Secondary Teacher Resume Template - DOC by kni63117

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									 Secondary Education
STUDENT TEACHING GUIDE
     CANDIDATE PACKET




  SCHOOL OF EDUCATION
    McKendree University
      Lebanon, Illinois
         537-6453
                 STUDENT TEACHING IN THE SECONDARY SCHOOLS
  The terms “teacher candidate” and “student teacher” are used interchangeably in this document for NCATE
                                          accreditation purposes.

THE ASSIGNMENT

     All coursework must be completed prior to Student Teaching with a minimum cumulative
      GPA of 2.75 for undergraduate teacher candidates and 3.0 for graduate teacher candidates.
      Acceptance into the Teacher Education Program and Student Teaching Program is required.

     Reviews including lesson plan, dispositions, and performance assessments from University
      instructors and public school personnel are required before a student teaching assignment is
      made. The assignments are a minimum of 16 weeks in length and begin with the opening of
      the assigned school for the Fall semester student teachers and in January immediately
      following the assigned school’s holiday vacation for Spring semester student teachers.

     The assignment begins with the McKendree University Field Experience Coordinator
      requesting the placement through your superintendent or principal. The assignment to a
      Cooperating Teacher qualified to accept a student teacher in the grade level and/or
      department is made.

     Teacher candidates are not permitted to complete student teaching in a school where
      relatives of the first or second degree are attending or employed, nor in a school or school
      district where a relative of the first or second degree is in a position of authority over
      cooperating clinical teachers (i.e., principal, superintendent, or member of the Board of
      Education).

     The Cooperating Teacher and building Principal receive official notice stating who the
      student teacher/teacher candidate is and when the student teaching experience will begin.
      Teacher candidates are expected to contact this teacher and set up an appointment to meet
      and discuss the internship.




                                               1
INFORMATION FOR THE STUDENT TEACHER CONCERNING EVALUATION

The following information outlines the responsibilities for the student teacher during the semester
evaluation process. This guide may not answer all of the student's questions but the outline will
address most of the questions asked most often by student teachers.

1. Schedule of evaluation visits
The Supervisor will consult the student teacher regarding the best time(s) to observe his/her
performance in the classroom.
All teacher candidates will be observed by a supervisor a minimum of five times. Their student
teaching supervisor will observe them a minimum of four times. In addition, secondary teacher
candidates should arrange for their McKendree content area instructor to observe their teaching
sometime during the semester.
The Performance assessment rubrics found in LiveText will be used for the mid-term and final.

2. Reflection papers
The teacher candidate must develop reflections of the student teaching experience to be shared
weekly with the Supervisor. The form is found on LiveText. A total of ten reflections must be
shared with the Supervisor.

3. Sharing the portfolio
The portfolio is an ongoing process. The completed portfolio should include evidence that may
be linked to each of the standards found in the portfolio format. At least two artifacts must be
submitted for each standard, and at least one of these artifacts must be from student teaching. At
least ten lesson plans must be included in the artifacts. Four of these lesson plans will have been
evaluated by the Supervisor.

At the end of the Student Teaching Experience, the teacher candidate’s electronic portfolio must be
evaluated by two faculty members via LiveText. For undergraduate students, the portfolio will be
assessed by the University Supervisor and Faculty Advisor and must be shared with them as a
―reviewer.‖ For graduate students, the portfolio must be shared with the University Supervisor and
the instructor for EDU 698 Portfolio Review. The portfolios are to be completed and submitted
to the two assessors for evaluation three weeks prior to the end of the semester.

4. Attendance
Teacher candidates are required to be in attendance every day school is in session including
teaching institutes, conference days, etc.
The student teaching experience will be a minimum of 16 weeks in length. Failure to comply with
this policy will result in the extension of student teaching. In case of an emergency or illness,
teacher candidates should contact their Cooperating Teacher and Supervisor immediately.

Illness/family emergency may be excused—the need to make up days is determined jointly by the
University Supervisor and the Cooperating Teacher. No other absences will be excused or
tolerated.




                                                  2
TEACHER CANDIDATE ASSESSMENT REQUIREMENTS

     The University Supervisor will make a minimum of four visits to the student teacher’s
      classroom. The first visit is considered a ―meet and greet‖ and should be completed within
      the first two weeks of student teaching. In addition, for secondary education candidates, a
      Content Area Supervisor will make one visit. It is the responsibility of the student teacher to
      contact this person and schedule this visit.

             Contact for Content Area Supervisor:
                    Math—Mrs. Martha Eggers
                    Science—Dr. Robb VanPutte
                    Social Science—Dr. Irwin Halfond
                    English—Dr. John Greenfield
                    Business—Dr. Sandra Lang
                    Music—Dr. Phillip Wilhelm
                    P.E./Health—Dr. Deanne Riess
                    Art—Mr. David Ottinger

     5 lesson plans formally observed and assessed using the assessment form: ―McKendree
      Lesson Plan Assessment‖ in LiveText.
      Teacher candidates should create their lesson plans in LiveText using the ―Basic Lesson
      Plan Format‖. This should be shared with the university supervisor as a ―reviewer‖ 48 hours
      prior to the assessment visit when you will be teaching this lesson.

     At midterm, the teacher candidate’s performance will be assessed using the assessment
      form: ―McKendree Performance Assessment.‖

     Upon completion of student teaching the teacher candidate’s performance will be assessed
      using the assessment form: ―McKendree Performance Assessment – Student Teaching.‖

     Upon completion of student teaching and at any time the Cooperating Teacher observes
      dispositions that are a concern and need to be addressed the teacher candidate’s disposition
      will be assessed using the assessment form: ―McKendree Dispositions Assessment.‖ This
      assessment will also be completed by the University Supervisor.

