 3 TOTAL CREDITS 36 Some content areas have additional special requirements (see next page). *Must be taken after ITE 401 to fulfill the certification requirement. 7 Additional Requirements for Some Content Areas The programs in each secondary content area may have additional requirements from those listed above. Persons interested in the following secondary areas should seek counseling from the Office of Student Academic Services (OSAS) in the College of Education: English – EDCS 432 Adolescent Literature and Literacy is required. Home Economics – Home Economic Education majors enroll in the College of Tropical Agriculture and Human Resources and generally transfer to the College of Education at the end of their sophomore year. Industrial Arts Education – Since technical courses are taught only at the community college level, students may take these courses first then transfer to the College of Education or enroll concurrently in both institutions. Marketing Education and Office Education – Majors in these fields usually take marketing and skill courses (keyboarding, data processing) at the community colleges and transfer to UH Mānoa in their junior year. Music – The Music Department in the College of Arts & Sciences offers a teaching degree in music for grades 7-12 through the College of Education. Completion of 66 to 71 additional credits in music is required. Physical Education (K–12) – The Department of Kinesiology & Leisure Science offers a program that leads to licensure in physical education in grades K-12. B.Ed. students are also required to complete 60 credits in KLS courses and demonstrate proficiency in 14 sports and activities appropriate to grades 7-12. Social Studies – A course in Hawaiian History is required, as well as, SOCS 496 – Social Studies for teachers (offered only in the fall). Trades and Industry and Technical Education – This major prepares teachers to teach in high schools, community colleges, or technical institutes that train persons to enter the labor market. Applicants must have an A.S. degree or equivalent. Credit for work experience may be awarded to qualified individuals. 8 Section II Documenting Professional Growth College of Education Conceptual Framework Overview A sense of purpose, a sense of place: Preparing knowledgeable, effective, and caring educators to contribute to a just, diverse, and democratic society Vision and Mission of the Institution and Unit The Mānoa campus’s overarching vision states that: the University of Hawai‘i at Mānoa is a premier research institution whose scholars are leaders in their disciplines and whose students are prepared for leadership roles in society. Mānoa strives for excellence in teaching, research, and public service. Mānoa is an innovative institution, comfortable with change. Mānoa celebrates its diversity and uniqueness as a Hawaiian place of learning. We build on our strengths including our unparalleled natural environment and tradition of outstanding Asia-Pacific scholarship. In keeping with these ideals, the vision of the College of Education is: a community of educators who provide innovative research, teaching, and leadership in an effort to further the field of education and prepare professionals to contribute to a just, diverse, and democratic society. Our vision guides the direction and work of the College in and beyond Hawai‘i and is informed by a sense of purpose and a sense of place. To achieve this vision, the College of Education has as its mission to work as a diverse, just, and democratic community in three areas: Teaching—prepare new educational professionals and provide on-going professional development in education. Research—increase the knowledge base in education and related fields through the production and application of educational research. Service—serve as partners and leaders for excellence in education. The college also recognizes its responsibility to enhance the well-being of the Native Hawaiian people, and others across the Pacific Basin, through education. Philosophy, Purposes, Goals, and Core Values of the College The College of Education’s philosophy is reflected in our purposes: to promote excellence in teaching and scholarship, encourage life-long learning, and develop educational leadership at all levels. We are particularly focused on serving the needs of Hawai‘i, and we invite all members of our college—candidates, faculty, staff, alumni, retirees, and friends—to join our commitment to the children, communities, and citizens of this state. 9 As we strive to fulfill our purposes, we must understand and respect the history and culture of Hawai‘i and honor the uniqueness of this place. The candidates we prepare are different because their sense of who they are is deeply influenced by their experiences in this place. Our candidates’ work in schools and communities in Hawai‘i and beyond should reflect that difference. The wonder, the diversity, the complexity, and the spirit of Hawai‘i make our work here different from that anywhere else on earth. Thus, we embrace a sense of place in all that we do, especially in how we prepare future educators. Diversity and cultural plurality among the students and families in our schools brings challenge and opportunity. The college strives to meet the needs of all children. We seek solutions to our challenges through research and research-based practice, and through our efforts to increase the numbers of teachers and leaders who can work effectively and respectfully with all learners in response to their diverse needs. Hawai‘i is the most geographically remote archipelago in the world, with the nearest landmass more than 2000 miles away. The ocean both connects and separates us. Even within the state there is a high degree of local isolation. The geographical realities create potential barriers to providing equitable educational opportunities. We are committed to the creative use of communicative technologies to alleviate the effects of isolation, bring together our islands, and help us become global citizens. Our goal as a college is to employ and prepare educators who are knowledgeable, effective, and caring professionals. COE educators must be prepared to serve in this place, nationally, and throughout the world and exemplify our core values. • Knowledgeable The College of Education values inquiry and collaboration in the learning process. We ask critical questions and encourage others to do the same. We draw from and contribute to the knowledge bases of our disciplines, the needs of unique learners, research and development, curriculum, pedagogy, human development, assessment, and evaluation. COE educators must be prepared to respect and engage with the divergent perspectives, wide-ranging backgrounds, and distinct ways of knowing that characterize our learning communities. • Effective The College of Education values active participation in school, community, university, and professional partnerships to enhance reflective practice. Building on a strong grounding in educational research and theory, we share our understandings, compare our experiences, and hone our skills to promote learning. Our aim is to provide, and to assist our candidates in learning to provide, quality and inclusive learning environments; deeply engaging and challenging learning opportunities; and the guidance and support that all learners need to develop intellectually, emotionally, socially, and physically. COE educators must be prepared to work effectively and responsively with a diversity of students, families, colleagues, and community members from Hawai‘i and around the world. That preparation includes the development of expertise with the full range of technological tools available to educators for teaching and learning. • Caring College of Education educators care deeply about education and the lives they touch through their profession. The college seeks to help its members act in the best interests of their learning communities, advancing social justice and overcoming both discrimination and oppression, and 10 working toward a sustainable world. The college requires a high level of professionalism demonstrated through ethical behavior, competence, reflection, fairness, respect for diversity, and a commitment to inclusion and social responsibility. We build relationships to nurture safe and positive learning communities in the belief that all individuals can learn. Secondary Teacher Education Program Goals & Standards Mission The Secondary Teacher Education Program will prepare teacher candidates to be: knowledgeable of the disciplines they will teach and make learning meaningful to a diverse group of students; effective classroom teachers who are culturally sensitive and reflective of their practice; and caring educators who promote social justice and principles of a democratic society in their classrooms and meet the standards of licensure in their content with professionalism. Program Goals The goals of the program support and reinforce the vision, mission, and conceptual framework of the College of Education as it prepares teacher candidates to fulfill the roles and responsibilities of becoming: knowledgeable teachers who understand the foundations of the education profession, content implications for curricula, and the characteristics of diverse learners; effective teachers who plan and implement curricula grounded in pedagogical and psychological theory; and caring teachers who are reflective, collaborative and responsive decision-makers that serve as role models within the classroom, school, community and global environment. Program Standards Teacher candidates in the program will be knowledgeable, caring, and effective teachers as demonstrated through their strong foundation in the following standards: Knowledgeable 1. Professional, Legal and Ethical Responsibilities 2. Foundations of Secondary 3. Philosophical Theories of Education 4. Psychology of Learning Caring 5. Adolescent Development 6. Inclusion, Equity and Democracy Effective 7. Content of the Secondary Curriculum 8. Planning and Instructional Strategies 9. Assessment and Accountability 11 10. Educational Technology 11. Communication and Relationships 12. Classroom Learning Environment A more descriptive version of the Secondary Program Standards can be found in Appendix F. Portfolio Requirements The Secondary Program requires the completion of two portfolios – developmental and exit portfolios. The program assessments answer the questions: “What should students know and be able to do?” and “How well did our students master the standards of the program?” Artifacts for the developmental portfolio are created within program courses, as shown in the matrix on the following page. Developmental Portfolio The developmental portfolio matrix aligns the program standards to individual courses and assesses how students have met the standards of the program through their knowledge, skills and dispositions. The required portfolio artifacts are aligned with the Secondary Program Standards and courses. The rubric for each artifact is provided in each course in the Secondary Program. This portfolio must be completed by all teacher candidates before they can proceed to student teaching. This is one of the assessment points required by NCATE. Teacher Work Sample – Exit Portfolio The exit portfolio is completed during the student teaching semester and is an exit requirement of the program. The artifact for this portfolio will be based on the principles of the Teacher Work Sample (TWS) and the standards of the Secondary Program. The TWS model requires teacher candidates to plan and teach a standards-based unit consisting of four components: 1) Context for Learning and Plans for Accommodation 2) Unit Plan and Pre-Unit Assessment 3) Unit Implementation, Reflections and Analysis of Student Growth 4) Self-Evaluation and Implications for Professional Growth The Teacher Work Sample portfolio provides evidence that the teacher candidate has the knowledge and skills to plan, teach, and assess student learning, a NCATE requirement. 12 Secondary Program Standards Matrix (Major Focus of Program Courses) Exit Developmental Portfolio Portfolio TWS Secondary ETEC 414 EDEP 631 EDEF 310 Program ITE 401 ITE 440 SPED 445 ETEC 442 ITE 402 ITE 404 ITE 405/406 EDEP 311 EDEF 610 Standards ETEC 448 Intro to Multi- Student Educational Educational Special Educational Field with Secondary Cultural Methods Teaching/ Psychology Foundation Education Technology Methods Education Seminar Orientation to Secondary I Program Objectives 1. Professional Legal. Moral , Ethical I, D, P I I I D, P A Responsibilities 2. Foundations of Secondary Education I I, D, P A 3. Philosophical Theories of Education I D, P A 4. Psychology of Learning I I, D, P A 5. Adolescent Development I, D, P I A 6. Inclusion, Justice & Equity I I, D, P I, D, P A 7. Content of Secondary Education I D, P A 8. Planning and Instructional I I D, P A D, P A Strategies 9. Assessment and Accountability I D, P A 10. Educational Technology I D, P A 11. Professional Communication and I I D, P A Relationships 12. Classroom Learning Environment I I, D, P A Key: I= Introduce D= Demonstrate TWS – Teacher Work Sample A= Apply to Practice P= Portfolio Artifac 13 Field Experience ITE 402 Teaching Practicum (also known as OP – Observation/Participation) Prior to student teaching, students in both the B.Ed. and PBCSE programs complete three credits of field experience with a minimum of 60 hours in the schools. These hours are distributed over a 10- week period to provide an opportunity to observe and participate in the classroom. OP students are assigned to a mentor teacher who helps them engage in a number of classroom activities. As students progress through the program, they complete activities which help them take on the many roles of a teacher. University Coordinators conduct seminars (ITE 402) where teacher candidates are able to discuss and learn from their experiences. This practicum is taken concurrently with the methods course (ITE 404) for the corresponding content area. Students receive a letter grade for the methods class, while grading for the practicum is on a CREDIT or NO CREDIT basis. Pre-Field Experience Checklist ITE 402 Placement Survey – Complete and submit the ITE 402 Placement Survey to the ITE Secondary Program Office (Everly 226) by the end of the semester prior to registering for the fall semester methods course. The form can be found in Appendix N. Name Badge – Acquire an ITE name badge through the UHM Campus Center Ticket, Information and ID Office (CC 212). Name badges identify students as ITE teacher candidates in public schools during field experiences. The cost of $5 is due at the time of order. Application forms are provided in Appendix O and on the Secondary Program website. Liability Insurance – Acquire and maintain liability insurance through the College of Education Student Association (CESA) in OSAS. You can purchase on line at http://www.nea.org/student-program/index.html. Fingerprinting and Background Check – Complete a background check and fingerprinting (Personnel Form 90), required by the Hawaii Board of Education. Form 90 is available in OSAS. Students are to contact any DOE district office to make an appointment to complete this requirement. The DOE sends a list of approved background checks to the Secondary Program. Formative and Summative Assessment Students will receive formative-type assessments and feedback throughout the semester. The mentor teacher will review the OP student’s lesson plans prior to their implementation, observe the lessons, and provide feedback to the OP student. The university coordinator will make three formal observations for OP students during the semester. Observation notes will be shared with the OP student and the mentor teacher. Three-way conferences enable each party to share perceptions with regard to the OP student’s strengths and areas for improvement. The mentor teacher, in consultation with the university coordinator, will complete a mid-term evaluation and a dispositions form to evaluate the OP student’s progress and professional dispositions and behavior. At the end of the semester, a final evaluation, following the same format, will be completed and filed in the OP student’s file. If the OP student is an emergency hire teacher, the university coordinator will complete the evaluation. The evaluation must be signed by all parties. 