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					      Field Experience Handbook
                for Teacher Candidates


 Adolescence Inclusive Education Program with
   Middle Childhood Extension, Grades 5-12

     Childhood Inclusive Education Program
                  Grades 1-6




                 Spring Semester 2010

HTTP://WWW.BROCKPORT.EDU/EHD/FIELD%20EXPERIENCE/INDEX.HTML



         Department of Education and Human Development
                      The College at Brockport
                    State University of New York
                     Professional Education Unit
                                    Professional Education Unit




Dear Teacher Candidate:

Teacher candidates begin their work at The College at Brockport with several pre-student teaching field
experiences. New York State Education Department regulations implemented in February 2004 for initial
(formerly provisional) certification require that each teacher candidate obtain a minimum of 100 hours of
field experiences prior to student teaching. In addition to these 100 hours of field experience, each
teacher candidate must also obtain at least one field or student teaching experience in a high-need school
or school district and have experience working with students with special needs, and with students whose
first language is not English. You can see how much we need and appreciate the willingness of school-
based teacher educators to open their classrooms and share their experiences and students with you.

Beginning with the fall 2007 semester, the Department of Education and Human Development
implemented a new Adolescence Inclusive Education Program, grades 7-12 with middle level extension
to grades 5, 6. Also implemented was a new Childhood Inclusive Education Program, grades 1- 6. In
addition to field experiences described above, candidates in both programs obtain coursework and an
additional 50 hours of field experiences in special education. The goal is to have teacher candidates better
prepared to teach all children in an inclusive classroom setting.

This handbook was developed to assist teacher candidates during field experiences. We trust it will be a
helpful resource. Please use it, and let us know your suggestions for improvement. Best wishes for a
rewarding experience.

Sincerely,
Diane Maurer                                                  Shelly Smith                          
            
Diane M. Maurer                                               Shelly Smith
Director, Field Experience and Certification                  Assistant Coordinator for Field Experience
(585) 395-2596                                                (585) 395-2562
dmaurer@brockport.edu                                         masmith@brockport.edu
                                                            The College at Brockport
                                                         State University of New York
                                                         Professional Education Unit
                                                 Excellence in the preparation of education professionals

                                                      Mission Statement
The Professional Education Unit is dedicated to excellence in teaching, scholarship, creative endeavors, and service to the
community. The Unit is committed to providing education programs at the undergraduate, graduate, and advanced
graduate levels that prepare school professionals who are highly qualified to teach, counsel, lead, and administer. Predicated
on the need to create environments in which all learners grow and develop as contributing members of society, the Mission
of the Unit encompasses the Mission of the College in providing programs grounded in the liberal arts, emphasizing
student learning and success as its highest priority.

The Unit believes that collaboration between the College and P-12 practitioners is fundamental and inherent to all programs
offered by the Unit, including quality-based field experiences in diverse settings. Faculty, staff, and field-based personnel
work together to link theory and practice to advance the highest standards of learning for all youths.

                                                              Philosophical Foundation
We believe that the knowledge and skills needed to be an effective teacher, counselor, or administrator are both individually
and socially constructed.
                                                                      Shared Vision
We are committed to preparing professionals in education who have had in-depth field experiences in diverse, supportive, and
collaborative environments both on and off campus, and who are prepared well to facilitate the success of all children.

                                                                Conceptual Framework
                                                Guided by and grounded in Social Constructivism

Theme One: A Solid Base of Knowledge & Skills
Content Knowledge in a Discipline
    Proficient in quantitative skills, writing, and computer technology
    Have a deep knowledge of the content to be taught
Pedagogical Content Knowledge
    Also have knowledge of the pedagogy for teaching a particular content
    Able to formulate and represent content in such a way that it is accessible to learners
Professional Knowledge and Skills
    Able to use teaching, counseling, and administrative strategies that positively impact student learning
Reflective Skills
    Able to reflect on and analyze one’s own practice

Theme Two: Professional Dispositions
Positive Outlook
     Optimism and enthusiasm
Intellectual Integrity
     Honesty, trustworthiness, and fair-mindedness
Respect
     Consideration, cultural sensitivity, and empathy
Self-Awareness
     Sensitivity to others
Dedication
     Persistence, flexibility, generosity, creativity, and patience

Theme Three: A Positive Impact on P-12 Learning
Focus On Student Learning
   Effective teachers create classroom environments in which all students learn
   Effective counselors create educational environments that support student development
   Effective administrators create school environments that support student learning
                                                        The College at Brockport
                                           State University of New York
                                  Department of Education and Human Development
                                            Professional Education Unit


                                                   Field Experience Handbook
                                Adolescence Inclusive Education Program
                        Grades 7-12 with Middle Childhood Extension, grades 5-12

                                              Childhood Inclusive Education Program
                                                           Grades 1-6

                                                                         Table of Contents

                                                                                                                                                     Page(s)

  Important Contacts..................................................................................................................................... 1

  General Information ................................................................................................................................... 2-4

  Field Experience and Student Teaching Requirements
  for the Adolescence Inclusive Education Program ............................................................................... 5

  Field Experience and Student Teaching Requirements
  for the Childhood Inclusive Education Program .................................................................................. 6

  Expectations for School-Based Teacher Educators .............................................................................. 7-8

  Expectations for Teacher Candidates, and
  Teacher Candidate Dispositions ............................................................................................................... 9

  Role of College Supervisors....................................................................................................................... 10

  What if There Are Problems During the Field Experience?................................................................ 11


  APPENDICES:
  Resume Writing Success
  Resume Writing Tips
  Sample Adolescence Inclusive Resume
  Sample Childhood Inclusive Resume




Revised 1/10
                                      IMPORTANT CONTACTS
Director of Field Experience and Certification

The Director of Field Experience and Certification serves as the coordinator of placements for the Childhood
Inclusive and Adolescence Inclusive certification programs and is the resource person for college supervisors,
teacher candidates, and school personnel. You can reach Diane Maurer, Director of Field Experience and
Certification, at (585) 395-2596 or through electronic mail at dmaurer@brockport.edu.