     A completed portfolio must be assessed in order to issue entitlement for graduation and
      certification. Teacher candidates must complete a portfolio using the template ―McKendree
      University –Teacher Certification Template,‖ however, if the portfolio was started using a
      different template they are not required to change to this format as long as content is present
      to enable an accurate assessment. For undergraduate students, the portfolio must be shared
      with the University Supervisor and Faculty Advisor as a ―reviewer.‖ For graduate students,
      the portfolio must be shared with the University Supervisor and the instructor for EDU 698
      Portfolio Review. The portfolio must be assessed using the assessment form ―McKendree
      Portfolio Assessment.‖




                                                 3
Portfolio Guidelines
The purpose of the portfolio is to evaluate candidates’ achievements of intended learning outcomes
by assessing their proficiency on the program standards. Candidates and faculty will review the
candidates’ breadth of knowledge and achievement by examining work that exemplifies the
standards and that represents a wide range of accomplishments. Portfolio evidences reflect both
course work products as well as the application of theory in the world during the candidates field
experiences and candidate teaching. Thus, the twenty (20) outcomes and competencies outlined in
the Conceptual Framework have been incorporated into the portfolio assessment as the capstone
assessment. Candidates link artifacts (i.e., lesson plans, unit plans, professional development)
directly to each competency in the portfolio assessment.

1. The portfolio of professional work is presented using the LiveText web-based portfolio
   development system.
   A standard portfolio template format will be available through the LiveText web site.

2. Review the standards and reflect upon their meaning.

3. Gather artifacts from completed course work.

4. Read each standard carefully looking for key words and phrases that best describe the intent of
   the standard. Review the key points for each standard.

5. Match artifacts with the standard(s) that most appropriately align with the evidence. Place the
   work in that section representing the standard(s).

6. Check to see that at least 2 artifacts are included for each standard, and at least one of these
   artifacts must be from student teaching. Artifacts may be used to fulfill more than one standard.
   Do not use an artifact more than 3 times in the entire portfolio. Try to use a variety of artifacts
   throughout the portfolio.

7. Each portfolio entry should have a rationale paragraph.
       a. Review the activity and reflect upon the purpose of the work. Connect that purpose to
           one of the standards.
       b. Write a rationale by explaining why this work was selected, what was learned by doing
           it and what competence was gained.

8. After all artifacts are appropriately placed in a standard section and described in the rationale
   paragraph, the candidate should review the entire portfolio in terms of proficiency in the
   standards.

9. The completed portfolio will be assessed by two faculty members. For undergraduate students,
   the portfolio must be shared with the University Supervisor and Faculty Advisor as a ―reviewer.‖
   For graduate students, the portfolio must be shared with the University Supervisor and the
   instructor for EDU 698 Portfolio Review. The portfolio must be assessed using the assessment
   form ―McKendree Portfolio Assessment.‖ If there are questions, an interview will be
   scheduled.

                                                   4
THE STUDENT TEACHER'S RESPONSIBILITIES

The Student Teaching experience entails certain responsibilities. Responsibilities are to:
        1. Attendance
           • Report promptly each and every day to teaching assignments.
           • The student teaching experience will be a minimum of 16 weeks in length. Teacher candidates
              are required to be in attendance every day school is in session including teaching institutes,
              conference days, etc. Failure to comply with this policy will result in the extension of student
              teaching.
           • Illness/family emergency may be excused—the need to make up days is determined jointly by
              the University Supervisor and the Cooperating Teacher. No other absences will be excused or
              tolerated.
           • In the event of absence due to illness, injury, or family emergency, notify the Cooperating
              Teacher and the school per the reporting requirements of the school, and notify the University
              Supervisor as soon as possible. Unexcused absences will not be allowed.
           • Remember that student teaching is the capstone experience in your preparation to become a
              teacher. The Policy concerning ―Extra-Curricular Activities While Student Teaching‖
              addresses the importance of student teaching and how this affects participation in athletics and
              other extracurricular activities. If you plan to engage in an extra-curricular activity at
              McKendree University or elsewhere during student teaching you are responsible for
              submitting the required form to secure approval, approval with conditions, or denial from the
              Council on Teacher Education. This form should be returned to the Director of Teacher
              Education who will inform you, in writing, of the decision made by the Council on Teacher
              Education. If your circumstances change (i.e., scheduling or leave and return times, practice
              times, rehearsals, work schedules, etc.) you must resubmit your petition to the Council on
              Teacher Education. Failure to adhere to this policy may result in removal from student
              teaching.
        2. Assume responsibilities and duties delegated by the cooperating teacher and/or school
           administrator.
        3. Be alert for opportunities to assist the Cooperating Teacher and gain the widest experience
           possible from the student teaching assignment.
        4. Be physically fit and appropriately dressed.
        5. Act at all times as if under contract as a regular teacher in the school.
        6. Confer regularly with the cooperating teacher to obtain feedback on the work being done.

        7. Participate regularly in each mandatory student teaching seminar held on campus.
        8. Be well-prepared for all teaching opportunities. One of the primary causes of ineffective
           teaching is the lack of proper planning and preparation to teach. Lesson plans are mandatory for
           each lesson to be taught.
        9. Understand that confidentiality is an important part of professionalism. Do not share
           information you hear from other student teachers, students or parents in your assigned school,
           practicing teachers, administrators or your McKendree Supervisor.


NOTE:     In case of a teachers' strike, it is the policy of McKendree University NOT to cross the picket line.
          In the event a strike should occur and appear to be of long duration, another placement may be
          made. At all times candidates are to act in a professional manner.


                                                       5
Obligations to the University Supervisor:

       1. Submit a daily schedule.

       2. Submit lesson plans to be used for teaching evaluations to the supervisor 48 hours before
          the supervisor is to assess your teaching. Have lesson plan(s) readily accessible when the
          supervisor arrives.