14 Field Experience Supervision Supervision of the OP student is the joint responsibility of the mentor teacher and the university coordinator. The university coordinator will meet with the student teacher and mentor teacher early in the semester to plan a strategy for observing and assessing the performance of the student teacher throughout the semester. The mentor teacher can greatly influence the development of the student teacher on almost a daily basis, making suggestions for lessons, reviewing plans, making observations, giving frequent feedback, and providing professional insights into the teaching and learning process. Role of the University Coordinator (UC) The UC makes at least three formal observations during the OP semester to provide formative feedback and suggestions for improvement. On each visit, the UC will confer with the mentor teacher about the progress of the student teacher. The UC also meets with OP students regularly each week in a seminar setting. In addition to offering students an opportunity to reflect upon their experiences, the seminar enables the university coordinator to maintain close relationships with the students. The UC is the official instructor for the student teaching experience and is responsible for the final grade of CREDIT or NO CREDIT in the course. (See below for a list of UC responsibilities.) Role of the Mentor Teacher To serve as a mentor teacher for either field experience or student teaching, a teacher must be: licensed in the content area; have two successful years of teaching experience; be tenured if in a public school (some private schools do not tenure teachers); and be recommended by the school principal. Teachers who are selected, in addition to being effective teachers, have the desire, patience and ability to nurture and mentor a beginning teacher. As the professional in the classroom, the mentor teacher is ultimately responsible for the classroom and cannot delegate this responsibility to the OP student. If, in the opinion of the mentor teacher, a decision made by the OP student is unsound, the mentor teacher has the right to countermand the decision. For example, although the OP student may be given the responsibility for grading students, the mentor teacher has the right to adjust such grades. The mentor teacher is ultimately responsible for the class, and the OP student will respect the mentor teacher’s final decision. If the mentor teacher believes the teaching performance of the OP student is harmful to the education of the students, the mentor teacher has the professional obligation to resume control of the class. If the mentor teacher resumes control of the class, he or she should immediately inform the university coordinator. See page 13 for a list of mentor teacher responsibilities. University Coordinator’s Responsibilities Collaborates with the mentor teacher to provide formative and summative feedback to the student teacher. Thoroughly know and implement program standards and policies. Liaison Understands and implements all program policies. Understands the philosophy and organization of the host school. Establishes and maintain positive relationships between the University and the host school. Represent the College of Education and interpret its policies and programs to the school and community. 15 Provides information about the program to prospective mentor teachers. Helps the student teacher and mentor teacher understand their roles. Informs university faculty of changes in policies occurring at the school site. Recruits mentor teachers and make recommendations for field placements. Coordinates fieldwork to ensure the content of courses are properly interpreted and applied to the field setting. Makes recommendations to the Secondary Program Chair for field placements of students. Collaborates with seminar instructors in making plans for supervising the student teachers. Working with the Mentor Teacher Maintains a trusting and caring relationship with the mentor teacher. Clarifies the duties and responsibilities of the mentor teacher. Works cooperatively with the mentor teacher in guiding the development of and assessing the quality of the student’s professional skills and attitudes. Confers with mentor teacher regarding mid-term and final evaluations of the student teacher. Working with the Student Teacher Establishes a positive working relationship with the student. Mediates concerns that arise between the mentor teacher and student. Provides suggestions on teaching and professional matters. Identifies educational resources that the student teacher can utilize. Assists the student teacher in developing a teaching philosophy, personal values, and teaching skills. Assessment Engages in systematic school and classroom visitations. Makes an effort to observe each of the student teacher’s classes. Provides written feedback to the student teacher after each observation. Distributes and collect midterm and final evaluations. Assigns the final grades for student teaching and check with the seminar instructor to verify that the student has a passing grade in the seminar. Mentor Teacher’s Responsibilities Orientation Understands and support the goals of the teacher preparation program. Provides the student teacher with a desk and work area. Provides a school handbook and explain the schedules, bells, routines, administrative regulations, attendance, discipline and other policies of the school. Takes the student teacher on a tour of the campus and introduce him or her to other staff members, including the custodians and principal. Instructional Guidance Has an ongoing dialogue with the student teacher on ways to achieve the Ten (10) Hawaii Teacher Performance Standards. Promotes an atmosphere of mutual respect and open communication. 16 Demonstrates model lessons to illustrate effective teaching. Assists the student teacher in learning to reflect upon the act of teaching. Invites the student teacher to use creative or innovative approaches. Provides curriculum materials and share plans, files, and insights. Shares and discusses ideas about the curriculum and the plans for the semester. Helps the student teacher develop an effective classroom management plan. Reviews lesson plans and make suggestions for improving them. Helps the student teacher focus on both the cognitive and affective needs of the diverse student population. Assist the student teacher in addressing the needs of all students, including those who lack skill or motivation. Assists the student teacher in setting appropriate standards of performance for his or her classes. Observation and Feedback Makes frequent observations and provide feedback. Holds quick conferences between classes to make suggestions and provide encouragement and moral support. Makes and shares notes of things the student teacher is doing well. Encourage the student teacher to reflect upon classroom experiences. Assessment Makes planning and performance expectations clear to the student teacher. Encourages the student teacher to assess his or her performance. Maintains good documentation on the performance of the student teacher. Completes a midterm evaluation and discuss it with the student teacher. Shares assessments and concerns with the university coordinator. Completes a final evaluation of the student teacher’s performance. 17 Section III Student Teaching Application and Acceptance STUDENTS MUST SUBMIT A FORMAL APPLICATION FORM FOR STUDENT TEACHING. A student must pick up a student teaching application form from the Institute for Teacher Education (ITE) Secondary Program office, and then make an appointment for a graduation check with an academic advisor. It is highly recommended a graduation check appointment be made with an academic advisor in June and July for the September 15 deadline and November and December for the February 15 deadline. A copy of a completed application for student teaching, verified (signature) by the academic advisor, must be submitted to ITE no later than September 15 and February 15 for a student teaching assignment for the subsequent semester. There is no student teaching during the summer session. Acceptance into student teaching is contingent on the following factors: 1. Completion and acceptance of an application for student teaching. 2. A grade of C or higher in all courses in the program that precede student teaching. 3. A minimum GPA of 2.75 in professional education courses. 4. A minimum GPA of 2.75 in the subject field for which licensure is being sought. 5. Successful completion of the ITE 402 Field Practicum and a grade of C or better in the ITE 404 methods. 6. The availability of a qualified mentor teacher who is willing to accept the student teacher. Several exceptions to the GPA requirement are allowed. Students majoring in mathematics or science need to maintain a 2.5 GPA in their subject field to qualify for student teaching. A student whose GPA is below, but close to, the 2.75 level may petition the ITE Secondary Program Chair for permission to enroll in student teaching. Expectations for Student Teaching Student teaching is a full-day experience that normally coincides with the university semester. It provides the teacher candidate with an opportunity to demonstrate the ability to teach the equivalent of half of the regular teaching load for an extended period of time during the semester. This usually consists of a teaching load of three classes or two periods in a block schedule. The details of how this is accomplished may vary from student to student and determined through a mutual agreement between the student teacher, the mentor teacher, and university coordinator. Some students may start teaching three classes from the very first day; others may use a gradual induction by which they assume responsibility for their mentor’s classes one at a time. Attendance Policy Student teachers are expected to keep the working hours of regular teachers at the school and should remain at the school during those times even when they are not teaching. If a student teacher is ill and 18 unable to be in school, it is his/her responsibility to notify both the mentor teacher and university coordinator. Absences other than illnesses must be cleared with the mentor teacher in advance. If a student teacher is absent for a total of more than five days, it may be necessary to extend the student teaching semester. The decision to extend the experience will be made jointly by the mentor teacher and university coordinator. Dates of Student Teaching Student teaching officially begins with and follows the university schedule, not the school calendar of the school in which you are placed. If the student teacher wishes to begin before or continue beyond the university semester, it is necessary to obtain official permission from the school principal designating the student as a school volunteer during these times. Please see Appendix M for the Student Teacher Volunteer Form. Assessment of Student Teaching Students will receive formative-type assessments and feedback throughout the semester. The mentor teacher will review the student teacher’s lesson plans prior to their implementation, observe the lessons, and provide feedback to the student teacher. The university coordinator will make five formal observations for student teachers during the semester. Observation notes will be shared with student teacher and mentor teacher. Three-way conferences enable each party to share perceptions with regard to the student teacher’s strengths and areas for improvement. The mentor teacher, in consultation with the university coordinator, will complete a mid-term evaluation and a dispositions form to evaluate the student teacher’s progress and professional dispositions and behavior. At the end of the semester, a final evaluation, following the same format, will be completed and filed in the student teacher’s file. If the student teacher is an emergency hire, the university coordinator will complete the evaluation. The evaluation must be signed by all parties. The university coordinator is responsible for assigning a grade of CREDIT or NO CREDIT for student teaching. ITE 406 Seminar in Teaching Residency Student teachers are required to attend a weekly seminar (ITE 406) as a co-requisite of the teaching residency (ITE 405). As a component of the seminar, students complete the Teacher Work Sample to demonstrate that they have met the program standards. The seminar provides student teachers with an opportunity to: share experiences with peers and supervisors; critically examine educational policies, practices, and situations; provide support to other members of the seminar; reflect upon their own experiences; and to further develop their own personal philosophies of teaching. Several large group seminars are held on various topics and current issues in the