Assistant Coordinator, Field Experience Office

The Assistant Coordinator in the Field Experience Office provides placement, administrative and consultative
support to teacher candidates, college supervisors, school-based teacher educators, school district
representatives and faculty in the Childhood Inclusive certification program, and supports the Adolescence
Inclusive program on an as-needed basis. Shelly Smith, the Assistant Coordinator of the Field Experience
Office can be reached at (585) 395-2562 or through electronic mail at masmith@brockport.edu.

Secretary, Field Experience Office

The secretary in the Field Experience Office provides administrative and clerical support to teacher candidates,
school-based teacher educators and college supervisors for both field experience and student teaching
placements. You can reach Laura Kingdollar, the secretary of the Field Experience Office, at (585) 395-2507 or
through electronic mail at lkingdol@brockport.edu.

College Supervisor

Each teacher candidate is assigned a college supervisor for the semester, who is also one of the course
instructor(s) for the phase that includes the field experience. The college supervisor’s role is defined by the
teaching, observing, suggesting, and discussing that takes place during regularly scheduled communication
points. The role is collaborative as well as instructional. The intent is to facilitate the teaching and learning
process, and to a great extent this can only take place when information about this process is shared. With this
in mind, feel free to contact the college supervisor to share progress, questions, or concerns. Keeping in touch
with one another provides the best possible experience to optimize professional growth.

College Supervisor: ______________________________________________________________

Phone Number: __________________________E-mail: ________________________________




                                                                                                               1
                                    GENERAL INFORMATION
ABSENCES: The teacher candidate SHOULD NOT take days or time off from field experience without
receiving prior approval from the school-based teacher educator (SBTE) and reporting such absences to the
college supervisor. During inclement weather the teacher candidate should listen to local news sources for
school closings. All absences must be made up by the end of the semester in order to meet the pre-student
teaching field experience requirement. These should be pre-arranged between the school-based teacher
educator and teacher candidate.

APPLICATIONS: An application for field experience must be filled out during the semester prior to your
field experience. This Field Experience Placement Request Form will be available on our website, and
you will be given directions about completing the form and how to return it to the Field Experience Office. A
resume must also be submitted prior to each field experience (see the section on Resumes). When you
register for a class which requires a field experience placement an automatic reminder will be sent to your
Brockport email account. If you are in your last phase of field experience, you will receive information
about a placement request form for student teaching. It is very important to follow the instructions and
deadline dates for these applications.

ASSESSMENTS: Each teacher candidate is carefully monitored and assessed during their Education
Program. An overall minimum GPA of 2.5 (undergraduate) or 3.0 (graduate) must be maintained or the
teacher candidate is placed on program probation. S/he has one semester to raise the GPA to the minimum
standard or s/he is dismissed from the program. Each teacher candidate is also closely assessed on teacher
candidate dispositions. Intervention strategies can be recommended or program dismissal enacted if
candidate dispositions are not evident to at least a developing degree.

School-based teacher educators are asked to complete the required assessment forms at the end of each field
experience so that this input can be used in working with the teacher candidate. The field experience
evaluation is one component of the grade for the course.

A Field Experience Assessment must be completed by the school-based teacher educator at the end of each
placement. The teacher candidate will give the assessment form to the SBTE, and should request that the
school-based teacher educator review the evaluation with him/her. It is the teacher candidate’s
responsibility to return the assessment to the college supervisor/course instructor at the close of the
semester. This input will be used in determining the grade for the course, for promotion to the next phase of
the program and to verify that requirements have been completed.

CALENDAR: Field experience generally begins several weeks after the college semester begins and
continues until the end of the semester. Some teacher candidates and school-based teacher educators
negotiate a different time frame based on special circumstances. It is suggested that teacher candidates
participate in the schools for a minimum of five (5) to six (6) hours per week during an eight (8) to ten (10)
week timeframe. Teacher candidates are asked to contact their school-based teacher educator to determine a
schedule that meets their needs and the needs of the teacher and students. Conference days and holidays may
vary from district to district so please refer to the school district calendar when scheduling field experience
days.




                                                                                                       2
COMMUNICATION: Prior to beginning the field experience, it is required that the teacher candidate
contact the SBTE to arrange a schedule and discuss expectations. (Proper grammar, punctuation and spelling
will convey a professional manner when corresponding with the SBTE.) It is also recommended that teacher
candidates meet with the school-based teacher educator and in some cases the building principal prior to
beginning their field experience to discuss expectations, roles and responsibilities. A good plan can lay a
solid foundation for a successful experience. The teacher candidate will need to devote time and attention to
establishing and maintaining the relationship with the school-based teacher educator and any other staff
members with whom s/he interacts. These relationships will influence field experience and student teaching
success, the relationships the teacher candidate has with the students and any interactions that occur with
families and the school community. Field experience is a cooperative process, and at times the needs and
plans of the teacher candidate will have to give way to those of the school-based teacher educator and the
students. Communicating a positive attitude and enthusiasm in conversations and actions will greatly
support the effort put into planning and teaching.