       3. Notify the supervisor in case of absence or unplanned school closing.

       4. Consult with the Supervisor regularly.




TEACHER CANDIDATE REFLECTION IDEAS
 (from The Student Teacher’s Handbook, fourth edition, 2002, Sara Schwebel, et al. with additions
                              from Mrs. Eggers and Dr. Diuguid)

Objectives of Reflections:
    To recall, review, and reflect on day’s events
    To experience release from emotions of the day
    To problem solve
    To cope with relationship issues
    To share thoughts and feelings with your supervisor
    To recognize and record your growth as a professional
    To view your future as an accredited teacher


At the Beginning of Student Teaching

      What are you expecting of yourself as a student teacher?
      What are your main concerns about student teaching? What can you do to face them?
      What can you do to make the most of your student teacher-cooperating teacher relationship?
       What are the strengths and weaknesses of that relationship so far?
      How do you expect your supervisor to help you?
      How do you feel about the realities of teaching in today’s schools?
      How can you get to know your students better? How will you use what you learn to
       improve your lessons?
      What can you do to prevent problems with your relationship with students?
      How do you think the students see you?
      How will you feel talking to parents who are much older than you?
      What are the aspects of your relationship with the school principal?
      What resources can you draw on from other teachers, staff, and custodians in the building?




                                                   6
After Awhile in Student Teaching

      Describe three different students in your class and explain the levels of performance you
       expect of them.
      Identify some of the benefits of teaching a class in which diverse groups are represented and
       describe what diversity is represented in your class.
      Describe a student who has special needs, what benefits him/her, and what proves
       challenging for the student and for you.
      What qualities in your cooperating teacher do you consider fundamental to good teaching?
      How are technology and art being used to enliven your class and enhance learning?
      What aspects of using technology are potentially problematic? How can you cope with this?
      How do you weigh the benefits and drawbacks to individualization and cooperative
       learning?
      What techniques will you use to assess your students’ learning – and YOUR learning?
      Describe your feelings about teaching the whole class.
      What strategies are you using to effectively manage yourself and your time?
      What classroom management problems have you faced and how did you deal with them?
       What would you do the same or differently?
      How do you react, emotionally and behaviorally, when a student disrupts the class?
      What approaches do you feel comfortable using to handle disruptive students?
      What approaches do you feel comfortable using to handle intimidating students?
      What steps do you take to prevent disruptions in class?
      Describe an ―unexpected‖ event you have faced and how you handled it. What would you
       do the same or differently the next time?
      How have you investigated and utilized the instructional resources of the school?
      How do you take the initiative in helping with tasks in the classroom?
      How do you assist with extracurricular activities at the school?
      Describe the diversity which is represented in your class.
Toward the end of Student Teaching
      How are you coping with exhaustion and stress that student teaching typically brings?
      How are you handling – and benefiting from – criticism?
      How are you countering self-doubt?
      In what respects are you already feeling like a teacher?
After Student Teaching
      What steps should you take to prepare yourself for finding a job?
      How will lessons from your student teaching experience be useful in your career?
Anytime during Student Teaching

      Describe how you have gone the ―extra mile‖ with a student(s) to help him/her
       academically, socially, or emotionally, etc. What did you do that made a difference?
      Describe how you were able to help the class (or individuals) achieve and be more
       successful than before you arrived (e.g., the class scored better on a test than classes have in
       other years; students understood the concept better in the way you presented it than they
       have in other years; etc.)
      How do you know you are a ―caring professional‖?
                                                  7
STUDENT TEACHING ACTIVITIES

First Phase: The Observation Period

The early phases of the student teaching experience should be devoted largely to observation and
the opportunity to participate in the out-of-class co-curricular or extracurricular activities assigned
to the Cooperating Teacher.

This observational phase should provide the teacher candidate with the opportunity to become
acquainted with the school and the students and will usually last for one to two weeks.

There are many preliminary opportunities for the teacher candidates to participate in classroom
activities other than actual teaching. For example, at the beginning of school there are always
activities pertaining to the opening of the school. Often furniture must be arranged, books and other
materials distributed, and records kept in grade books, file folders, etc. Also, the teacher candidate
can assist in the preparation of teaching materials such as typing, reproduction, preparing bulletin
boards, etc.; in general, help with instructional media and perhaps aid in some of the planning.
During this preliminary phase, the teacher candidate should observe students in the classroom and
attempt to get acquainted with the total school to the extent feasible--building administrators, other
teachers, etc. It may also be possible for the teacher candidate to work with small groups of
students during this time.

In general, this observation will be concerned with finding out as much about the students as is
possible--achievement, intelligence, personality, interests, and perhaps the social background. The
teacher candidate should become acquainted with instructional media, such as books and A.V. aids
which are available. Of special significance is the way the teacher plans his/her daily work in
relationship to available media and the level of students’ abilities.

Discipline problems will, no doubt, arise. No set plan can be made in this area, but the teacher
candidate should try to gain a general knowledge of discipline procedures used by the teacher.
There may be written policies, rules, and regulations, which directly affect teachers and teacher
candidates in their work. It is hoped that these will be made available.

Thus, in this first phase the teacher candidate should:

       -   become acquainted with the Cooperating Teacher.
       -   observe the types of problems that arise and how they are handled in the classroom.
       -   become acquainted with the students; learn their names, something about their
           background, and their school records.
       -   see how routines are followed.
       -   study the textbooks, accompanying manuals, and courses of study available.
       -   observe the relationship that exists between and among the Cooperating Teacher and
           pupils.
       -   see how individual differences are compensated for in regular classroom procedures.

In summary, experiences other than teaching in front of a class are of great significance and may be
as important in terms of success as is actual classroom teaching.