field. Students receive a letter grade (A- F) for the seminar. A student must pass both ITE 405 and ITE 406 to pass student teaching. If a student teacher receives a grade of no credit in ITE 405 or a failing grade in ITE 406, the student fails both student teaching and seminar. Exit Portfolio/Teacher Work Sample (TWS) In addition to being evaluated on teaching performance, student teachers are required to develop a Teacher Work Sample that provides evidence that they have met the requirements of the Secondary Program. The TWS is fully aligned with the twelve Secondary Program Standards, the ten Hawai‘i 19 Teachers Standards, and the College of Education Conceptual Framework. Please see Appendix F for the Secondary Program Standards Alignment to COE Conceptual Framework and Hawai‘i Teachers Standards. Student Teaching Supervision Supervision of the student teacher is the joint responsibility of the mentor teacher and the university coordinator. The university coordinator will meet with the student teacher and mentor teacher early in the semester to plan a strategy for observing and assessing the performance of the student teacher throughout the semester. Role of the University Coordinator (UC) The university coordinator provides a fresh and independent view of the performance of the student teacher. He or she is expected to make a minimum of five visits to observe the student teacher and provide feedback. During these visits the university coordinator provides feedback by observing the lesson, taking notes and sharing them with the student teacher and mentor teacher, and checking with the mentor teacher on the progress of the student teacher. The UC will also complete a Student Teaching Narrative Evaluation at the end of the semester. The university coordinator is the official instructor for the student teaching experience and is responsible for the final grade of CREDIT or NO CREDIT in the course. Students who receive NO CREDIT may retake student teaching after completing the provisions of a remediation plan. (See Section IV for more information.) For a more complete list of the university coordinator’s responsibilities, see page 12. Qualifications for Serving as a Mentor Teacher To serve as a mentor teacher for either field experience or student teaching, a teacher must be: licensed in the content area; have two successful years of teaching experience; be tenured if in a public school (some private schools do not tenure teachers); and be recommended by the school principal. Teachers who are selected, in addition to being effective teachers, have the desire, patience and ability to nurture and mentor a beginning teacher. Mentor teachers are paid an honorarium by the university. Role of the Mentor Teacher It is understood that teaching is a difficult and complex profession and that the student teacher is a neophyte who may need guidance and support in developing effective teaching skills. For this reason, the mentor teacher plays a critically important role in the student teaching experience. At the beginning of the semester the mentor teacher is expected to remain in the classroom while the student teacher is teaching in order to provide both support and critical analyses of the lessons. Mentor teachers should communicate with the student teacher any areas where the student teacher has been effective and is making improvement. Likewise, if weaknesses are found they should mutually explore strategies for improvement. The mentor teacher recognizes that the student teacher is a unique individual who should be encouraged to develop his or her own style of teaching. As the semester progresses the mentor teacher may leave the room from time to time so that the student teacher gains confidence in being able to conduct the class without the presence of the mentor teacher. Towards the end of the semester the mentor may even leave for the entire class period. Mentor teachers should remain nearby and inform the student teacher of where they will be in case they are needed. As the professional in the classroom, the mentor teacher is ultimately responsible for the classroom and cannot delegate this responsibility to the student teacher. If, in the opinion of the mentor teacher, 20 a decision made by the student teacher is unsound, the mentor teacher has the right to countermand the decision. For example, although the student teacher may be given the responsibility for grading students, the mentor teacher has the right to adjust such grades. The mentor teacher is ultimately responsible for the class, and the student teacher will respect the mentor teacher’s final decision. If the mentor teacher believes the teaching performance of the student teacher is harmful to the education of the students, the mentor teacher has the professional obligation to resume control of the class. If the mentor teacher resumes control of the class, he or she should immediately inform the university coordinator. The mentor teacher can greatly influence the development of the student teacher on almost a daily basis, making suggestions for lessons, reviewing plans, making observations, giving frequent feedback, and providing professional insights into the teaching and learning process. For a more complete list of the mentor teacher’s responsibilities, see page 13. Employment During Student Teaching Post-Baccalaureate Students Employed as Teachers (OJT) PBCSE students enrolled in a teacher preparation program may be employed as (OJT) classroom teachers contracted as emergency hire employees for the Hawai‘i State Department of Education or an accredited private school (www.hais.org). This arrangement is recognized by the Hawai‘i State Teachers Standards Board as a substitute for field experiences in the Secondary Teacher Education Program and only applies to PBCSE students. Students who are seeking to use their OJT status to serve as their ITE 402 practicum and/or ITE 405 student teaching requirement must petition the Secondary Program Chair in writing to use their employment as meeting the field experience requirement. Permission is dependent upon the teaching assignment and qualifications of the student. The Secondary Program Chair makes the final decision after consulting with the school principal. To use emergency hire employment to substitute for ITE 402 practicum, a student must do the following: 1) teach in the content area seeking licensure, 2) register and attend ITE 404 methods in the content area and ITE 402 seminars, 3) complete the developmental portfolio requirements for these courses, 4) submit written verification of the teaching assignment from the principal (see Appendix J), and 5) successfully pass the ITE 402 field evaluation and disposition form. To use emergency hire employment to substitute for ITE 405 student teaching, a student must do the following: 1) teach at least three classes in the area seeking licensure, 2) register for ITE 405 student teaching and ITE 406 student teaching seminar, 3) attend ITE 406 student teaching seminars, 4) submit written verification of the teaching assignment from the principal, 5) complete the Teacher Work Sample exit requirement, and 6) successfully pass the COE student teaching and disposition form. Students Employed as Substitute Teachers Student teachers with the Department of Education (DOE) may be hired as a substitute teacher for their mentor for a maximum of ten days during the semester only if the mentor teacher, university coordinator, and school principal agree. 21 External Employment Students are not to work during the hours in which they are assigned to student teaching. External employment is discouraged during the student teaching semester. It is the student's responsibility to make sure that any external employment does not interfere with his or her student teaching performance. Role of the Student Teacher * Based on the ITE Secondary Program’s Professional Dispositions Professional and Ethical Conduct Teach at least half the mentor teacher’s normal assignment, which is three (3) periods or two (2) periods if the school has a block schedule with very long class periods. Prepare thoroughly for each lesson. Use a variety of strategies and materials to create interest in your lessons. Provide opportunities for students to exhibit creative responses. Become familiar with the characteristics of the school and its population. Exhibit professional conduct by being punctual, meeting deadlines, keeping commitments, and performing to the best of your ability. Act, speak, and dress like a teacher. Be an active member of the school community. Communication and Collaboration Promote an atmosphere of mutual respect and open communication. Meet with the mentor teacher at the school before the semester begins. Display a positive rapport with students, faculty, and staff. Be available for conferences with the mentor teacher or university coordinator. Submit lesson plans to the mentor teacher before teaching the lesson. Allow students to work cooperatively in solving problems. Individual and Cultural Sensitivity Demonstrate respect for and appreciation of the mentor teacher. Design activities that enable students to experience success in learning the fundamental knowledge of your content field. Find ways for students of all ability levels to experience success in learning. In all situations, treat students in a manner that preserves their dignity. Learn and use the names of your students. Work Habits and Emotional Management Be present and on time at the school each day. Maintain the hours expected of regular teachers in the school. Inform the mentor teacher if you will be absent. Keep accurate records of student work, attendance, and cumulative files. Return all materials that belong to the school at the end of the semester. Respond to constructive criticism by making appropriate changes in your teaching. Teach all students to be accountable for their behavior. Model the behaviors and attitudes you expect of your students. 22 Self-Reflection and Professional Development Engage in continuous self reflection to improve instruction and professional growth. Be an active participant at all student teaching seminars. Encourage students to reflect upon their learning experiences. Fulfill the requirements of the College of Education Conceptual Framework, the twelve (12) Secondary Program Standards and the ten (10) Hawai‘i Teacher Performance Standards. 23 Section IV Policies and Procedures Changing Majors Post-Baccalaureate Students A passing score on the PRAXIS II Content Knowledge Test in the area in which a student is seeking licensure is an admission requirement for the post-baccalaureate program. Should a student want to change his/her content area after admission into the program, the student must write a letter to the Office of Student Academic Services (OSAS) requesting a change. The student must then take and successfully pass the new PRAXIS II Content Knowledge test. When all admissions requirements for the new major are met and verified by OSAS and approved by the OSAS Director, then OSAS will process the official change and inform the Secondary Program Director. Undergraduates To be admitted to the College of Education B.Ed. Program, a student must have completed the majority of their academic major. Should a B.Ed. student want to change his/her major content area, the student must write a letter to OSAS requesting a change. The student must then complete at least 50% of the content courses required for a new academic major and meet all other admission requirements. When all admission requirements for the new major are met and verified by OSAS and approved by the OSAS Director, then OSAS will process the official change and inform the Secondary Program Director. Teacher Candidates Experiencing Dififculty For teacher candidates who are experiencing difficulty in the field, a “Plan of Assistance for Improvement” will be initiated by the UC with input from the mentor teacher (see Appendix J for Plan of Assistance Form). The purpose of the Plan of Assistance is to help a teacher candidate who has the potential to become a successful educator by identifying areas requiring improvement and suggestions for remediation. After the mentor teacher and the UC confer and agree that the teacher candidate’s performance is unsatisfactory, a three-way conference, with the teacher candidate, is held. The Plan of Assistance for Improvement is completed with a timeline. If the deficiencies are identified early, many of the weaknesses can be improved. To facilitate improvement, the mentor teacher and university coordinator will: Provide the teacher candidate with ongoing support and positive feedback. Continue to work together to assist the teacher candidate. Require the teacher candidate to make daily plans so that review and revisions are possible. Share (and demonstrate) teaching strategies with the teacher candidate. Phase the teacher candidate into each new activity when readiness has been demonstrated. Assist the teacher candidate with time management difficulties (outside employment, family obligations, and other responsibilities). Identify factors that weaken the teacher candidate’s performance and develop strategies for overcoming them. Remember that early intervention is in the best interest of the teacher candidate. 24 Plan of Assistance for Improvement A copy of the plan must be signed by the teacher candidate, mentor teacher, and university supervisor and then placed in the candidate’s file. The plan should clearly describe the need for, the conditions of, and the areas requiring assistance for improvement. Areas may include: Academic deficiency Instructional planning skills Teaching skills Classroom management skills Student diagnosis and evaluation skills Professional responsibilities Interpersonal relationships Student teachers can be removed from a placement if their performance is unsatisfactory, they have received written suggestions for improvement and are not improving, and/or their continuation is not in the best interests of the students. Removal from Student Teaching If the student teacher does not make satisfactory improvement in the contracted period of time, the university coordinator will notify the Secondary Program Chair. If it is determined that it is not in the best interest of the parties involved to continue the placement, the student can be removed from a placement at any time during the semester. The major reasons for withdrawing a student teacher from his/her placement include: Does not seem to possess the essential skills of teaching: knowledge of subject matter; questioning; utilization of media; knowledge of use of common techniques of instruction; concept of method; and recognition of student differences and abilities. Continued safety and well-being of students Personal deficiency: extreme timidity, immaturity, mental health problems, etc. Lack of interest in teaching. Lack of organizational skills: ineffective planning, failure to meet responsibilities, etc. Inability to communicate effectively. Inability to work effectively with people. Inability to manage a classroom independently. Inability to evaluate self: refusing to evaluate self; perceptions in self-evaluation are out of line with reality. The Secondary Program Chair will write a letter to the Assistant Dean of the Office of Student Academic Services stating the reasons for the termination; copies will be given to the student teacher, the university coordinator, the school principal, and the mentor teacher. The student will receive a grade of NO CREDIT for ITE 405 and an “F” for ITE 406. If the student desires a second opportunity to student teach, he/she must reapply with the Secondary Program. The university coordinator, in consultation with the mentor teacher will prepare a written remediation plan specifying steps the student must complete before retaking student teaching. A third student teaching opportunity is not allowed. 