CONFIDENTIALITY: There are laws governing the protection of students and their records. Even if
information is shared informally, the teacher candidate is expected to maintain strict confidentiality of all
personal information about individual students, their families, and all school records. Remember that even a
casual conversation with a friend can result in a breach of confidentiality that could have serious
consequences for everyone involved.

DRESS: It has been proven that the teacher candidate’s dress influences students’ perceptions and can have a
profound impact on the field experience environment. Moreover, it can influence perceptions of school
personnel, parents and members of the school community. Yet, dress can be a conflicting personal and
professional matter. In recent years, area school districts have expressed to all area colleges, an increased
concern regarding appropriate dress of teacher candidates. It must be understood that what is appropriate
dress for one’s personal life, may not be appropriate for one’s professional life. School officials and college
supervisors have the right to ask a teacher candidate to “cover up” or send a teacher candidate home if s/he is
not dressed appropriately. “Neck to knees should be covered.” Multiple body piercings including tongue
rings should be minimized or eliminated, tattoos should be covered, thongs and low-cut shirts for women
should not be worn. Teacher candidates are asked to view their appearance before entering the school site
and make sure that their appearance is professional. Although finances are often an issue for college
students, wardrobes do not have to be extensive for candidates to dress professionally—mixing and matching
and borrowing apparel pieces from others can help maximize professional wardrobe options. Teacher
candidates are encouraged to talk with their SBTE about dress, observe the dress of other teachers, and dress
accordingly, avoiding extremes.

FIELD EXPERIENCE REQUIREMENTS: During field experience, teacher candidates will work with small
groups or individual students, observe various classes, and participate in class activities and lessons as their
readiness and course requirements dictate. The purpose of field experience is to prepare the teacher candidate for
student teaching by orienting him/her to the classroom and school environment. Teacher candidates should ask
questions, grade papers, develop bulletin boards, etc. Some candidates may be ready to teach lessons to students.
This would be done only in circumstances when both the teacher candidate and school-based teacher educator
identify a readiness for this to occur. At the beginning of the field experience, college faculty may provide
additional information about these requirements and expectations.

The field experience must be completed throughout the semester with a recommended timeframe of 5 hours per
week for 10 weeks. Field experience assignments are scaffolded to assist candidates in their development as a
teacher. Completing field experiences within a shorter timeframe (for example a concentrated two-week period)
does not maintain the commitment made to schools nor the requirement set forth by the Department of Education
and Human Development.

                                                                                                         3
NAME BADGES: Teacher candidates are asked to purchase a teacher candidate name badge from the BASC
Office at the college to identify themselves when participating in field experiences. During field experiences,
badges should be worn in a visible location at all times.

PERSONAL WEBSITES: It has become common to maintain a personal website for a number of
communication and relationship reasons. Candidates are asked to review their personal websites and determine if
it is professional in nature, or if it contains information that should not be accessed by students, faculty and/or
staff in the schools.    It may make sense to discontinue using your personal site for professional reasons, or
changing the content significantly. As we continue to use technology in our daily lives, boundaries between
personal and professional space come into question.

PROFESSIONAL CONDUCT AND COURTESY: At all times the teacher candidate should extend
professional courtesy to all personnel in the school. It is the teacher candidate’s responsibility to attend field
experience on a weekly basis as described above, be punctual, dress appropriately, serve as a role model to
students in the classroom, represent himself/herself, the College and the school district appropriately, and
complete all assignments and lessons on a timely and accurate basis.

QUESTIONS: Questions can be directed to the college supervisor for the field experience; to Diane Maurer,
Director of Field Experience and Certification, (585) 395-2596 or at dmaurer@brockport.edu; or to Shelly Smith,
the Assistant Coordinator for Field Experience, (585) 395-2562, or at masmith@brockport.edu.

REFLECTION AND PROFESSIONAL GROWTH: It is very helpful for the teacher candidate to reflect on
the field experience both individually and with the SBTE. The teacher candidate should ask questions; obtain
information and feedback from the school-based teacher educator. Reflection will occur in classes at Brockport
through journaling, written papers and class discussions.

RESUMES: Teacher candidates are required to submit an updated, professional resume to the Field Experience
Office for each semester of field experience. The purposes of submitting a resume are two-fold: 1) school
districts often request a resume before accepting a teacher candidate for placement in the district, and 2)
submitting the resume each semester provides excellent practice and results in an updated and professional
resume. By the time the teacher candidate is ready for student teaching, the resume will have all three field
experience placements listed and reflect all of the education experience the candidate has obtained to contribute
toward a successful student teaching placement.

Sample resumes and tips, along with the correct language to use when citing certification programs, are included
in the appendices of this handbook. Please refer to the appropriate sample for your program.

SAFETY AND SECURITY: Teacher candidates should check in with the main office or security station when
entering the building and learn and follow district and building policies to ensure the safety and security of all
students, personnel and community visitors. Some buildings require security identification and parking permits.

UNDERSTANDING THE SCHOOL ENVIRONMENT: It may be useful for the teacher candidate to obtain
general information about the school and district to become familiar with personnel, current issues, activities, and
programs. Recent issues of district newsletters can usually be obtained through the district public relations office;
student handbooks through the school’s main office; and recruiting materials through the human resources
department.