                                                    8
Second Phase: The Teaching Period
In Phase II, usually beginning with the second or third week, the teacher candidate begins to teach,
one or two subjects for just a part of the day. The teacher candidate should pay special attention to
the constructive criticism that the Cooperating Teacher provides, if not each day, then on a regular,
frequent basis. The Cooperating Teacher will continue to teach lessons to provide the teacher
candidate the opportunity to observe the master teacher at work and to gain perspective on his/her
own work as a teacher.
An old adage is "Those who do not plan, plan to fail." Before appearing before a class, the teacher
candidate should plan the lessons carefully; how detailed the lesson plan should be will depend
upon the individual. For example, knowledge of the subject matter will determine how detailed the
notes should be.
Several days before actually teaching the lessons, the teacher candidate should present plans to the
Cooperating Teacher and ask for suggestions in terms of additions, corrections, etc. Once a plan is
agreed upon, the teacher candidate should be given the opportunity to perform as a teacher.
Conferences should then be scheduled for discussion of the performance. The frequency of these
conferences will depend upon the feeling of need by either the teacher candidate or the Cooperating
Teacher. In all conferences, the Cooperating Teacher serves as a consultant, moving in the
direction of helping the candidate to become self-sufficient in performance.
The Cooperating Teacher can plan with the teacher candidate, but once in front of the class, the
student teacher is on his/her own, unless a dire emergency should arise. In other words, the teacher
candidate must be given the opportunity to succeed or fail on his/her own.
For several weeks the teacher candidate should be given the opportunity to teach each of the
subjects, while still teaching just part of the day. This gives the teacher candidate the opportunity to
sample the teaching of each subject without the added pressure of teaching the entire day. It should
also allow the teacher candidate time to develop one or more units in more depth than is usually
possible by teacher candidates or beginning teachers when teaching all day. The teacher candidate
will then have time to create bulletin boards, arrange a field trip and/or a guest speaker, etc.
Thus, weeks two (or three) through about ten should be spent teaching some of each of the subjects
(a module, chapter, unit, etc.), starting with only one or two together and, as success warrants,
gradually assuming more responsibility for teaching the class.
By week ten, eleven or twelve, the teacher candidate should be ready to assume full responsibility
for the class for the entire day. This "intensive" time should last a minimum of two weeks.

Third Phase: Winding Down Period
         Following the "intensive" weeks, the Cooperating Teacher will gradually resume his/her
control over the class, perhaps first recovering those subjects the teacher candidate has been
teaching the longest and team teaching some subjects with the teacher candidate. The teacher
candidate will then have time to reevaluate his/her teaching, observe other teachers in other rooms
and in other grades, and/or do more in-depth units, bulletin boards, learning centers, etc.
         The above timetable is intended as a general guideline for the 16 weeks of student teaching.
It should be adapted jointly by each cooperating teacher and teacher candidate to fit their particular
class, the subject matter, and the skills and abilities of the student teacher. At all times the primary
concern should be the classroom students, their learning and welfare. The needs of the teacher
candidate and the requirements of this course are secondary.

                                                    9
                                TEACHING SCHEDULE
                        FOR SECONDARY EDUCATION STUDENTS


The actual plan is to be worked out with the Cooperating Teacher(s). Individual situations will vary
somewhat.

Week 1           ―Get acquainted.‖ OBSERVE IN THE CLASSROOM; learn about school
                 policies regarding discipline and rules, extra-curricular activities, classroom
                 routines, textbooks, lesson plans, record keeping, and grading policies; at the
                 teacher’s discretion, assist with activities

Week 2           In addition to the above, BEGIN helping individuals or small groups,
                 ASSIST with teaching duties or teach some individual lessons, PREPARE
                 lesson plans for the Cooperating Teacher’s approval

Week 3           Assume responsibility for TEACHING ONE FULL CLASS each day. If
                 there are several sections with one preparation, the Cooperating Teacher
                 might model and the student follow that lead in the repeated sections.

Week 4           Continue

Week 5           ADD THE SECOND AND THIRD CLASS, if the same preparation.
                 Assume the major responsibility for lesson plans for that preparation.

Week 6           Continue

Week 7           Begin work on SECOND PREPARATION and begin teaching in that area
                 also.

Week 8           WORK UP TO TEACHING A FULL DAY, with two preps.

Week 9-12        INTENSIVE

Week 13-14       Student may continue intensive, or may begin letting first preparation classes
                 go back to the cooperating teacher. Continue with second preparation
                 classes, or if a third prep has been added, continue there.

Week 15-16       Wind down; release all classes back to the classroom teacher. If possible,
                 visit some other classrooms within the same school to observe and have time
                 to reflect upon the experience.




                                                10
CHECKLIST OF THINGS TO DO WHILE STUDENT TEACHING

    Apply for Graduation in Registrar’s Office one semester prior to anticipated completion

    Request current transfer transcripts be sent to McKendree Registrar’s Office (only if you
    have not done so previously – you don’t need to do this again if the Registrar already has a
    current transfer transcript on file.) You should check with the Registrar’s Office to see if all
    transcripts have been received.

    Secure one copy of ALL transcripts ―issued to student‖ (to photocopy and submit with
    applications to school districts and an unofficial McKendree transcript for your Placement
    File). In addition, you will need one official copy from McKendree and an official copy
    from each school from which you took courses that will apply to your entitlement or
    endorsements. You will be mailing these to the Illinois State Board of Education at the end
    of the semester. (When requesting the McKendree official transcript, please indicate that
    you want the final transcript which will reflect completion of all courses taken during the
    current semester and posting of your degree if this applies to your situation.)