25 Incomplete Grade A grade of Incomplete ("I") in ITE 405 is only given when a student teacher has not completed a small but important part of a semester’s work. Incomplete grades are allowed only for emergency situations and not for unsatisfactory performance, such as failing to meet the Plan of Assistance requirement. Legal Assistance for Teacher Candidates Liability Insurance Students are required to have liability insurance to participate in field experiences in the schools. A membership in the College of Education Student Association (CESA), an affiliate of the National Education Association, provides a student $1,000,000 of liability insurance. Call the College of Education Student Association (CESA) office at (808) 956-6924, visit them at University Annex 1, Room 5A, or e-mail them at firstname.lastname@example.org. Public School The student teacher in a public school may be given legal assistance from the State in civil suits under provisions of the Hawai‘i State Tort Liability Act, HRS Chapter 662. In a field placement (the OP experience or student teaching) the student teacher assigned to a state agency (the school) may meet the definition of volunteer. “The term volunteer means any person who of the person’s own free will provides goods or services to any agency with no monetary or material gain....” (HRS 90-1) For the purposes of State tort liability, such volunteers are treated like “... employees of the State when acting for an agency in their capacity as volunteers” (HRS 90-4). “Employees of the State includes officers and employees of any state agency, members of the Hawai‘i National Guard, Hawai‘i state guard, and person acting on behalf of a state agency in an official capacity, temporarily, whether with or without compensation” (HRS 662-1). The determination that a student teacher is a “volunteer” of the state within the meaning of HRS 90 does not itself insure that the student teacher will be defended or indemnified by the State. The determination of whether to defend is a discretionary one made by the Attorney General, who will examine whether the volunteer was acting within the course and scope of his/her volunteer duties. As a general rule, the Attorney General will not defend employees charged with committing intentional torts (HRS 662-15). Private Schools Unlike the student teacher placed in a public school, the State of Hawai‘i statutes mentioned above do not cover a student teacher placed in a private (non-public) school. Legal Status of Student Teachers The legal status of student teachers in public schools is provided in the Hawaii Revised Statutes (HRS) and the Department of Education Policies and Regulations as approved by the Board of Education. The basic statute which governs certification is HRS 297-2 which states, “No person shall serve as a teacher in any school without first having obtained a certificate from the Department of Education...” Based on this statute, the DOE has a number of policies and regulations relating to student teachers. 26 A. The Components of a Teacher Education Program Regulation No. 5300: “The Department shall establish standards for state approval of teacher education programs in Hawaii leading to licensure and certification. The teacher education program shall include (1) a liberal arts component, (2) a professional education component, (3) a teaching major, and (4) pre-service teaching. B. Teacher Competencies to be Developed in Teacher Training Regulation No. 5300: “The Department shall work closely with Hawaii higher education institutions primarily charged with teacher education and training to develop teachers who meet the personal characteristics and competencies identified in the standards established by the Hawaii Teacher Standards Board and the Department of Education.” (Revised 9/1/70; Reviewed 10/74; Amended 11/77; Amended 6/86; Amended 11/88; Amended 9/93; Amended 4/97.) C. Authorization for Student Teachers in the Public Schools Policy No. 5600: “The Department, in cooperation with accredited institutions of higher education, may permit pre-service teachers in teacher education programs to teach, participate, and observe in the public schools of Hawaii, upon verification by the institutions of their ability to function effectively in Department classrooms. Such placements should contribute to the best interests of the Department and its students.” (Reviewed 9/1/70; Amended 10/74; Amended 6/86; Amended 12/95) D. Responsibility of Institution to Provide Names of Student Teachers Administrative Regulations No. 5203: “Student teachers may be certified by list upon recommendation from any accredited teacher education institution. The teacher education institution shall specifically name the students authorized to do student teaching under supervision in the schools of Hawaii.” (Revised 9/1/70; Amended 11/77.) Accidents and Injuries Student Teachers Injured in the Performance of Student Teaching Duties Students injured in a field experience should immediately report it to the mentor teacher and the university coordinator. University of Hawai‘i Policy If a teacher candidate is injured while participating in the University of Hawai‘i teacher preparation program, he or she should submit a written report describing the details of the accident and the nature of the injury. The report should be submitted within 24 hours to the Secondary Program Chair. Public Schools---Department of Education Policy If a student is injured in the performance of his or her student teaching duties, workers’ compensation under HRS 386-171 may be provided in the form of reasonable and necessary medical care for accident or injury. Representation may be provided, after review by the attorney general, in alleged cases of negligence or other tortuous acts under HRS chapter 662-16 and 90-4(4). Private Schools Provision for workers’ compensation and liability in the private schools varies with each respective school. It is highly advisable for students in field placements to have some health insurance coverage. 27 Section V Entering the Profession The College of Education Placement File The Office of Student Academic Services (OSAS) maintains two files on each student. The permanent file contains records related to the student's academic career at the University of Hawai‘i, including the final evaluation of student teaching. At the student's request, OSAS will also create a placement file to support the student’s application for teaching and other employment. To establish a placement file the student is required to fill out a “Release Information Card.” The student may place a maximum of three “Teacher Placement and Employment Recommendation” forms or letters of recommendation in the placement file from individuals who can make a professional evaluation of the student's teaching skills and potential. The forms are available in OSAS. Each student must determine whether he or she wants an OPEN or a CLOSED placement file. Students may read the recommendations in an OPEN file, but they are not allowed to read the recommendations in a CLOSED file. “Teacher Placement and Employment Recommendation” forms or letters of recommendation must be delivered or sent directly to OSAS by the individual who wrote the recommendation. Letters addressed to a second party will not be accepted. Students may request to have their final Evaluation of Student Teaching placed in the file. The placement file will be forwarded to potential employers upon the student’s request, either in person or in writing. It normally takes five working days to process a request. Contact OSAS for further information. Employment with the Hawai‘i State Department of Education Beginning with the school year 1997/1998, no person may serve in a Hawai‘i public school as a teacher without a license or credential issued by the Department of Education. This requirement is established in law by Act 240, Session Laws of Hawaii 1995 (Section 302A-801 through 302A-809, HRS). By law, the Hawai‘i Teacher Standards Board establishes the fees for licenses and credentials. Teaching License The purpose for teacher licensing is to ensure that education professionals possess the appropriate training, preparation, and competencies for teaching. The entry-level requirements for licensing are: 1. Completing a state-approved teacher education program from an accredited institution; 2. Passing the PRAXIS tests at the state validation levels (see Appendix E); 28 3. Successfully completing a structured interview with an authorized professional State of Hawaii Department of Education staff reviewer. The Office of Student Academic Services is not authorized to forward copies of your transcripts to employers—it is the student's responsibility to ask the University's Admissions and Records Office, (808) 956-8975, to send an official transcript with the degree/program completion date posted. If you have attended other institutions, official transcripts from those institutions must also be sent. Teaching licenses are issued by the Hawai‘i Teachers Standards Board. For more specific information in your content area, check the Hawaii Teacher Standards Board web site at www.htsb.org. Teaching as an Emergency Hire If a student successfully completes the teacher education program but is unable to pass the PRAXIS exam, he or she may seek employment with the Department of Education as an emergency hire teacher. If there is a continuing need for the services of an emergency hire teacher, he or she may be employed for a maximum of four years. Further questions about employment should be referred to the Hawaii State Department of Education, Office of Personnel Services at (808) 586-3420. Employment with Private Schools Approximately 20 percent of students in Hawaii attend private schools. Teachers wishing to teach in a private school must apply directly to the individual private. 29 Appendices O. A Brief History of Teacher Education at UH Mānoa 29 P. Secondary Teacher Program Standards 31 Q. Hawai‘i Teacher Performance Standards 34 R. Code of Ethics for the Teaching Profession 38 S. PRAXIS Tests Information 41 T. Secondary Program Standards Alignment to COE Conceptual Frame- work, Hawai‘i Teachers Standards, Interstate New Teacher Assessment & Support Consortium (INTASC) Standards, and Teacher Work Sample 43 U. Observation/Participation Evaluation 46 V. OP Field Experience Professional Dispositions Evaluation Form 48 W. Student Teaching Evaluation (Form A) and Dispositions (Form B) 52 X. On-the-Job Training Approval Form 59 Y. Plan of Assistance for Improvement 62 Z. Student Teaching Application 66 AA. Student Teacher Volunteer Form 70 BB. ITE 402 Secondary Teacher Education Program Placement Information Form 72 30 APPENDIX A A Brief History of Teacher Education at UH Manoa 31 A Brief History of Teacher Education at UH Mānoa By Irvin King, PhD In 1831, Hilo Boarding School became the first teacher training institution in Hawai‘i. It, and a number of other independent schools that followed, failed to produce enough teachers for the schools in Hawai‘i. Therefore, in 1896 the Territorial Legislature established the Honolulu Normal and Training School. It was the first institution of higher education in Hawai‘i. The University of Hawai‘i was established as a separate institution in Mānoa in 1907 as a land-grant college of agriculture and mechanical arts. With the addition of a College of Arts and Sciences in 1920, the College became the University of Hawai‘i. Over the next half century, the number of campuses multiplied, and in 1972 it became necessary to rename it "The University of Hawai‘i at Mānoa" to distinguish it from the other units in the system. And so, it was that the Normal School preceded the University of Hawai‘i as the first institution of higher learning by several decades. Under the direction of Dean Benjamin Wist, the Normal School became a highly respected institution with more stringent admission requirements than those of the University of Hawai‘i. In 1931, the Normal School was moved from its location near McKinley High School to its present location on the University of Hawai‘i campus. At the same time, it was merged with the University of Hawai‘i and renamed the Teachers College. Following statehood in 1959, the name was changed to the College of Education. Hawai‘i is the only state with a statewide system of public education governed by a single Board of Education and administered by a single Department of Education. Both the University of Hawai‘i and the Hawai‘i State Department of Education are state agencies accountable to the Hawai‘i State Legislature. For this reason, the College of Education and the Department of Education have a long history of cooperation in educating teachers and work cooperatively to provide quality teachers for the schools in Hawai‘i. Although the College was initially created to prepare teachers, the scope of its contributions to the community has grown tremendously over the past century. The traditional university roles of teaching, research and service are reflected in the mission statement on the following page. Source: Robert E. Potter & Linda L. Logan (1995). A History of Teacher Education in Hawai‘i. Honolulu: Hawaii Education Association. 