                                                                                                            4
                                       Department of Education and Human Development

                                  Field Experience and Student Teaching Requirements
                                  Adolescence Inclusive Education Program, Grades 7-12
                                        with Middle Level Extension, Grades 5, 6

                           The Adolescence Inclusive Education Program consists of four phases.
                               Each course requiring a field experience is described below.
  Course            Semesters     Placement Arrangements and Special Requirements
                    Offered
  Phase I of        Fall          Observation and participation in a diverse classroom setting, grades 5-9.
  Program                             Candidates may tutor, assist in classroom activities, grade papers, create bulletin boards,
  Inclusive                              and work with individuals or small groups, etc., at the teacher’s discretion.
  Middle Level                        Must lead one learning activity or lesson.
  Teaching                            50 clock-hours required.
  EDI 4/54X
  (3 credits)
  Phase II of       Spring        Observation and participation in a high school setting, grades 10-12.
  Program                             Candidates may tutor, assist in classroom activities, grade papers, create bulletin boards,
  Teaching                               and work with individuals or small groups, etc., at the teacher’s discretion.
  Inclusively                         Must teach at least one lesson.
  EDI 4/56X                           50 clock-hours required.
  (3 credits)
  Phase III of      Fall          Observation and participation (under the supervision of a teacher certified in special
  Program                         education) in a setting that includes children with special needs, grades 5-12.
  Methods in                           Candidates create an inclusive unit and teach one lesson.
  Special                              50 clock-hours required.
  Education
  EDI 4/514
  (3 credits)
  Practicum in      Fall and      Student teaching must occur at the middle level (grades 7-9) and at the high school level
  Adolescence       Spring        (grades 10-12). One of the placements must be in a special education setting with a teacher
  Inclusive                       certified in special education (i.e. AIS, blended/integrated classroom, Resource Room,
  Education                       Consultant Teacher Model, 8:1:1, 12:1:1. etc.).
  with                                 Full-time placements follow the school district calendar Monday through Friday
  Seminar                                  throughout the semester, (15 weeks).
  EDI 475
  (12 credits)
  EDI 575
  (9 credits)

At least one field experience or student teaching placement must meet each of the following requirements:
1) must be completed in a high-need school
2) must be working with children with special needs
3) must be working with children who are not native speakers of English
These requirements are likely to be met in multiple field experiences and/or student teaching placements. The current high-need school
district in the Rochester area is the Rochester City School District. A total of 150 hours of field experience is required prior to student
teaching. Field experience will be in school or community settings.
LJK 09/09 Revised                                                                        5
                                   Department of Education and Human Development

                                Field Experience and Student Teaching Requirements
                                       Childhood Inclusive Education Program
                                                   Grades 1-6

 The Childhood Inclusive Education Program consists of four phases. Each course requiring a field experience is described below.
  Course           Semesters      Minimum Field Experience             Placement Arrangements and Special Requirements
                   Offered        Clock Hour Requirements

  Phase I of       Fall and       50 clock-hours                       Observation and participation in a diverse, general
  Program          Spring                                              education classroom setting, grades 1-6.
  Inquiry Into                                                                  Candidates may assist in classroom activities, grade
  Learning                                                                       papers, create bulletin boards, work with individuals or
  EDI 330                                                                        small groups, etc., at the teacher’s discretion.
  (3 credits)                                                                   Must plan and lead an activity.

  Phase II of      Fall and       50 clock-hours                       Observation and participation (under the supervision
  Program          Spring                                              of a teacher certified in special education) in a setting
  Methods in                                                           that includes children with special needs, grades 1-6.
  Special                                                                       Candidates create an inclusive unit and teach one
  Education                                                                      lesson in social studies.
  EDI 414                                                                       Candidates will work with an emergent reader to create
  (3 credits)                                                                    a Running/Reading Record.

  Phase III of     Fall and       50 clock-hours                       Observation and participation in a diverse, general
  Program                                                              education classroom setting, grades 1-6.
  Language
                   Spring
                                                                                Candidates will teach one lesson each in math and
  Literacy
                                                                                 science.
  Learner
                                                                                Candidates will work with students on literacy.
  EDI 417
  (3 credits)

  Practicum in     Fall and       Full-time: follow the                Student teaching must occur at the primary level
  Childhood        Spring         school district calendar             (grades 1-3) and at the intermediate level (grades 4-6).
  Inclusive                                                            One of the placements must be in a special education
  Education
                                  Monday through Friday
                                  throughout the semester.             setting with a teacher certified in special education
  with
                                  (15 weeks)                           (i.e. AIS, blended/integrated classroom, Resource
  Seminar
  EDI 455                                                              Room, Consultant Teacher Model, 8:1:1, 12:1:1. etc.).
  (12 credits)
At least one field experience or student teaching placement must meet each of the following requirements:
4) must be completed in a high-need school
5) must be working with children with special needs
6) must be working with children who are not native speakers of English
These requirements are likely to be met in multiple field experiences and/or student teaching placements. The current high-need school
district in the Rochester area is the Rochester City School District. A total of 150 hours of field experience is required prior to student
teaching. Field experience will be in school or community settings.
MAS 03/09 Revised
                                                                                                                                6
                               EXPECTATIONS FOR SCHOOL-BASED
                                 TEACHER EDUCATORS (SBTES)
TEACHER CANDIDATES: The information in this section is being provided to you so that you understand the
expectations of the SBTE. The same information is included in the SBTE handbook.