    Complete all requirements for Student Teaching
      o Complete 10 reflections in LiveText (these should be done in a timely manner)
      o Complete five lesson plans in LiveText (for observations)
      o Share the portfolio in LiveText early in the semester with those who will be
          assessing it. For undergraduate students, the portfolio must be shared with the
          University Supervisor and Faculty Advisor as a ―reviewer.‖ For graduate students,
          the portfolio must be shared with the University Supervisor and the instructor for
          EDU 698 Portfolio Review. The portfolio must be assessed using the assessment
          form ―McKendree Portfolio Assessment.‖ Complete the portfolio in LiveText and
          share with University Supervisor and University Faculty Advisor as reviewers. This
          is due three weeks before semester ends.
      o Secondary candidates are responsible for contacting the person in their content area
          at McKendree who will be doing the fifth evaluation of their teaching and scheduling
          this visit. Do this fairly early in the semester. (Please see list of contacts on page 3.)




                                               11
THE COOPERATING TEACHER

     A minimum of three years of teaching experience and a master's degree are considered to be
      desirable qualifications for a Cooperating Teacher. However, a superior recommendation
      from the Superintendent or other responsible administrator may be satisfactory.

     The University Supervisor has the responsibility of assigning the final grade for student
      teaching. This is to be done in consultation with the Cooperating Teacher.

     The Cooperating Teacher is the person directly responsible for teaching and supervising the
      student teacher/teacher candidate. Therefore, the guidance of the learning activities for the
      teacher candidate is left in his/her hands. However, if considered desirable or needed, they
      should feel free to confer with the University Supervisor(s) regarding all activities.
      Naturally, it is impossible for the University Supervisor(s) to be present at all times.
      Therefore, the Cooperating Teacher should take the initiative regarding the student teaching
      program. However, there are generally accepted overall procedures in terms of the
      organizational pattern which are followed by most cooperating teachers. The Certification
      Board of Illinois, the Illinois Association of School Administrators, and others have spelled
      these out. The recommended pattern in most instances is very similar.

      For the convenience of the cooperating teachers, a brief summary of these recommendations
      is outlined in the following paragraphs. However, it is in no way implied that McKendree
      University considers them mandatory. As previously stated, the pattern is left to the
      Cooperating Teacher with the position of the University Supervisor(s) being considered that
      of consultant.

THE FOLLOWING LIST IS OFFERED TO HELP THIS EXPERIENCE PROCEED AS
SMOOTHLY AS POSSIBLE:
      1. Introduce the teacher candidate as your fellow teacher who, therefore, deserves the same
         respect from the students.
      2. If possible, provide the teacher candidate with a desk.
      3. Explain daily routines and forms; provide a tour of the building and services provided
         for the students.
      4. Always state where you will be when you leave the room.
      5. Schedule a time each week to do weekly planning together and to afford the teacher
         candidate an opportunity to share ideas and activities.
      6. After each of the student teacher's lessons, help him/her evaluate the performance,
         become reflective, and hear your perceptions. Be specific and positive.
      7. Write a letter of recommendation, if asked, and do so promptly.
      8. Keep the communication lines open. Sometimes a journal helps facilitate this process.
      9.   Contact the supervisor immediately if you have questions or serious concerns. Don't wait
           until the end of the experience.
                                                12
COOPERATING TEACHER LIVETEXT RESPONSIBILITIES:

EVALUATION:
    The following assessments are conducted by the Cooperating Teacher using rubrics found in
    LiveText. The assessments conducted by the Cooperating Teacher are an integral part of the
    overall assessment system of the McKendree University Teacher Education Program as
    required by Illinois and NCATE accreditation standards. The assessment rubrics are linked
    to the McKendree University Teacher Education Unit Conceptual Framework and Illinois
    Professional Teaching Standards. The Cooperating Teacher and University Supervisor may
    use other additional evaluation tools such as scripting, descriptive evaluations, notes, etc.
   Performance Assessment - The University Supervisor only sees the student teacher
    teaching a lesson five times, but the Cooperating Teacher will see the candidate every day
    and therefore may be able to point to strong points possessed by the student teacher, and to
    other items as areas for improvement. The ratings given should be discussed with the
    candidate and it is appropriate for the student teacher to sit with the Cooperating Teacher as
    the assessment rubrics are completed in LiveText.
   Dispositions Assessment – This assessment is to be completed at the end of the Student
    Teaching Experience or at any time the Cooperating Teacher observes dispositions that are a
    concern and need to be addressed.
   Teaching must be evaluated in terms of student achievement. This, of course, is directly
    related to what the students in the classroom are doing, and this relates to the characteristics
    and performance of the teacher candidate. The interaction in the classroom sets the stage for
    the experience which leads to learning. In the final analysis, evaluation of student teaching
    should be concerned with the learning atmosphere which the teacher candidate is able to
    create in a classroom.

ADDITIONAL LIVETEXT REQUIREMENTS:
   Cooperating Teacher Resume and Classroom Demographic Form – please complete
     these forms in LiveText.




                                                13
                   COOPERATING TEACHER’S LIVETEXT INSTRUCTIONS

Updates and Changes
    A Livetext account has been created to collect data for all student teachers. You will no longer have access to a
        personal Livetext account.
    The user name for this account is ―mckendree‖. The password is ―studentteacher‖
    If there are multiple student teachers in your school, every cooperating teacher will share this account.
        Livetext will allow for multiple people to access the account at the same time.
    Please assess your student teacher’s performance at mid-term and final exam periods using the ―Performance
        Assessment – Student Teachers‖ form located in the ―Inbox‖ (see steps below).
    Please complete the ―Cooperating Teacher Resume‖ form located in the ―Inbox‖ (see steps below).
    Please complete the ―Classroom Demographic‖ form located in the ―Inbox‖ (see steps below).
    Please complete the ―Disposition Assessment‖ form located in the ―Inbox‖ (see steps below) at the end of
        student teaching.