32 APPENDIX B Secondary Teacher Program Standards 33 Secondary Teacher Program Standards Teacher candidates in the program will be knowledgeable, effective, and caring teachers as demonstrated through their strong foundation in: Knowledgeable 1. Professional, Legal and Ethical Responsibilities – The teacher candidate demonstrates an understanding of and ability to apply and model ethical and legal responsibilities expected of professional educators. The teacher candidate is reflective, assesses the effectiveness of choices and actions on others, and actively seeks professional growth. 2. Foundations of Secondary Education – The teacher candidate can articulate the history and role of public education and contemporary school issues in Hawai‘i and the nation. 3. Philosophical Theories of Education – The teacher candidate understands the ideas and beliefs that have influenced the purpose of education and have shaped contemporary teaching and learning, 4. Psychology of Learning – The teacher candidate demonstrates an understanding of current theories of human learning and development and research in those areas. The candidate demonstrates an understanding of how to apply theoretical concepts in these areas to education. Caring 5. Adolescent Development – The teacher candidate understands adolescent culture and how they learn and develop in order to actively engage students in learning opportunities that support the intellectual, social, and personal development. 6. Inclusion, Equity and Democracy – The teacher candidate acknowledges the diversity of students and schools (e.g., ethnic, cultural, language, religion, disabilities) and uses this understanding to create equitable learning opportunities that facilitate social justice. Effective 7. Content of the Secondary Curriculum – The teacher candidate understands the purpose, structure, and organization of the high school and middle school curriculum, and the major concepts, tools of inquiry, and structures of the content/subject areas to create meaningful learning experiences for all students. 8. Planning and Instructional Strategies – The teacher candidate uses long and short-term curriculum planning to create a variety of instructional strategies and resources that support the intellectual, social, and personal development of diverse learners. 9. Assessment and Accountability – The teacher candidate understands and uses developmentally appropriate formal and informal assessment strategies to evaluate and ensure continuous intellectual and social development of the learner. 10. Educational Technology – The teacher candidate uses technology effectively to enhance their productivity and professional practice and implements curriculum plans that include methods and strategies for applying technology to maximize student learning. 11. Communication and Relationships – The teacher candidate models effective speaking, writing and listening skills that enable communication and fosters relationships with multiple and diverse audiences. 12. Classroom Learning Environment – The teacher candidate uses an understanding of individual and group motivation and behavior. The candidate creates a safe, healthy learning environment and develops a learning community. 34 APPENDIX C Hawai‘i Teacher Performance Standards 35 Hawai‘i Teacher Performance Standards STANDARD 1: FOCUSES ON THE LEARNER. The effective teacher consistently engages students in appropriate experiences that support their development as independent learners. 1. Provides opportunities for students to assume responsibility for their own learning, shaping tasks and pursuing their own goals and aspirations. 2. Nurtures students' desire to learn and achieve. 3. Demonstrates concern and interest by taking time to listen and respond to students. 4. Uses student experiences, interests and real-life situations in instruction. 5. Uses developmentally appropriate activities to promote student success. 6. Makes instructional decisions which consider students' physical, social, emotional and cognitive development. STANDARD 2: CREATES AND MAINTAINS A SAFE AND POSITIVE LEARNING ENVIRONMENT. The effective teacher consistently creates a safe and positive learning environment that encourages social interaction, civic responsibility, and active engagement in learning and self- motivation. 1. Promotes empathy, compassion and mutual respect among students. 2. Uses effective classroom management techniques that foster self-control, self-discipline and responsibility to others. 3. Models a caring attitude and promotes positive interpersonal relationships. 4. Promotes students' intrinsic motivation by providing meaningful and progressively challenging developmentally appropriate learning experiences that enable student success. 5. Provides learning experiences that actively engage students as individuals and as members of collaborative groups. 6. Manages a classroom where students are encouraged to reflect, express interests, make choices, set goals, plans and organize, self-evaluate and produce quality work. STANDARD 3: ADAPTS TO LEARNER DIVERSITY. The effective teacher consistently provides opportunities that are inclusive and adapted to diverse learners. 1. Develops rapport with all students. 2. Fosters an appreciation of human and cultural differences. 3. Helps every student achieve success. 4. Adapts instruction to students' differences in development, learning styles, strengths and needs. 5. Seeks additional resources to support student achievement. 6. Fosters trust, respect and empathy among diverse learners. STANDARD 4: FOSTERS EFFECTIVE COMMUNICATION IN THE LEARNING ENVIRONMENT. The effective teacher consistently enriches communication in the learning environment. 1. Communicates openly with all students and others working in the learning environment. 2. Develops communication skills for active inquiry, collaboration and supportive interaction. 3. Encourages self-expression, reflection and evaluation. 4. Models and promotes clear and logical oral and written expression, using Standard English or a target language as appropriate. 5. Applies principles of language acquisition and development to the teaching of communication skills. 6. Fosters sensitivity to variations in meaning in verbal and non-verbal communication. 7. Engages students in different modes of communication. 8. Uses the school's current technologies to enrich student literacy. 36 STANDARD 5: DEMONSTRATES KNOWLEDGE OF CONTENT. The effective teacher consistently demonstrates competency in content area(s) to develop student knowledge and performance. 1. Keeps abreast of current developments in content area(s). 2. Teaches mastery of language, complex processes, concepts and principles unique to content area(s). 3. Utilizes the school's current technologies to facilitate learning in the content area(s). 4. Connects knowledge of content area(s) to students' prior experiences, personal interests and real-life situations. 5. Possesses an understanding of technology appropriate to the content area, e.g., computer-assisted instruction. STANDARD 6: DESIGNS AND PROVIDES MEANINGFUL LEARNING EXPERIENCES. The effective teacher consistently plans and implements meaningful learning experiences for students. 1. Plans and implements logical, sequenced instruction and continually adjust plans based on learner needs. 2. Provides learning experiences and instructional materials that are developmentally appropriate and based on desired student outcomes, principles of effective instruction and curricular goals. 3. Incorporates a variety of appropriate assessment strategies as an integral part of instructional planning. 4. Links concepts and key ideas to students' prior experiences and understandings, using multiple representations, examples and explanations. 5. Applies concepts that help students relate learning to everyday life. 6. Provides integrated or interdisciplinary learning experiences that engage students in generating knowledge, using varied methods of inquiry, discussing diverse issues, dealing with ambiguity and incorporating differing viewpoints. 7. Teaches for mastery of complex processes, concepts and principles contained in the Hawaii Content and Performance Standards. 8. Provides knowledge and experiences that help students make life and career decisions. STANDARD 7: USES ACTIVE STUDENT LEARNING STRATEGIES. The effective teacher consistently uses a variety of active learning strategies to develop students’ thinking, problem solving and learning skills. 1. Involves students in setting goals and standards, selecting tasks, planning, implementing and evaluating to produce quality responsibility for their own learning. 2. Helps students to question, problem-solve, access resources, use information to reach meaningful conclusions and develop responsibility for their own learning. 3. Provides challenging learning experiences which develop higher order thinking skills. 4. Varies instructional roles (e.g., instructor, facilitator, coach, co-learner, audience) in relation to the content and purpose of instruction and students' needs. 5. Engages students in active, hands-on, creative, open-ended, problem-based learning experiences. 6. Provides opportunities for students to apply and practice what is learned. 7. Uses the school's current technologies as tools for teaching and learning. 37 STANDARD 8: USES ASSESSMENT STRATEGIES. The effective teacher consistently applies appropriate assessment strategies to evaluate and ensure the continuous intellectual, social, physical and emotional development of the learner. 1. Evaluates students' performances and products objectively and fairly. 2. Uses a variety of appropriate assessment strategies to enhance knowledge of learners and appropriately modifies teaching and learning strategies. 3. Involves students in developing assessment standards and criteria. 4. Engages students in self-assessment activities and encourages them to set personal achievement goals. 5. Obtains and uses information about students' experiences, strengths, needs and progress from parents, colleagues and students themselves. 6. Uses assessment data to monitor and evaluate students' progress toward achieving the Hawaii Content and Performance Standards. 7. Maintains appropriate and accurate records of student achievement and communicates students' progress to students, parents and colleagues as needed. STANDARD 9: DEMONSTRATES PROFESSIONALISM. The effective teacher continually evaluates the effects of his or her choices and actions and actively seeks opportunities to grow professionally. 1. Engages in relevant opportunities to grow professionally, e.g., taking university/college or in-service coursework, actively participating in a professional organization, serving on a cadre, council, or committee or serving as a cooperating teacher, mentor or advisor. 2. Reflects on practices and monitors own teaching activities and strategies, making adjustments to meet learner needs. 3. Provides and accepts evaluative feedback in a professional manner. 4. Conducts self ethically in professional matters. 5. Models honesty, fairness and respect for individuals and for the laws of society. 6. Demonstrates good work habits including reliability, punctuality and follow-through on commitments. Practices effective listening, conflict resolution and group-facilitation skills as a team leader. 7. Works collaboratively with other professionals. 8. Participates actively and responsibly in school activities. STANDARD 10: FOSTERS PARENT AND SCHOOL COMMUNITY RELATIONSHIPS. The effective teacher establishes and maintains strong working relationships with parents and members of the school community to support student learning. 1. Collaborates with parents and school community members to support student learning. 2. Consistently seeks opportunities to build strong partnerships with parents and community members. 3. Supports activities and programs which encourage parents to participate actively in school-related organizations and activities. 4. Establishes open and active lines of communication with parents. 5. Utilizes community resources to enhance student learning. 38 APPENDIX D Code of Ethics for the Teaching Profession 39 Code of Ethics for the Teaching Profession Preamble The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nature of democratic principles. Essential to these goals are the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards. The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of one’s colleagues, of students, of parents, and of the members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct. The remedies specified by the NEA and/or its affiliates for the violation of any provision of this Code shall be exclusive and no such provision shall be enforceable in any form other than one specifically designated by the NEA or its affiliates. PRINCIPLE I: Commitment to the Student The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals. In fulfillment of the obligation to the student, the educator: 1. shall not unreasonably restrain the student from independent action in the pursuit of learning; 2. shall not unreasonably deny the student access to varying points of view; 3. shall not deliberately suppress or distort subject matter relevant to the student’s progress; 4. shall make reasonable effort to protect the student from conditions harmful to learning or to health and safety; 5. shall not intentionally expose the student to embarrassment or disparagement; 6. shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, family, social or cultural background, or sexual orientation, unfairly-- a. Exclude any student from participation in any program; b. Deny benefits to any student; c. Grant any advantage to any student; 7. shall not use professional relationships with students for private advantage; 8. shall not disclose information about students obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law. PRINCIPLE II: Commitment to the Profession The education profession is vested by the public with a trust and responsibility requiring the highest ideals of professional service. In the belief that the quality of the services of the education profession directly influences the nation and its citizens, the educator shall exert every effort to raise professional standards, to promote a climate that encourages the exercise of professional judgments, to achieve conditions that attract persons worthy of the trust to careers in education, and to assist in preventing the practice of the profession by unqualified persons. 