The faculty and staff of the Department of Education and Human Development are most appreciative of the time and
effort of school-based teacher educators to help Brockport students learn their profession. Teacher candidates are both
excited and nervous about the prospect of teaching in a classroom and show individual differences in their growth and
development during field experiences and student teaching. The following serves to explain general responsibilities,
policies, and "tips" that may help the school-based teacher educator during the field experience phases.

A successful school-based teacher educator…

       Shows a willingness to devote time to appropriate guidance and feedback.

       Displays a disposition toward teacher education as an aspect of professional responsibility.

       Shares and eventually delegates classroom responsibilities.

       Communicates effectively and is able to articulate a rationale for all classroom practices.

       Demonstrates knowledge of the curriculum in the current assignment.

       Uses a variety of instructional, assessment, and classroom management strategies to meet the needs of diverse
        learners.

       Is proficient at short-term and long-range planning.

       Demonstrates a high degree of professionalism (e.g., regular attendance, involvement beyond the classroom,
        collaboration with all elements of the school community.)

       Is a reflective, patient, and flexible practitioner.

       Encourages the development of the teacher candidate’s own personal style, is open to new ideas, and is willing
        to take risks.

       Is comfortable working with adults.

“TIPS” for the school-based teacher educator when working with a teacher candidate during field experiences…

1. Take nothing for granted. Your teacher candidate is relatively new to the teaching profession. Help the teacher
   candidate acquire and demonstrate competencies essential for becoming a certified teacher.

2. If possible, familiarize your teacher candidate with the building, office, safety procedures, and introduce him/her to
   other staff members. Share information such as a daily schedule, class lists, map of the school, list of faculty and
   staff, building procedures, basic classroom rules, student handbook, etc. Brief your teacher candidate on the classes
   with whom s/he will be working including students’ individual characteristics and anything else you feel s/he should
   know about the make-up of the classes.

                                                                                                       7
3. Prepare your students for the teacher candidate’s arrival. Introduce her/him as another teacher who will be working
   with you.

4. Provide workspace for your teacher candidate.

5. Consider providing your home or cell phone number and e-mail in case of illness or emergency.

6. Establish a communication line that permits mutual questioning. Build confidence. Help your teacher candidate be
   professional in all ways. Provide experiences that lead toward success. Be positive, yet offer constructive and
   specific feedback.

7. Based upon your judgment of the teacher candidate’s capability, gradually increase the responsibilities assumed.
   The needs of your students and their capacity to accept this role from the teacher candidate will, understandably,
   have an impact on the rate at which this transition can occur. The teacher candidate is a learner and needs the time
   to incorporate the various aspects of teaching.

8. Assist your teacher candidate initially with administrative tasks, grading, homework assessments, etc.          It is
   suggested that time away from students doing tasks such as copying, running errands, etc. be minimized.

9. Avoid asking your teacher candidate to teach “off the cuff” unless it is an emergency. Preparation time is needed if
   your teacher candidate is to avoid undue frustration.

10. Provide opportunities for your teacher candidate to observe other teachers. It would also be beneficial for your
    teacher candidate to observe your students in other classes.

11. Early, open, and honest communication is critical. Feel free to provide the college supervisor with periodic
    feedback related to the teacher candidate’s progress and achievement. If you have any additional questions or
    concerns at any time, please contact the college supervisor or the Director of Field Experience and Certification.

12. You will be provided with specific course requirements and expectations for the field experience at the beginning of
    the semester.




                                                                                                        8
                              EXPECTATIONS FOR TEACHER CANDIDATES

The College at Brockport teacher candidates are carefully selected and admitted into a teacher certification program
through a competitive selection process. A team of faculty and staff carefully review each application and make offers
of program acceptance to those most qualified. Teacher candidate progress is carefully monitored throughout their
program.

In all field experiences and student teaching placements, teacher candidates have the responsibility to demonstrate
developing skills and dispositions required of teachers. It is expected that a teacher candidate will be at a developing or
proficient skill level in the early field experiences. It is important for school-based teacher educators to recall their early
experiences in a classroom and reflect on how their skills have developed over time. A veteran teacher often performs
tasks without thinking of the “micro-steps” involved in each task. Teacher candidates often need time to develop these
“micro-steps” and incorporate them into their teaching.

Dispositions are those “affective and personal qualities” deemed necessary for teachers to be successful.



                                    TEACHER CANDIDATE DISPOSITIONS
Professional dispositions are the attitudes, values and beliefs demonstrated through both verbal and non-verbal behaviors
as educators interact with students, families, colleagues, and communities. Positive dispositions support student learning
and development.

o Positive Outlook: Candidate demonstrates the traits for the work of a teacher on a daily basis:
  the belief that all children can learn, cheerfulness, praise of others, finding good in most
  situations, seeing possibilities rather than obstacles, responding to challenges, laughing easily,
  and seeing crisis as opportunity. Candidate demonstrates genuine enthusiasm and optimism.

o Intellectual Integrity: Candidate demonstrates the ability to foster trust among and between
  students, colleagues, school-based teacher educators (SBTEs), and professors by maintaining
  a high level of reliability. Demonstrates sound moral character; is truthful, honest, and
  sincere; is fair and just in all situations with all students.

o Respect: Candidate is respectful to school staff and faculty, professors, and colleagues;
  respectfully self-advocates when necessary; takes the time and energy to show compassion
  and empathy for students, colleagues/classmates, SBTEs, and professors.

o Self-Awareness: Candidate demonstrates an appreciation for differences among people; has
  a strong ability to interact, work and be with people who have characteristics different from
  self, and continually seeks opportunities to learn more about others’ perspectives; is open to
  considering the myriad of new attitudes, beliefs, ideas, and opinions that are encountered in
  the school environment.

o Dedication: Candidate does not become frustrated easily but chooses to stick to a task until
  the task is done at a high level of competency; independently and continually uses, develops,
  and adopts a wide range of personal and professional resources; consistently solves problems
  drawing on his or her own abilities and knowledge for their solutions.