Assessing a student teacher

1. Access Livetext either via McKendree Univeristy’s web page (www.mckendree.edu) or (www.college.livetext.com).
2. Log into the account using the user name ―mckendree‖ and the password ―studentteacher‖




3. The screen will open to ―My Desk‖. The ―Performance Assessment – Student Teachers‖, ―Classroom Demographics
Form‖, ―Disposition Assessment‖ and ―Cooperating Teacher Resume‖ will be located under ―My Work‖




(You do not have to do anything. This will automatically open to this screen.)

4. Click on the title ―Cooperating Teacher Resume‖, ―Classroom Demographics Form‖, ―Disposition Assessment‖, or
―Performance Assessment – Student Teachers‖ depending on the task.
5. Click on the hyper link for the form. This will take you to the form.
6. Complete the form and click ―submit‖ when you are finished.




                                                          14
THE UNIVERSITY SUPERVISOR

       The University Supervisor is the primary contact with McKendree University. The
        University Supervisor will be readily available for consultation with the Cooperating
        Teacher and/or the teacher candidate. They may be contacted at McKendree University
        (618-537-4481 or 1-800-232-7228), through the Field Experience Coordinator at extension
        6453 or the Faculty Secretary at extension 6807, or at home in the evenings.

       The Supervisor will make a minimum of four visits with the teacher candidate.
        Observations should involve as many different subject areas as possible. The Supervisor
        will also discuss progress, areas of concern, the lesson observed, etc., with both the
        Cooperating Teacher and the teacher candidate, either jointly or individually, during each
        visit.


SCHOOL POLICIES GOVERNING THE STUDENT TEACHER

       McKendree University recognizes that the student teacher is a guest in the assigned school.
        However, it is also recognized that when the student teacher takes over a class, he/she is the
        teacher and the growth and progress of each respective member of the class depends upon
        the student teacher's ability to perform successfully. Therefore, the decision as to when a
        student teacher takes over a class is left to the Cooperating Teacher and any personnel in the
        school concerned with this decision.

       It is recognized that the University calendar and the school calendar where the student
        teacher is assigned may not coincide. Therefore, McKendree student teachers are required to
        observe the calendar of the school to which they are assigned. In every instance, student
        teachers are to observe holidays as granted by the assigned school, and not those of
        McKendree University. Furthermore, all student teachers are expected to report in and leave
        at the same time as regular teachers. This is spelled out in the statutes.

        In addition to meeting the reporting requirements of the school to which the candidate is
        assigned, the student teacher must also notify the University Supervisor of any absence as
        soon as possible. Except for illness or emergency, a student teacher must be in attendance
        all days that the school is in session and/or the cooperating teacher is required to be in
        attendance. Student teaching will be for a minimum of 16 weeks. Illness/family emergency
        may be excused – the need to make up days is determined jointly by the University
        Supervisor and the Cooperating Teacher. Other absences must be made up.

       Student teachers cannot be paid to teach during the student teaching experience (Illinois
        Admin. Rules 25.620).

       If the teacher is absent, the school needs to provide a substitute teacher, even if the student
        teacher is more qualified to teach the class. The student teacher may teach, but a substitute
        teacher must be present.

       A summary: Student teachers are implicitly under the governing policies of the school as
    stated in the policies, rules and regulations manual of the school system.


                                                   15
                Excerpts from the McKendree University Teacher Education Unit
                                   Conceptual Framework


Introduction:

McKendree University offers programs in initial and advanced preparation of education
professionals that allow applicants the opportunity to prepare for initial and advanced certification
in the State of Illinois. Applicants may choose to major in Elementary Education to teach in grades
K-9, or Secondary Education programs in Business, Marketing, and Computer Education, English
Language Arts, History (Social Science), Mathematics, Science (Biology or Chemistry Emphasis)
or the Social Science (History, Political Science or Psychology Emphasis) for grades 6-12.
Applicants majoring in Music Education, Physical Education and Visual Arts may choose to
complete the special program for certification at grade levels K-12. Graduate students may choose
to complete the initial certification program in Special Education (preschool to age 21).

The Education Unit at McKendree believes that the education of all candidates occurs most
successfully in the context of a liberal arts program, a broad background of courses in general
education is required of all undergraduate majors. The Education Unit also believes that candidates
who are interested in a teaching career must develop the necessary skills of teaching through a
sequence of professional educational courses in theory and methodologies. A series of clinical
experiences in a variety of diverse school settings helps candidates transfer university classroom
instruction into practical teaching skills.


School of Education Unit Mission, Candidate Dispositions and Vision:

It is the mission of the School of Education Unit at McKendree University to prepare teachers and
other education professionals as lifelong learners (analytical abilities, research capabilities, lifelong
learning), caring practitioners (creativity, service to community, mutual respect), and
knowledgeable professionals (academic excellence, knowledge, analytical abilities, development of
the whole person).

The mission of the School of Education Unit at McKendree University is linked to and inspired by
the mission and purposes of the University. The dispositions of a candidate completing the program
also are grounded in the mission of McKendree University. The unit’s mission however, offers a
version more particular to the preparation of education candidates. McKendree University’s
Education program prepares candidates for meaningful careers in the field of education. Building
upon a solid liberal arts foundation, the Education Program assists candidates in developing
knowledge, skills, and dispositions necessary to become effective and caring educators in P-12
schools. This mission is realized for all candidates through attainment of fourteen dispositions that
are aligned with state and national standards.

Supported by its mission of the unit, it is the vision of the School of Education Unit at McKendree
University that in its preparation of educators who are knowledgeable professionals, caring
practitioners, and lifelong learners, the Unit will provide the leadership to enable graduates to meet
the ever changing diverse demands placed upon the schools in the region it serves.