40 In fulfillment of the obligation to the profession, the educator: 1. shall not in an application for a professional position deliberately make a false statement or fail to disclose a material fact related to competency and qualifications; 2. shall not misrepresent his or her professional qualifications; 3. shall not assist any entry into the profession of a person known to be unqualified in respect to character, education, or other relevant attribute; 4. shall not knowingly make a false statement concerning the qualifications of a candidate for a professional position; 5. shall not assist a non-educator in the unauthorized practice of teaching; 6. shall not disclose information about colleagues obtained in the course of professional service unless disclosure serves a compelling professional purpose or is required by law; 7. shall not knowingly make false or malicious statements about a colleague; 8. shall not accept any gratuity, gift, or favor that might impair or appear to influence professional decisions or action; --Adopted by the 1975 Representative Assembly National Education Association 41 APPENDIX E PRAXIS Tests Information 42 PRAXIS Test Information Secondary teacher candidates are required to take the subject area assessment(s) for the content area of their State Approved Teacher Education Program. If the teaching field is not listed, teacher candidates are required to submit passing scores only for the PPST and PLT. Post- Required for Code B.Ed. Bac. Licensure Test PRAXIS I (PPST) Entry Entry Principles of Learning 20524 X PRAXIS II Subject Assessments Art Content Knowledge 10133 Exit X Content, Tradition, Criticism & Aesthetic 20132 X Business 10100 Exit X English Language, Literature & Composition Content Knowledge 10041 Entry X Pedagogy 20043 X Family & Consumer Science 10121 Exit X French Content Knowledge 20173 X Productive Language Skills 10171 X Mathematics Content Knowledge 10061 Entry X Pedagogy 20065 Music Content Knowledge 10113 X Concepts & Processes 20111 X Science Content Knowledge (choose one) o Biology, Part I 20231 Entry X o Chemistry 20241 Entry X o General Science, Part I 10431 Entry X o Physical Science 20481 Entry X o Physics 10261 Entry X Pedagogy (choose one) o Life Science 10234 X o Physical Science 20483 X Spanish Content Knowledge 10191 X Pedagogy 20194 X Technology Education (formerly Indus. Arts) Exit TESOL (English to Speakers of Other Languages) 20036 X Applicants are urged to contact ETS to determine when their required tests are offered during the year to ensure they are able to complete their testing requirements. PRAXIS contact information: 800-772-9476 or 609-771-7395; Email: email@example.com; Website: www.ets.org/praxis 43 APPENDIX F Secondary Program Standards Alignment to COE Conceptual Framework, Hawai‘i Teachers Standards, Interstate New Teacher Assessment & Support Consortium (INTASC) Standards, and Teacher Work Sample 44 Secondary Program Standards Alignment to COE Conceptual Framework, Hawai‘i Teachers Standards, Interstate New Teacher Assessment and Support Consortium (INTASC) Standards, and Teacher Work Sample COE Secondary Hawai‘i Teacher INTASC Conceptual Program Teacher Work Sample Standards Standards Framework Standards 1. Professional Legal 3. Adapts to Learner 9. Reflection and Step 4 – Self-Evaluation & K & Ethical Diversity Professional Implications for Pro- N Responsibilities 9. Demonstrates Development fessional Growth O Professionalism 2. Foundation of 9. Demonstrates 2. Student Learning Step 1 – Context for Learning W Secondary Professionalism and Plans for L Education 10. Fosters Parent and Accommodation E School D Community G Relationships A 3. Philosophical 9. Demonstrates 9. Reflection and Step 1 – Context for Learning B Theories of Professionalism Professional and Plans for L Education Development Accommodation E Step 4 – Self-Evaluation and Implications for Professional Growth 4. Psychology of 1. Focus on the 2. Student Learning Step 3 – Unit Implementation, Learning Learner 8. Assessment Reflections & 7. Uses Active Analysis of Student Student Learning Growth Strategies Step 4 – Self-Evaluation & Implications for Professional Growth 5. Adolescent 1. Focus on the 2. Student Learning Step 3 – Unit Implementation, C Development Learner Reflections & A 8. Uses Assessment Analysis of Student Strategies Growth R Step 4 – Self-Evaluation & I Implications for N Professional Growth G 6. Inclusion, Equity 2. Creates & 3. Diverse Learners Step 1 – Context for Learning and Democracy Maintains a Safe 10. Collaboration, and Plans for and Positive Ethics, and Accommodation Learning Relationships Environment 3. Adapts to Learner Diversity 45 7. Content of the 5. Demonstrates 1. Subject Matter Step 2 – Unit Plan & Pre-Unit E Secondary knowledge of Assessment F Curriculum content F HCPS III E NCATE C SPAs T (NCTM, I NCTE, V NCSS, E NSTA, TESOL, ACTFL) Art, CTE— SATE 8. Planning and 6. Designs and 4. Instructional Step 2 – Unit Plan & Pre-Unit Instructional provides Strategies Assessment Strategies meaningful 7. Planning Step 3 – Unit Implementation, learning Instruction Reflections & Analysis experiences of Student Growth 9. Assessment and 8. Uses assessment 8. Assessment Step 3 – Unit Implementation, Accountability strategies Reflections & Analysis of Student Growth 10. Educational 4. Fosters effective 1. Subject Matter Step 2 – Unit Plan & Pre-Unit Technology communication in 4. Instructional Assessment the learning Strategies environment 6. Communication 5. Demonstrates content knowledge 6. Designs and Provides mean- ingful learning experiences 11. Communication 4. Fosters effective 6. Communication Step 1 – Context for Learning & and Relationships communication in 10. Collaboration, Plans for the learning Ethics, and Accommodation environment Relationships Step 2 – Unit Plan & Pre-Unit 10. Fosters parent and Assessment school community Step 4 – Self-Evaluation and relationships Implications for Professional Growth 12. Classroom 2. Creates and 5. Learning Step 1 – Context for Learning & Learning maintains a safe Environment Plans for Environment and positive Accommodation environment 6. Designs and provides meaning- ful learning experiences 46 APPENDIX G Observation/Participation Evaluation 47 Institute for Teacher Education College of Education University of Hawaii Observation/Participation Evaluation OP Student Mentor Teacher Subject School Semester/Year University Coordinator Midterm or Final Rating Scale: 2 = Target 1 = Acceptable 0 = Unacceptable N = Not Observed QUALITY OBSERVED RATING (Circle one for each item) 01. Punctual and dependable 2 1 0 N 02. Professional in appearance and manner 2 1 0 N 03. Enthusiastic about teaching and students 2 1 0 N 04. Self-confident 2 1 0 N 05. Takes initiative 2 1 0 N 06. Uses sound judgment 2 1 0 N 07. Accepts feedback and suggestions 2 1 0 N 08. Works collaboratively with others 2 1 0 N 09. Is fair and equitable 2 1 0 N 10. Establishes rapport with students 2 1 0 N 11. Communicates clearly and effectively 2 1 0 N 12. Planning for instruction 2 1 0 N 13. Teaching effectiveness 2 1 0 N 14. Classroom management (procedures) 2 1 0 N 15. Subject matter competency 2 1 0 N 16. Awareness of Standards (GLOs, HCPSIII, etc.) 2 1 0 N 17. Self Reflection 2 1 0 N 18. OVERALL RATING 2 1 0 continued Observation/Participation Evaluation (con’t) OP Student Area(s) of strength: Area(s) for improvement: (Any rating of 0 on the preceding page requires a comment in this section.) Other Comments: Name of OP Student Name and Title of Evaluator Signature of OP Student Date Signature of Evaluator Date APPENDIX H OP Field Experience Professional Dispositions Evaluation Form 50 OP Field Experience Professional Dispositions Evaluation Form College of Education University of Hawai‘i at Mānoa INSTITUTE FOR TEACHER EDUCATION - Secondary Program Teacher Candidate School Mentor Teacher , University Coordinator Evaluator Fall / Spr (Yr) Midterm / Final Directions: Assess each disposition and indicate overall category rating with a checkmark. Disposition Unacceptable Acceptable Target Does not receive feedback well and/or Accepts feedback and makes appropriate Consistently welcomes feedback and 1.Professional does not make suggested changes changes without being defensive shows considerable growth and Ethical Defensive and makes excuses for Accepts responsibility for behavior Solution-oriented in behavior Conduct behavior Shows integrity and ethical conduct modification Shows unethical or disrespectful conduct Works within program requirements Models integrity and ethical conduct Unwilling to meet program requirements Expresses and adheres to clear Maximizes program-related opportunities Blurs friend/teacher line or makes relationship boundaries with students Models appropriate behavior within inappropriate relationship decisions student-teacher relationship framework Overall Rating: Unacceptable Acceptable Target Communicates in an unclear, Communicates clearly, effectively, and in Fosters communication with others that is 2.Communication disrespectful, or inappropriate manner a positive manner meaningful and reciprocal and Collaboration Is overly shy, withdrawn, or unable to Asks questions and matches Actively shares ideas and seeks input communicate with others communication with context and from others in communication Written and/or oral communication is not audience All forms of communication are clear, clear or grammatically correct Written and oral communication is clear grammatically correct, and professional Does not communicate with mentor and grammatically correct Proactive in communicating with mentor teacher and UC in a timely manner Communicates in a timely manner with teacher and UC to ensure follow-up Unable/unwilling to accept mentor teacher and UC Seeks various additional responsibilities responsibilities Always accepts assigned responsibilities Overall Rating: Unacceptable Acceptable Target Is often unreliable or disorganized and Is organized and reliable with minimal Is exceptionally organized and 3. Work Habits requires constant supervision supervision independently reliable and Emotional Disregards commitments or fails to Meets commitments and consistently Takes ownership of tasks with exemplary Management follow through on tasks completes required tasks follow-through Takes no initiative Takes adequate initiative Consistently takes initiative Requirements are met with minimal effort Requirements are met with careful effort Requirements are met exceptionally Is late or absent without notice Minimal absences/tardies, with notice Consistently present and punctual Dresses inappropriately for school setting Follows required school dress code Dresses professionally for school setting Does not manage work-related and Manages work-related and personal stress Is proactive in reducing work-related and personal stress well well personal stress Vents frustration inappropriately Frustration does not affect performance Seeks ways to minimize frustration Overall Rating: Unacceptable Acceptable Target Expresses apathy or disrespect for Recognizes and respects diversity within Incorporates and promotes diversity 4..Individual and diversity within the classroom culture the classroom culture within the classroom culture Cultural Unwilling or unable to deal with Exhibits sensitivity toward adolescent Deals thoughtfully and effectively with Sensitivity adolescent situations situations adolescent situations Does not consider adolescent interests Acknowledges adolescent interests and Adapts teaching to include adolescent and external influences (i.e. media, pop external influences (i.e. media, pop interests and external influences (media, culture, technology, etc.) culture, technology, etc.) in the class pop culture, technology, etc.) Overall Rating: Unacceptable Acceptable Target Expresses disregard for or unwillingness Reflects on his/her personal and Is insightful in examining personal and 5. Self-Reflection to engage in self-reflection professional characteristics professional characteristics and Professional Shows little awareness of the effect Monitors impact of own actions and Reflects on actions and interactions and Development he/she has on others interactions on professional environment adjusts to improve environment Shows disinterest in adolescent, content- Shows interest in adolescent, content- Shows excitement in adolescent, content- specific, and/or general education specific, and/or general education specific, and/or general education Overall Rating: Unacceptable Acceptable Target ADDITIONAL COMMENTS: These dispositions correlate with the secondary field experience and reflect the core values of the College of Education Conceptual Framework. Teacher candidates should demonstrate overall ratings of “acceptable” or “target” by the end of the field experience; ratings of “unacceptable” may require a Plan of Assistance and/or result in a failing grade. Signatures below indicate the teacher candidate and evaluator have read and discussed this form. Evaluator (Signature) Date Teacher Candidate (Signature) Date APPENDIX I Student Teaching Evaluation (Form A) and Dispositions (Form B) 53 Teaching Residency Field Experience (“Student Teaching”) Student Teaching Evaluation [Form A] and Student Teaching Dispositions [Form B] To be recommended for licensure, teacher candidates should demonstrate the knowledge, skills, and dispositions of knowledgeable, caring, and effective educators in twelve essential areas of secondary education, which together, make up the Institute for Teacher Education (ITE) Program Standards that ground our University of Hawai‘i Secondary Teacher Education Program. A foundational base is established before student teaching where knowledge, skills, and dispositions established through coursework, observations, and practicum experiences are learned and expanded on throughout the program. This foundational base is assessed through a developmental portfolio before student teaching. Evaluation of this foundational base corresponds with three ITE Program Standards: 2. Foundations of Secondary Education (contemporary and historical issues and roles of education in Hawai‘i and the nation) 3. Philosophical Theories of Education (ideas/beliefs that have influenced the purpose of education and shaped teaching) 4. Psychology of Learning (educational application of current theories and research in human learning and development) Based on this foundational base, teaching applications are actively implemented in classroom practice throughout student teaching where teacher candidates develop, practice, and polish the knowledge, skills, and dispositions of teaching. During student teaching, teacher candidates are evaluated on the following areas (on Form A), which correspond with seven ITE Program Standards. 