                                                                                                                 9
                                  ROLE OF COLLEGE SUPERVISORS
Among the many benefits of having an extensive field experience are two critical ones. The first is the opportunity
to link pedagogy with practice as teacher candidates combine the field experience with their college coursework.
The second benefit is to develop relationships with teachers. These relationships help teacher candidates make
sense of what it means to be a teacher and also help The College at Brockport establish sites for placements of
future teacher candidates.

The college supervisor is a faculty member involved in teaching a course in the phase for which the field
experience is required. The college supervisor communicates throughout the semester with teacher candidates.
The purpose of these interactions is to link field experience with pedagogical issues related to the course and to
respond to teacher candidates’ questions and concerns about the field experience as they arise. For the candidates,
there will also be a reflective component in the interactions.

The college supervisor also communicates with the SBTE at the beginning of the semester about expectations for
the teacher candidate while s/he is in the field. Additional communiqués in the form of e-mail, correspondence,
or phone calls may also be used in fostering the relationship between the college supervisor, teacher candidate and
school-based teacher educator.




                                                                                                     10
                               WHAT IF THERE ARE PROBLEMS DURING
                                     THE FIELD EXPERIENCE?
Most field experiences are positive for both the teacher candidate and the school-based teacher educator. It is important,
though, to be aware of the appropriate process to follow should a concern or problem arise.

CONCERN WITH THE TEACHER CANDIDATE: If the school-based teacher educator has an issue that needs to be
addressed with the teacher candidate, s/he should alert the college supervisor as soon as possible. It is better to seek help in
resolving a small problem, rather than to wait until it becomes a large problem. The college supervisor may suggest that the
school-based teacher educator speak directly with the teacher candidate about the issue as a first step or may arrange a three-
way conference among the teacher candidate, the school-based teacher educator, and the college supervisor and/or college
liaison. If necessary, the Director of Field Experience and Certification and the Department Chairperson may be asked to
help resolve the concern.

CONCERN WITH THE SCHOOL-BASED TEACHER EDUCATOR: If the teacher candidate has an issue that
needs to be addressed with the school-based teacher educator, s/he should alert the college supervisor as soon as possible.
It is better to seek help in resolving a small problem, rather than to wait until it becomes a large problem. The college
supervisor may suggest that the teacher candidate speak directly with the school-based teacher educator about the issue as a
first step or may arrange a three-way conference among the teacher candidate, the school-based teacher educator, and the
college supervisor and/or college liaison. If necessary, the Director of Field Experience and Certification and the
Department Chairperson may be asked to help resolve the concern.

CONCERN WITH STUDENTS OR TEACHING ENVIRONMENT: On occasion, the school or classroom
environment may be an extremely challenging one. Likewise, students can be oppositional, defiant and resistant to authority.
While it is the responsibility of teachers including teacher candidates to teach all children, it is never the intent to place
anyone in a threatening or dangerous position. Should a problem occur or if there is a sense that a situation may become
more potentially difficult, the teacher candidate should take immediate action by consulting the school-based teacher
educator and college supervisor. The school-based teacher educator and college supervisor will work with the teacher
candidate to advise and resolve the situation as soon as possible. School administrators and the Director of Field Experience
and Certification and Department Chairperson will become involved as requested and necessary.

CHANGE OF PLACEMENT: In rare circumstances a change of placement may be called for. The decision to change a
teacher candidate’s placement will only be reached following every effort to resolve the problem with the original placement
site. The involvement of the Director of Field Experience and Certification will be necessary prior to a decision to seek an
alternate placement.

QUESTIONS: The best way to avoid a problem is to make sure the teacher candidate understands what is expected from
the beginning of the field experience. If concerns arise during the field experience, it is important to express them to the
teacher candidate as soon as possible. The teacher candidate should not hesitate to ask the college supervisor and the
school-based teacher educator for clarification at any point during the semester. The Director of Field Experience and
Certification is also a resource person who may be helpful should the need arise.




                                                                                                                         11
APPENDICES
                                RESUME WRITING SUCCESS

The Field Experience Office is requiring all teacher candidates who do a field experience to have a resume.
Most school districts request resumes when we ask them for a field placement for our teacher candidates.
The resume must be professional, current, and accurately reflect your degree and certification.

Below are some frequent areas of confusion regarding resumes, and ways to address them. There is also a
sample resume attached, as well as other resume-writing tips. PLEASE READ THIS INFORMATION
CAREFULLY BEFORE SUBMITTING A RESUME TO THE FIELD EXPERIENCE OFFICE.

What should I include on a resume?
Your resume should reflect the background and skills you have that contribute to being a teacher candidate.
Include your field experiences, work as a camp counselor, or student-centered experience. Include other
employment history that shows you are dependable, or have worked for a length of time in one position.
Volunteer work or outside activities can be included if there is space on the page.