                                                   16
Knowledgeable Professional
     1. Possess content and pedagogical knowledge. (INTASC/IPTS 1,4,7 IL-CCS 1,4 ISLLC 1, 2)*
     2. Create learning experiences that make content meaningful to all learners. (INTASC/IPTS
          1,2,3,4,5,6,7,8,10,11 IL-CTECH 3 IL-CCS 1,2,3,4,5,6,8,9 ISLLC 1,2,3)
     3. Integrate theory and practice in design and delivery of lessons. (INTASC/IPTS 1,4,78 Il-CLA 1,2 IL-
          CTECH 3 IL-CCS 1,3,4 ISLLC 2)
     4. Understand instructional planning and design and deliver instruction based on the discipline, student
          needs, community expectations, and curricular goals. (INTASC/IPTS 1,2,3,4,5,6,7,8,10,11 IL-
          CLA 1,3 IL-CTECH 2,3,6 IL-CCS 1,2,3,4,5,6,8,9 ISLLC 1)
     5. Understand formal and informal assessment and utilize them to support student development.
          (INTASC/IPTS 2,3,4,6,8 IL-CAS 3 IL-CCS 2,3,4,6 ISLLC 3)
     6. Apply appropriate technology, media, and materials in instructional design and practice.
          (INTASC/IPTS 4,6,8, IL-CTECH 1,3,5,6,8 IL-CCS 3,4 ISLLC 3)

Caring Practitioner
     7. Respect cultures, values, beliefs, and talents of all people. (INTASC/IPTS 2,3,5,6,7,8,9 IL-CTECH
         4 IL-CCS 2,3,4,5,6,7 ISLLC 2,4,5,6)
     8. Understand that self-esteem influences achievement. (INTASC/IPTS 2,5,6,7,8.9,11 IL-CCS
         2,3,4,5,6,7 ISLLC 1,2,5)
     9. Recognize and address cultural differences in communication. (INTASC/IPTS 2,3,5,7,8,9,11 IL-
         CLA 1,2,3,5 IL-TECH 6 IL-CCS 2,3,5,7 ISLLC 2,4,6)
     10. Establish communication and productive relationships with students, parents, colleagues, and other
         community members. (INTASC/IPTS 3,5,6,7.8,9,10,11 IL-CLA 3 IL-CTECH 5,6 IL-CCS
         3,4,5,6,7,8,9 ISLLC 1,2,3,4)
     11. Exhibit appreciation of the responsibility of educators. (INTASC/IPTS 8,10,11 IL-CCS 3,7,8
         ISLLC 2,5)
     12. Apply pedagogical theory to diverse educational settings. (INTASC/IPTS 2,3,5,6,8 IL-CCS 2,3,5
         ISLLC 1,3)
     13. Use technology as a tool to meet the diverse needs of students. (INTASC/IPTS 3,5,6,9 IL-CTECH
         1,2,3,4,5,8 IL-CCS 5,7 ISLLC 3)
     14. Practice professional ethics which are mirrored in McKendree University’s tradition of Christian
         values. (IPTS 11 ISLLC 2,5,6)

Lifelong Learner
     15. Understand, apply, and integrate research into teaching and learning. (INTASC/IPTS 4,10 IL-CCS
         4,7,8,9 ISLLC 2,3)
     16. Use various resources and technology as tools for professional growth. (INTASC/IPTS 4,10, IL-
         CTECH, IL-CAS IL-CCS 4,7 ISLLC 2,3)
     17. Possess knowledge of schools as a social and political system. (INTASC/IPTS 5,9 ISLLC 1,5 IL-
         CCS 7,8,9 ISLLC 2,3,4,6)
     18. Illustrate a commitment to teaching, learning, and service through professional development.
         (INTASC/IPTS 10, IL-CAS IL-CCS 7,8,9 ISLLC 2,6)
     19. Recognize that careers in education require lifelong reflection. (INTASC/IPTS 10, IPTS 11 IL-
         CCS 7 ISLLC 2,5,6)
     20. Recognize the contextual and interactive roles between the profession and the community.
         (INTASC/IPTS 9 IL-CCS 7,8,9 ISLLC 2,3,4,6)

       * IPTS – Illinois Professional Teaching Standards for All Teachers
         INTASC – Interstate New Teacher Assessment and Support Consortium
         IL-CAS – Illinois Content Area Standards
         IL-CLA – Illinois Core Language Arts Standards for All Teachers
         IL-CTECH – Illinois Core Technology Standards for All Teachers
         IL-CCS – Illinois Common Core of Standards for All Special Educators
         ISLLC – Interstate School Leaders Licensure Consortium

                                                     17
Dispositions:

The dispositions of a candidate completing the program are grounded in the mission of McKendree
University.

A graduate of McKendree University education program:
 1. Respects cultures, values, beliefs, and talents of all people.
 2. Believes that all students can learn.
 3. Values the importance of diversity in an ever changing world.
 4. Values the use and application of technology in teaching and learning.
 5. Appreciates the responsibility of educators to motivate and affect student learning.
 6. Reflects professional ethics that are mirrored in McKendree University’s tradition of Christian values.
 7. Believes that professional development is essential for growth in teaching, learning, and service.
 8. Is committed to a career in education that is based upon lifelong reflection.
 9. Values the contextual and interactive roles between the profession and the community.
10. Believes that educators must be effective oral and written communicators.
11. Values the tenets and responsibilities of the education profession by dressing appropriately.
12. Values the tenets and responsibilities of the education profession by meeting attendance requirements
    appropriately.
13. Values the tenets and responsibilities of the education profession by completing professional
    responsibilities promptly.
14. Values the tenets and responsibilities of the education profession by conducting one's self in a
    professional manner.