5. Adolescent Development (adolescent culture – how adolescents learn and develop intellectually, socially, and personally). 6. Inclusion, Equity, and Democracy (learner diversity and the pursuit of learning opportunities that facilitate inclusion and equality). 7. Content of Secondary Curriculum (major concepts, tools, structure, and purpose of specific content/subject area at secondary level). 8. Planning and Instructional Strategies (long- and short- term planning used to create a variety of effective instructional strategies). 9. Assessment and Accountability (developmentally appropriate formal and informal, summative and formative assessment strategies). 10. Educational Technology (enhancement of teaching productivity and practice with technology in planning and methodology). 12. Classroom Learning Environment (the creation of safe, effective individual, group, and class learning environments and communities. Throughout the field experiences, teacher candidates must demonstrate professional dispositions, which consist of the values, attitudes, actions, commitments, and ethics that influence teacher candidate behavior, development, and professional growth, as well as their ability to become knowledgeable, effective, and caring educators. During student teaching, teacher candidates’ professional dispositions are evaluated in the following areas (on Form B), which correspond with two ITE Program Standards: 1. Professional, Legal, and Ethical Responsibilities (professionalism, which includes adhering to responsibilities, continuous reflection and self- assessment, and an active pursuit of growth, as well as legal obligations, and ethical standards expected of professional educators. 11. Professional Communication and Relationships (communication that fosters relationships with all involved in student lives and learning). 54 University of Hawai‘i at Mānoa ITE Secondary Education Program Form A - Student Teaching Evaluation DIRECTIONS: This electronic form is to be completed by the mentor teacher or UH Coordinator (if the teacher candidate is an emergency-hire or “OJT”). Please give a rating for each performance descriptor and then an overall category rating, using the rating scale: U – Unacceptable: The teacher candidate is performing minimally and must focus on improving performance to continue. A – Acceptable: The teacher candidate is developing appropriately and with a fitting level of proficiency at this level. T – Target: The teacher candidate demonstrates teacher behavior significantly beyond what is expected at this level. Ratings are based on the knowledge, skills, and dispositions expected at appropriate development stages. Expectations increase throughout the semester. Teacher candidates should demonstrate “acceptable” levels by the end of student teaching to be recommended for licensure. TEACHER CANDIDATE (LAST, FIRST) SCHOOL CONTENT AREA / SUBJECT(S) GRADE LEVEL(S) MENTOR TEACHER UNIVERSITY COORDINATOR FALL YEAR MIDTERM SPRING FINAL ITE Program Standard #5: Adolescent Development OVERALL RATING: U A T U A T U A T Is able to identify development levels/stages/variations Is alert to signs of readiness in learning as well as difficulties Grasps how students construct knowledge and acquire skills Understands the influence of external factors on students Sets high expectations to promote responsibility Builds on individuality, self-confidence, and talent Links teaching to students’ prior knowledge and experiences Shows active concern for students’ total well-being Stimulates development (i.e. social, emotional, moral, etc.) Fosters students’ self-expression, identity, and reflection ITE Program Standard #6: Inclusion, Equity, and Democracy OVERALL RATING: U A T U A T U A T Is aware of differentiated learning strategies (across spectrum) Is accessible to and supportive of all students Considers students' experiences, cultures, and talents in plans Uses verbal, nonverbal, and multi-sensory communication Uses different approaches to assess learning/performance Demonstrates sensitivity, open-mindedness, and democracy Is aware of student interests, backgrounds, and abilities Anticipates and meets students’ various needs & questions Makes appropriate provisions for learning differences/needs Addresses value of human diversity and varied perspectives Integrates varied worldview/values in instruction Promotes student respect for peers’ strengths and differences Uses understanding of diversity to aid collaborative learning. Incorporates current issues/real world situations in teaching. ITE Program Standard #7: Content of Secondary Curriculum OVERALL RATING: U A T U A T U A T Understands concepts, assumptions, debates, processes of Lesson design, curriculum planning, and pedagogy is aligned with inquiry, and ways of knowing central to content area school, HCPS, and national standards Delivers content accurately and at appropriate level Uses appropriate resources & materials in content instruction Engages students in methods of inquiry of content area Connects content to real life with thoughtful innovation Develops students’ skills, ideas, & critical thinking in content Links content to prior knowledge and other subject areas Uses differing theories & tools in teaching the content matter Teaches implications and applications of content knowledge Demonstrates enthusiasm, passion, & commitment to content Seeks to keep abreast of new ideas and resources in the field ITE Program Standard #8: Planning and Instructional Strategies OVERALL RATING: U A T U A T U A T Demonstrates grasp of principles of effective instruction Uses varied, clear, and meaningful teaching strategies Understands advantages/limitations of strategies & resources Integrates active learning, critical thinking, problem solving Designs lesson plans based on internal and external needs Sequences elements of in-class instruction effectively Values long term and short term planning Helps students question & articulate ideas/thinking processes Follows specific goals and objectives in planning & delivery Encourages students to assume responsibility for learning Seeks out feedback and revises plans/goals accordingly Creates individual and group learning opportunities Structures and paces lesson and unit plans appropriately Communicates expectations and manages procedures well Varies own role in relation to the purposes of instruction Monitors and adjusts instruction consistently ITE Program Standard #9: Assessment and Accountability OVERALL RATING: U A T U A T U A T Uses varied formative/summative, pre-/post-, and formal/ Shares assessment data responsibly with students, parents, and informal assessments appropriate school personnel Designs assessments to addresses objectives and larger goals Maintains complete, accurate assessment & evaluation data Assesses students individually and inclusively Provides timely and constructive feedback Uses varied modifications and accommodations consistently Accurately determines student needs/abilities/progress Identifies indicators of student work/performance aptly Encourages students to set personal goals and self-assess Uses assessment to determine growth, not limitations Values assessment in evaluating teaching/learning/resources ITE Program Standard #10: Educational Technology OVERALL RATING: U A T U A T U A T Recognizes students’ abilities in and uses of technology Uses technological tools appropriately & with purpose Facilitates students’ use of technology in learning Promotes students’ responsible and effective internet use Models ethical and innovative uses of technology Supplements the use of other resources with technology Utilizes technology in planning, instruction, & assessment Uses technology in communication (students, parents, etc.) ITE Program Standard #12: Classroom Learning Environment OVERALL RATING: U A T U A T U A T Works w/ students to build an orderly, safe, democratic class Knows policies regarding student behavior and safety issues Creates a positive classroom climate that promotes openness Communicates and puts into practice clear expectations Manages time, space, & resources to promote engagement Establishes and maintains effective classroom management Values full, varied, & thoughtful participation of all students Models and reinforces positive classroom behavior Creates an environment exhibiting respect & community Uses preventive behavior management techniques Works to build student confidence, care, and interest Manages misbehavior promptly, effectively, and positively Encourages cooperation, motivation, & productivity Facilitates development of student responsibility for behavior SUMMARY STATEMENT -- AREAS OF STRENGTH: [Attach additional page if necessary] SUMMARY STATEMENT -- AREAS TO REFINE AND/OR GOALS TO AIM FOR: [Attach additional page if necessary] EVALUATION COMPLETED BY: MENTOR TEACHER UNIVERSITY COORDINATOR TEACHER CANDIDATE Check appropriate box (Midterm Evaluation only) Check appropriate box (Final Evaluation only) Competencies/performance appropriate at this stage of development Recommended for licensure Some refinements needed but no significant reservations Recommended for licensure with some refinements Significant concerns - Plan of Assistance recommended Reservations on recommendation for licensure TEACHER CANDIDATE SIGNATURE DATE MENTOR TEACHER SIGNATURE DATE UNIVERSITY COORDINATOR SIGNATURE DATE University of Hawai‘i at Mānoa ITE Secondary Program Form B - Student Teaching Professional Dispositions Teacher Candidate School Mentor Teacher University Coordinator Evaluator Fall / Spr (Yr) Midterm / Final Directions: Assess each disposition and indicate overall category rating with a checkmark. These dispositions correlate with the secondary field experience and reflect the College of Education Conceptual Framework. Teacher candidates should demonstrate overall ratings of “acceptable” or “target” by the end of the field experience; ratings of “unacceptable” may require a Plan of Assistance and/or result in a failing grade. Disposition Unacceptable Acceptable Target Does not receive feedback well and/or does Accepts feedback and makes appropriate Consistently welcomes feedback and shows 1. Professional & not make suggested changes changes without being defensive considerable growth Ethical Conduct Defensive and makes excuses for behavior Accepts responsibility for behavior Solution-oriented in behavior modification Shows unethical or disrespectful conduct Shows integrity and ethical conduct Models integrity and ethical conduct Unwilling to meet program requirements Works within program requirements Maximizes program-related opportunities Shows poor professional judgment in dealing Responds to student needs as well as Detects warning signs and incorporates with adolescent situations requiring confidentiality or policy/protocol in dealing preventative measures to complement confidentiality or policy/protocol with adolescent situations policy/protocol in adolescent situations Shows inattention to student’s overall well- Creates and manages a safe physical, social, Works with students to create and manage a being or safety and emotional environment safe physical, social, and environment Blurs friend/teacher line or makes Expresses and adheres to clear relationship Models appropriate behavior within student- inappropriate relationship decisions boundaries with students teacher relationship framework Overall Rating: Unacceptable Acceptable Target Communicates in an unclear, disrespectful, or Communicates clearly, effectively, and in a Fosters communication with others that is 2. Communication inappropriate manner positive manner meaningful and reciprocal & Collaboration Is overly shy, withdrawn, or unable to Asks questions and matches communication Actively shares ideas and seeks input from communicate with others with context and audience others in communication Written and/or oral communication is not clear Written and oral communication is clear and All forms of communication are clear, or grammatically correct grammatically correct grammatically correct, and professional Shows inappropriate or inconsistent Shows consistent and effective communication Facilitates positive and open two-way communication with colleagues, support with colleagues, support service personnel, communication with colleagues, support service personnel, and/or parents and/or parents service personnel, and/or parents Does not communicate with mentor teacher Communicates in a timely manner with Proactive in communicating with mentor and UC in a timely manner mentor teacher and UC teacher and UC to ensure follow-up Has difficulty working with others Is able to collaborate well with others Initiates collaborative efforts Is ineffective or unwilling to participate in Often contributes as a team member in finding Considers team dynamics and context in group problem solving solutions to problems problem resolution Unable/unwilling to accept responsibilities Always accepts assigned responsibilities Seeks additional responsibilities Overall Rating: Unacceptable Acceptable Target Expresses apathy or disrespect for diversity Recognizes and respects diversity within the Incorporates and promotes diversity within the 3. Individual & within the classroom culture classroom culture classroom culture Cultural Is judgmental or inflexible in responding to Recognizes and is open to student perspectives Seeks and responds appropriately to students Sensitivity student perspectives and feelings and feelings perspectives and feelings Is culturally unaware and insensitive Demonstrates cultural awareness Capitalizes on the strengths of diversity Unwilling or unable to deal with adolescents Exhibits sensitivity toward adolescents Deals effectively with adolescents Does not consider adolescent interests and Reflects on and acknowledges adolescent Adapts teaching to include adolescent interests external influences (i.e. media, pop culture, interests and external influences (i.e. media, and external influences (media, pop culture, technology, etc.) pop culture, technology, etc.) technology, etc.) Overall Rating: Unacceptable Acceptable Target Is often unreliable or disorganized and requires Is organized and reliable with minimal Is exceptionally organized and independently 4. Work Habits & constant supervision supervision reliable Emotional Disregards commitments or fails to follow Meets commitments and consistently Takes ownership of tasks with exemplary Management through on tasks completes required tasks follow-through Takes no initiative Takes adequate initiative Consistently takes initiative Requirements are met with minimal effort Requirements are met with careful effort Requirements