What should I leave off of a resume?
Do not write paragraphs about yourself or your experiences. Jobs or summer employment that take up a lot
of space on the page but do not reflect your teaching goals are better left off. Do not put personal information
(age, marital status, photographs, etc.) on the resume.

How long should my resume be?
Your resume should ideally be one page long, and fit nicely on the page with a good balance of white space
and print. If you have had a lot of experience and education, you can have a two- page resume. DO NOT
MAKE YOUR RESUME LONGER THAN TWO PAGES. A resume is always printed on only one side of the
paper, never double-sided.

How do I present my Education?
Your education is the degree you are earning. Be accurate about this title, and about the college name. For
example:
Bachelor (or Master) of Science in Mathematics
The College at Brockport, State University of New York, May 2010.
Note: Do not use SUNY Brockport or Brockport State. These are incorrect titles. Also, Adolescence
Inclusive Education is not a major; it is a program.

How do I present my Certification?
Your certification is received from New York State and this title is different from the college degree you are
earning or the program you are in.
Adolescence Inclusive certification is written:
Initial New York State Certification, September 2010 (or February 2011)
Adolescence Math Education, Grades 7-12 with Middle Childhood Extension to Grades 5, 6
Students with Disabilities, Grades 7-12
Childhood Inclusive certification is written:
Initial New York State Certification, September 2010 (or February 2011)
Childhood Education, Grades 1-6 and Students with Disabilities, Grades 1-6

I’ve had several experiences I’d like to list. What is the best way to do this?
Put your relevant experience (as well as any employment experience) in reverse chronological order. This
means that the experience you are presently doing should be first, followed by the most recent experience
you had before that, and so on, working backward to the very first experience you had. Every experience
should have consistent formatting! Your title, employer, city, state, dates, etc. should always be in the same
order as the entry above it.
                                            RESUME WRITING
   A resume is a summary of your work experience, education, skills and capabilities. It is most often
   required in the job search and pre-job search processes to demonstrate in writing your potential and
   skills.


   RESUME TIPS:

     Do place your name, address(es), phone number(s) and e-mail address in a legible font at the top of your
      resume. Utilize the sample resume given and limit your resume to one page.

     Do take great care in writing and re-writing your resume. This is often the first impression you make with
      school district representatives; make sure it is positive. Be sure your resume is error-free—no spelling,
      grammatical or typographical errors.

     Obtain feedback on your resume by soliciting input from several well-chosen “editors”—perhaps one who
      knows you well, one who has excellent writing skills, a faculty member, or someone from the College’s Office
      of Career Services.

     Include resume categories such as: name, address(es), phone number(s), e-mail address, objective, education,
      certification area(s), work experience, related experience, skills, capabilities, personal qualities, field
      experiences, references, etc.

     List information in reverse chronological order---put the most recent experience first and work back.

     Avoid supplying too much personal information or being too casual in wording or format. This is a business
      document.

     There is no need to include high school information. It is assumed that if you are graduating from college, you
      have graduated from high school or obtained a GED. Do include other colleges attended and show degrees
      awarded.

     Include anticipated dates for New York State Certification. NYSED awards certification twice each year:
      February 1 and September 1.

     Use short action phrases to describe experiences.             Refer to           the   “Power   Verb       List”   at
      http://www.resumeedge.com/professionals/resumeadvice/verb_list.shtml.

     Make the resume graphically pleasing and easy to read by using ample “white space,” highlighting, boldfacing,
      bulleting, underlining, various fonts, etc.

     If your resume is two pages long, attach pages together by stapling or simply placing page one and page two
      together. Include your name and “page 2” on the top of the second page. Avoid double-siding pages as faxing
      is often required.

Refer to the attached resume sample and the College at Brockport Office of Career Services website for further
information: http://www.brockport.edu/career/resume.htm
                                                   John K. Smith (Sample Adolescence Inclusive Resume)
                                         E-mail: jksmith1118@hotmail.com

College Address (Until May 2010)                                                Permanent Address
18 Main Street, Apt. 2B                                                         478 Highland Avenue
Brockport, New York 14420                                                       Rochester, New York 14620
585-395-2365                                                                    585-271-4321

OBJECTIVE: Social Studies Teacher, grades 5-12

TEACHER CERTIFICATION: Initial New York State Certification: September 2010
Adolescence Social Studies Education, Grades 7-12 with Middle Childhood Extension to Grades 5, 6
Students with Disabilities, Grades 7-12

EDUCATION
     Bachelor of Science in History, May 2010
     Adolescence Inclusive Education Program
     The College at Brockport, GPA 3.34, Dean’s List All Semesters

       Associate of Science in Liberal Arts, May 2007
       Monroe Community College, GPA 3.14, Dean’s List All Semesters

RELATED EXPERIENCE
     Field Experience Teacher Candidate, Rochester City SD – East High School, September 2009 - present
      Observe and assist teacher with a variety of subjects as part of field experience for academic coursework.
      Tutor individual students and in small groups who are in the AVID program.
      Correct papers and tests, distribute class materials and assignments.

       Summer Camp Counselor, Monroe County ARC, Rochester, NY, Summers 2007-2009
        Worked with children ages 10-18 years old with various developmental disabilities.
        Developed recreational and educational activities and arranged for field trips.
        Provided instruction and care for students.
        Assessed activities and communicated with families and staff.
        Provided training for new hires.
        Promoted to Head Camp Counselor during 2008 Summer Season.