Assessment:

Initial Certification –

Candidates seeking initial teacher certification (undergraduate and graduate) complete four major
assessments during the teacher education program as required by the Illinois State Board of
Education:

1. prior to admission to the Teacher Education Program at the completion of EDU 210/510
Foundations of American Public Education; 2. prior to enrolling in the student teaching experience;
3. at completion of the student teaching experience; 4. a final assessment prior to recommendation
for entitlement by the University.

At each assessment point, teacher candidates are provided feedback and guidance as part of the
assessment process. Based upon the results of the assessment, the teacher candidate may be
permitted to continue in the School of Education Program, continue with conditions, or be
counseled out of the program.

Teacher candidates will be assessed using multiple measures that include standardized tests, grade
point average, coursework completion, teaching/performance evaluations, disposition assessments
and portfolio evaluation. Candidates also must include artifacts with reflective writings within the
portfolio to demonstrate attainment of the Illinois Standards and the Unit’s Conceptual Framework
Competencies.




                                                     18
                              MCKENDREE UNIVERSITY
                            CLINICAL EXPERIENCES PROGRAM




                                         AGREEMENT



THIS AGREEMENT is entered into by and between «school» and the Board of Trustees of
McKendree University, governing McKendree University, and through the School of Education and
affiliated academic divisions. McKendree University is hereinafter referred to as "McKendree
University" and the school district is hereinafter referred to as the "District."

It is hereby agreed that:

1. The District and McKendree University shall:

   a. Comply with all policies, principles, and procedures contained in the McKendree University
      Teacher Education Handbook and other related materials.

   b. Cooperatively work together in selecting student teaching stations and selecting available,
      qualified, and willing cooperating teachers to supervise assigned McKendree University
      Teacher Education students participating in clinical experiences designed to meet the
      requirements of 10-22.34 of the School Code of Illinois.

   c. Have the right and professional obligation to terminate a student’s clinical assignment for
      just cause, at any time, subject to appropriate procedures. A student who does not perform
      competently in the clinical assignment may be removed from the assignment based upon the
      recommendation of either the cooperating teacher and/or principal of the District or the
      McKendree University supervisor. Consultation between the District and McKendree
      University supervisor must precede the student’s notification of termination.

   d. Share responsibility for evaluation and documenting clinical experiences of clinical students.
      Documentation will include confirming the amount of time spent by clinical students in
      assignment at the District.




                                                19
2. The District shall:

   a. Expedite the placement of students participating in clinical experiences and notify the
      McKendree University supervisor of its decision as early as possible.

   b. Secure the approval of the McKendree University supervisor before utilizing the student
      teacher in any unusual manner or in any emergency situation. Student teachers may not
      serve as substitute teachers.

   c. Accept as a condition of this agreement, McKendree University policy with respect to
      student teacher’s position in the event of a strike or work stoppage in the District. This
      policy requires that the student teacher remain neutral and confer with his/her McKendree
      University supervisor if a work stoppage occurs.

   d. Provide each student teacher with the same liability protection provided to the District’s
      regular teaching faculty and other personnel as per the provisions of 10-22.3a of the School
      Code of Illinois.

   e. Direct the cooperating teacher, on or before the end of the student teaching assignment, to
      prepare a final evaluation of the student teacher’s performance, using forms provided by
      McKendree University supervisors. All evaluations shall be subject to the provisions of
      Public Law 93-380, The Family Education Rights and Privacy Act of 1974.

   f. Provide the student teacher with suitable space and facilities to perform his/her assigned
      responsibilities and make available to the student teacher all appropriate student handbooks,
      teacher handbooks, curriculum guides and school district policies.

3. McKendree University shall:

   a. Institute all requests for student teaching and clinical assignments so that the District shall
      have sufficient time to process the requests and to select qualified cooperating teachers and
      teaching stations. McKendree University supervisors will provide sufficient information
      about the student’s educational background and experience to assist the District in making
      decisions about a student’s acceptance and placement.

   b. Assign qualified McKendree University supervisors to the District to supervise McKendree
      University students and to consult on a regular basis and provide assistance to District
      cooperating teachers.

   c. Insure that only those McKendree University teacher education students properly prepared
      are permitted to apply for a student teaching assignment. McKendree University assumes
      full responsibility for appropriately screening all student teaching candidates.

   d. Whenever possible and appropriate, and at the request of the District, McKendree University
      supervisors shall provide orientation for cooperating teachers.




                                                 20
   e. Pay an honorarium to cooperating teachers for supervising a full-time student teacher (16
      weeks). In the event that the student teaching is less than sixteen (16) weeks, the
      honorarium will be prorated accordingly. If a student teacher is supervised by more than
      one cooperating teacher during the semester, the honorarium will be prorated
      proportionately.

   f. Pay an honorarium to principals of cooperating schools for every five (5) student teachers
      placed by McKendree University at their school.

        This agreement establishes the general conditions for cooperative participation by
McKendree University and the District in the clinical preparation of prospective teachers, including
both pre-student teaching and student teaching assignments. Although other written statements may
describe the details of specific assignments, the specific conditions stipulated therein must conform
to the general conditions set forth in this agreement.

       The District representative shall certify that he or she is authorized on behalf of the District
Board of Education to enter into and execute this agreement.

         This agreement shall remain in force until such time as it may be rescinded by either party or
superseded by a new agreement. The agreement shall be automatically continued from year to year
unless either party notifies the other in writing at least sixty (60) days prior to the anniversary date
that it desires to terminate the agreement.

IN WITNESS WHEREOF, the District and McKendree University agree to the above conditions of
the agreement.

___________________________________                     ________________________________________
Dean of the University/or Designee                      Superintendent/or Designee

___________________________________                     ________________________________________
Date                                                    Date




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