are met exceptionally Is late or absent without notice Minimal absences/tardies, with notice Consistently present and punctual Dresses inappropriately for school setting Follows required school dress code Dresses professionally for school setting Does not manage work/personal stress well Manages work/personal stress well Proactive in reducing work/personal stress Vents frustration inappropriately Frustration does not affect performance Seeks ways to minimize frustration Overall Rating: Unacceptable Acceptable Target Expresses disregard for or unwillingness to Reflects on his/her personal and professional Is insightful in examining personal and 5. Self-Reflection engage in self-reflection characteristics professional characteristics & Professional Shows little awareness of the effect he/she has Monitors impact of own actions and Reflects on actions and interactions and Development on others interactions on professional environment adjusts to improve environment Complains about participating in professional Participates in opportunities for professional Actively seeks out opportunities for growth opportunities growth professional growth Shows disinterest in adolescent, content- Shows interest in adolescent, content-specific, Shows excitement in adolescent, content- specific, and/or general education and/or general education specific, and/or general education Overall Rating: Unacceptable Acceptable Target ADDITIONAL COMMENTS: Please use the back of this sheet or on a separate paper.) Signatures below indicate the teacher candidate and evaluator have read and discussed this form. Evaluator Signature Date Teacher Candidate Signature Date APPENDIX J On-the-Job Training Approval Form 60 On-the-Job Training Approval Form On-The-Job-Training Approval Form Institute for Teacher Education – Secondary Program College of Education PART A: CRITERIA FOR ON-THE-JOB TRAINING Students Employed as Teachers. When there is a shortage of licensed teachers in Hawaii, students enrolled in teacher preparation programs may be employed as classroom teachers. These students may petition the Chair of the Secondary Teacher Education Program to have their current fulltime employment situation serve as their practicum and/or student teaching placement, provided that their employment meets the following criteria: Required Minimum Teaching Assignment: 3 periods per day (2 blocks per day in schools that follow a block schedule) in a regular education classroom in the content subject for which licensure is being sought Assigned “Buddy” Teacher: It is recommended a tenured, full-time teacher who is licensed in the area for which the student seeks certification; provide support and guidance in the absence of the regular mentor teacher. This teacher will serve as teaching buddy for the OP or Student Teacher. (Pursuant to HSTA contract, Teacher Mentors will NOT evaluate the student teacher/OP.) Written Verification of Teaching Assignment: Written verification of the teaching assignment must be obtained from the school principal, indicating the following: o Employment in the area of licensure for at least three periods of regular education (except in the case of Special Education or ESL certification) instruction per day for student teaching. o Guarantee that said employment in content area will continue for the duration of the OP and/or Student Teaching semester. Permission is dependent upon the teaching assignment and qualifications of the individual and availability of a qualified onsite mentor. The Chair of the Education makes the final decision after consultation with the school principal and content faculty. PART B: PERMISSIONS Name of Teacher Candidate Name of School Teaching Content Licensure Term of Hire __________________________________________________________ The University of Hawai‘i at Mānoa teacher candidate listed above has been hired to serve as an emergency teacher at this school for the time period listed above. Teacher Candidate Teacher Candidate’s Signature Date Principal’s Name Principal’s Signature Date PART C: SCHEDULE AND CONTACT INFORMATION Teacher Candidate Teaching Schedule Building: Room: Phone: ext Days & Teaching Line Period Subject Times 1 2 3 4 5 6 7 Additional Comments: APPENDIX K Plan of Assistance for Improvement 64 Plan of Assistance for Improvement Plans of Assistance are developed to help candidates address areas of weakness or areas with which a candidate is struggling during the Teaching Practicum (OP) and Teaching Residency (Student Teaching) field experiences in the Secondary Teacher Education Program. This is not a form of punishment–it is the goal of the Secondary Program that all teacher candidates become the very best professional educators possible and the Plan of Assistance is used to help achieve that goal when needed. The Plan of Assistance Form requires the following: 1. An objective description of the problem/area requiring improvement. This description is to be written with the collaboration of the mentor teachers, teacher candidates, university field coordinators, and/or the course instructors depending on the nature of the problem. Teacher candidates will be informed that a plan is being developed and will have an opportunity for input into what they perceive to be their own areas of weakness. 2. A list of reasonable expectations for improvement. A specific list of what all parties reasonably expect the candidate to improve on in terms of academic and/or professional behaviors. This list should be supplemented with reasonable support and/or improvement resources that are available for teacher candidates. This can include additional supervisory sessions, one- on-one meetings with specific faculty, and other genuine support strategies. Ideas for what would be most helpful for the teacher candidate will be generated by all parties involved. Nothing in this list should create an undue burden on any parties involved. 3. A timeline as to when expectations should be met. The timeline must be reasonable and have a termination date by which time, demonstrated and projected change is evident. 4. Delineated course of action following the completion of the timeline. This is part of due process notice–whether met successfully or not the goals were met, what next steps will be taken and what will happen after the timeline dates have passed? 5. The signatures of all parties involved in the development of the Plan of Assistance, as well as the signature of the ITE Secondary Program Chair. 6. A sentence indicating the teacher candidate’s review and full understanding of the plan. This sentence will be followed by a space for the teacher candidate’s signature. This signature only indicates the teacher candidate’s acknowledgement of the plan – the teacher candidate does not have to agree with the plan. If the teacher candidate chooses to respond in writing to this plan, it is the candidate’s right to do so. The teacher candidate’s written response will be attached to the plan and placed in the candidate’s file. 7. Copies of the plan – without the candidate’s written response – are given to all parties involved in the development of the plan. 65 Institute for Teacher Education Secondary Education Program College of Education University of Hawai‘i at Mānoa Plan of Assistance for Improvement Teacher Candidate’s Name Sem/Year: Field Experience: OP Student Teaching Date: Description of the problem/area requiring improvement: List of expectations for improvement: Timeline for starting and meeting these expectations: Course of action following the completion of the timeline: If the expectations are met: If the expectations are not met: I have read and I understand this plan. Teacher Candidate Signature Date University Coordinator Date Mentor Teacher Date Seminar/Methods Instructor Date Secondary Chair Date Teacher Candidates have the right to respond to this Plan of Assistance in writing. Any written responses should be sent directly to the Institute for Teacher Education office. APPENDIX L Student Teaching Application 68 University of Hawai‘i at Mānoa College of Education Institute for Teacher Education – Secondary Program STUDENT TEACHING APPLICATION Bachelor’s Degree in Secondary Education Post-Baccalaureate Certificate in Secondary Education To the Applicant: Admission to student teaching is not automatic. Teacher Candidates must meet ALL minimum requirements for student teaching as outlined in the Secondary Program Handbook. Student teaching and its concurrent seminar combine to make a full, demanding semester. Students are advised not to take additional courses during their student teaching semester. Application Procedure: Application forms are available in the office of the Institute for Teacher Education (Everly 226) or http://students.coe.hawaii.edu/index.php?title=Departments/Secondary_Education&bc=2. Use the checklist below before filling out the form to see if the minimum requirements are met or not met. o Cumulative GPA is at least 2.75 (2.50 for math and science) o Grade of C or better in content methods course o Received credit for ITE 402 OP Field Experience o Satisfactory Disposition Form during ITE 402 o Completed Developmental Portfolio o Subscribed to TK20 Schedule an appointment with an academic advisor in the Office of Student Academic Services AFTER grades from the previous semester have been received. Your academic advisor will check the student teaching application and sign it when it has been verified. You will then be advised of your graduation/licensure requirements. Return form to the office of the Institute for Teacher Education (Everly 226). Application Deadlines: Fall Semester Placement – apply between January 2 and February 15 Spring Semester Placement – apply between August 15 and September 15 KEEP THIS PAGE FOR YOUR FUTURE REFERENCE. University of Hawai‘i at Mānoa College of Education INSTITUTE FOR TEACHER EDUCATION – Secondary Program Student Teaching Application Semester of Student Teaching (check one) _____ Fall _____ Spring Year _______ Name (print) Last First Middle Student ID Number Degree/Certificate (check one) _____ B.Ed. _____ PBCSE Content Area (Math, Soc. St., Science, For. Lang.) Major (for Science: Chemistry, Biology, etc.) Current Address Street Apt. No. City State Zip Code Permanent Address (if different from above) Street Apt. No. City State Zip Code Current Phone Number Cell Number Email Addresses firstname.lastname@example.org Other _________________________ Teacher Candidate Responsibilities I understand that it is my responsibility to notify the Chair of the Secondary Program, in writing, should my GPA fall below the required 2.75 or receive a grade of below C for a required course. This written notification must be received by the Chair at least two weeks before the date that student teaching begins. I understand that my student teaching assignment may be cancelled if I do not meet all requirements for student teaching two weeks before the date that student teaching begins. I understand the College of Education requires liability coverage as a condition of student teaching placement and can verify my liability insurance is current for student teaching. I understand the Hawai‘i State Department of Education requires fingerprinting as a condition of student teaching placement and can verify I have been fingerprinted. Signature of Applicant: ____________________________ Date THIS PAGE TO BE COMPLETED BY OSAS ACADEMIC ADVISOR Courses remaining before student teaching: Summer ______ Fall ______ Spring ______ Summer ______ Graduation Checklist: Incomplete Course(s): Met UHM Graduation Requirements: Focus Designations Met GPA Requirements: Credit Requirements: _____ Yes _____ No Advanced Standing Credit __________ Comments: UHM Credits Completed __________ Credits in Progress __________ TOTAL CREDITS __________ Academic Advisor Comments: Academic Adviser Date Rev. 09/2009 APPENDIX M Student Teacher Volunteer Form 72 Student Teacher Volunteer Form Institute for Teacher Education College of Education University of Hawai‘i (808) 956-4241 Students enrolled at the University of Hawai‘i who student teach in the public schools of Hawaii receive legal protection under provisions of the Hawaii Revised Statutes and Department of Education Policies and Regulations, e.g., for liability insurance, workman’s compensation, and so on. If a student teacher reports to the school prior to the beginning of the University semester or continues beyond the end of the University semester, he or she many not be covered. However, students may report to student teaching before or after the formal University semester provided the school principal signs this form indicating that the student teacher is serving as a “volunteer” during the time the University is not in session. Name of Student Teacher Name of Mentor Teacher Name of School Time Period for Volunteering Beginning Date Ending Date The University of Hawai‘i at Mānoa student teacher listed above has my permission to serve as a volunteer at this school for the time period listed above. _______________________ ________________________ __________________ Principal’s Name Principal’s Signature Date APPENDIX N ITE 420 Secondary Teacher Education Program Placement Information Form 74 75 ITE 402 – SECONDARY TEACHER EDUCATION PROGRAM PLACEMENT INFORMATION FORM PLEASE PRINT Fall PART A: CONTACT INFORMATION Name Content Area Current Address City/Zip Phone: Home Work Cell Email Address @hawaii.edu Alternate email Do you have a car? Yes No PART B: PLACEMENT PREFERENCE Grade Level Preference Middle School High School Geographic Area (prioritize 1-4) Honolulu District Central District Leeward District Windward District Note: Grade level and geographic preference will be considered, but are not guaranteed. Placements are based on a variety of factors, including schedule and mentor teacher availability. Students should not contact schools or teachers about placements. All placements are final. PART C: SCHEDULE OF AVAILABILITY List only scheduled courses below. The field practicum takes precedence over any extracurricular activities (i.e., work). Many schools have rotating and block schedules (70-90 min. classes), therefore, time blocks should be longer than one hour. The longer the block time, the greater the placement possibilities. Additional comments can be written on the back of this sheet. SAMPLE MON TUE WED THU FRI 07:30 08:00 08:30 09:00 EDEF 310 09:30 EDEF 310 10:00 EDEF 310 10:30 11:00 11:30 12:00 12:30 01:00 ITE 432 01:30 ITE 432 02:00 ITE 432 02:30 ITE 432 03:00 ITE 432 COMPLETE AND RETURN TO EVERLY HALL 226 BY MAY 1st.
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