       Student Assistant, Brockport CSD Literacy Program, Brockport, NY, 2007-08 Academic Year
        Assisted students in grade 6 at AD Oliver Middle School in developing literacy skills through in-school
          remediation program.
        Worked one-on-one and in small groups.
        Planned for and provided instruction and assessment of skills. Provided reports to classroom teachers and
          families.

       Student Observer/Tutor, Edison School of Applied Technology, Rochester, NY, Fall 2006
        Assisted social studies teachers grades 6-8 with distribution of materials and assignments.
        Worked with students in small groups and individually to support instructional objectives.
        Tutored students once per week in all academic subject areas.

EMPLOYMENT
     Resident Advisor, SUNY College at Brockport, Brockport, NY, 2007-08 Academic Year
      Supervised 24 students in residence hall as part of a team of 12 resident advisors.
      Provided educational programming, campus information, safety and building security.
      Provided advisement, and information as needed.
     Worked a variety of part-time jobs to help finance educational expenses, 2003 to present

ACTIVITIES
       Member of Brockport Student Government Programming Committee, 2006-present
       Member Residential Life Judicial Council
       Campus Intramurals, all semesters
                                        Gretta L. Smith (sample Childhood Inclusive Resume)
                                    E-mail: gsmit2@brockport.edu

College Address (until May 2010)                                            Permanent Address
Townhome 200                                                                14384 Gulf Street
Brockport, New York 14420                                                   Medina, New York 14103
(585) 967-2098                                                              (585) 798-0115

OBJECTIVE: To obtain two student teaching placements to practice the skills learned in class and connect
theory with classroom strategies.

TEACHER CERTIFICATION: Initial New York State Certification: September (or February) 20XX
Childhood Education, Grades 1-6
Students with Disabilities, Grades 1-6

EDUCATION
    Bachelor of Science in English, May (or December) 20XX
    The College at Brockport, State University of New York, GPA 3.92 (only list if 3.0 or higher)
    Dean’s List with Honors all semesters (don’t list if only achieved one semester)

       Associate of Science in Liberal Arts, May 20XX
       Monroe Community College, Rochester, New York

RELATED EXPERIENCE
     Field Experience Teacher Candidate, Kendall CSD, Kendall ES, Kendall, NY
     Spring 2009
          Observed and assisted special education teacher in grade 5/6 with a variety of subjects
            (particularly math, ELA, and social studies) as part of field experience for academic
            coursework
          Worked with individual students and in small and large groups
                o Taught addition and subtraction with regrouping
                o Worked on individual reading skills such as pronunciation and understanding new
                    words
                     Gave a running reading record to a student at a grade 2 reading level
                o Taught a lesson on the geography of Modern Europe
                     Taught students how to locate continents, countries, cities/states, and capitals and
                        discussed peninsulas and mountains
                o Created a classroom bulletin board about springtime, which included artwork done by
                    the students

       Field Experience Teacher Candidate, Rochester City SD, School #19, Rochester, NY
       Fall 2008
            Observed and assisted teacher in grade 5 with a variety of subjects (particularly math and
               social studies) as part of field experience for academic coursework
            Worked with individual students and in small groups
                   o Taught multiplication by single and double digits using decomposition method
                   o Worked on individual reading skills such as pronunciation and understanding new
                        words
                   o Created a classroom bulletin board about reading successes at home
            Distributed materials and assignments
                   o Handed out morning practice worksheets each day and assisted with completion
                                                                                Gretta L Smith (page 2)

         Summer Camp Counselor, Monroe County ARC, Rochester, NY
         Summers 2005-2007
             Worked with children ages 6-12 years old with various developmental disabilities
             Developed recreational and educational activities and organized field trips
             Assessed activities and communicated with families and staff
             Promoted to Head Camp Counselor during 2006 Summer Season

         Student Assistant, Brockport CSD Literacy Program, Brockport, NY
         2008-2009 Academic Year
             Assisted students in grade 6 at AD Oliver MS in developing literacy skills through in-
               school remediation program
             Worked one-on-one and in small groups with students in a variety of subjects
             Planned for and provided instruction and assessment of skills
             Provided reports to classroom teachers and families

         Student Observer, Warsaw CSD, Warsaw ES, Warsaw, NY
         Winter 2007
             Assisted teacher in grade 2 with distribution of materials and assignments and corrected
                papers and tests
             Worked with students in small groups and individually to support instructional objectives
                   o Administered weekly spelling exam and reading running records

EMPLOYMENT
    Substitute Teacher, Albion Central School District, Albion, NY
    Spring 2009-present
        Substitute teach at both the Elementary and High School levels
        Carry out teacher’s lesson plans
               o Taught math lessons about multiplying, dividing, and fractions
               o Taught literacy lessons in small group settings
                      Worked on spelling words and different vowel sounds
        Work with both students with special needs and general education students

         Resident Advisor, The College at Brockport, State University of New York, Brockport, NY
         2008-present
             Supervise 24 students in residence hall as part of a team of 12 resident advisors
             Provide educational programming, campus information, safety and building security
             Provide advisement and information as needed

ACTIVITIES
     Member of Sigma Tau Delta, English Honor Society- Spring 2008-present
     Member of Alpha Chi, National Honor Society- Fall 2008- present
     Volunteer for the Warsaw Elementary School Santa Craft Shop- Winter 2006 and Winter 2008

Updated 9/10/09: mas

				
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Description: Sample Teacher Educator's Resume document sample