Student Teaching Handbook 2020-2021 - Educator ...
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2020-2021
Student Teaching Handbook
Revised June 2020
1|PageHANOVER COLLEGE
Educator Preparation Program Faculty and Staff
Newby Hall
517 Ball Drive
Hanover, IN 47243
Deborah Hanson, Ed. D.
Professor of Education
812-866-7393 (office)
812-344-0233 (cell)
hanson@hanover.edu
Dustin Bailey, Ed. D.
Education Department Chair
Assistant Professor of Education
812-866-7392 (office)
317-370-4486 (cell)
bailey@hanover.edu
Dava Roth, M. Ed.
Instructor of Education
812-866-7395 (office)
roth@hanover.edu
Cheryl Torline
Education Student Services Coordinator & Licensing Advisor
812-866-7390 (office)
812-493-5901(cell)
torline@hanover.edu
NOTE: The Hanover College Education Department and the College hires high-quality adjunct
instructors and student teacher supervisors on an as needed basis. These are current or recently
retired educators who we have every confidence in the professionalism they bring to the
Educator Preparation Program.
“Of the two purposes of education--to make individuals fit for the world as it is and to
make them able to change it--the second is the more important.”
--- C. Delisle Burns
2|PageThe Hanover College Educator Preparation Program is a challenging and supportive community
whose members take responsibility for lifelong inquiry, transformative learning, and meaningful service which
is focused on the ability to share the love of lifelong learning with others within the P-12 school environments.
We strive to develop teacher candidates who are professional, competent, and convey high
expectations for all learners while promoting a growth mindset. Our candidates have the knowledge, influence,
inclusiveness, and dedication needed for changing the world one student at a time. Teacher candidates from
Hanover are not only specialists in their content areas but well prepared by their liberal arts background to be
critical thinkers with excellent writing and speaking skills. The Hanover College Educator Preparation Program
works in collaboration with many professionals in the field to ensure that our program completers are strong
candidates for the jobs they seek. This is accomplished by recruiting diverse and multi-talented candidates and
supporting them on their quest to share their love of learning to benefit not only their local community but the
global community.
Decision Point 3
Passing Criterion: 90% effective or highly effective ratings on all components
These are non-negotiable and all criteria in all three components must be met
for to be eligible for certification and approval of your teaching license.
If the passing benchmark on each component is not achieved, then the
candidate will be asked to
a). redo the task
b). repeat the experience
c). placed on intervention plan for improvement
d). not pass student teaching
3|PageDecision Point 3
classsroom Reflective
Assignments
teaching presentation
listed on EDU
performance as over experience
455/456/458
rated on final and content
syllabi
rubric review document
Welcome to student teaching! The Education Department is excited for you to begin your most important
experience to help you grow as a professional and prepare you for your first year of teaching. Please reach out
to us if you have questions or concerns. Student teachers are assigned a faculty supervisor during this
assignment.
TIPS FOR STUDENT TEACHING
General Tips:
• Get involved right away!
• Communicate with your clinical educators; continue to check your Hanover email.
• Initiate questions and progress on tasks (scheduling formal observations, videotaping, midterm/final evaluations)
• Be creative in lesson planning.
• Do not overlook details and routines.
• Leave your mentor teacher something that he/she can incorporate next year!
• Utilize the gold mine of resources and information that your mentor teacher represents!
• Schedule formal observations (2 by your mentor teacher and 2 by your Hanover College supervisor). Ideally, one
formal observations by each should be completed prior to the midterm/second evaluation.
PART A: Decision Point 3
Requirements for the Course
SYLLABUS: EDU 455/456/459: Elementary/Secondary/All Grade Student Teaching Fall 2020
Catalog Description: Supervised student teaching in elementary and secondary classrooms in school settings approved
by Education Faculty and the College. Campus seminars with the Department. Fourteen weeks of full-time student
teaching. 4 units credit. Fee charged.
Course Context
The student teaching experience is a culminating experience for Hanover College education programs. The experience
stresses four large goals expressed in the Education Department’s Conceptual Framework: to prepare committed,
competent, culturally responsive, and critically reflective new teachers. Student teaching is part of Decision Point 3 which
determines your readiness for licensure.
4|PageCourse Goals
The teacher candidate will be committed, competent, culturally responsive, and critically reflective ready for their first
year teaching.
Text:
The First Day of School (2018). Wong and Wong; 5th edition.
Requirements: THESE REQUIREMENTS ARE NON-NEGIOTABLES
FAILURE TO SUBMIT ANY OF THE DOCUMENTS MAY RESULT IN FAILURE TO PASS EDU
455/456/458/459 Student Teaching.
These assignments are designed to enhance your student teaching experience. It is important that you devote time
and energy to submitting high quality assignments.
• Read The First Day of School text by the beginning of your student teaching experience.
• Weekly reflections submitted to your faculty supervisor and Moodle (format provided; some special
reflections required)
• Interdisciplinary unit (written and taught)
• Video reflection over lesson taught (submitted by week 6)
• Assessments of student learning (over unit)
• Observations of Specials: Physical Education, Music and Art (elementary education only)
• Reflective presentation over student teaching experience (Decision Point 3)
• Attendance at student teaching seminars
• Content portfolio document (social studies)
More details on these assignments can be found later in the student teaching handbook.
Rubrics will be provided for each assignment and on the department website.
90% of the criterion in the candidate teaching assessment is required to pass student teaching.
Student teaching Seminars: (topics can be added upon request)
Date time Topics Assignments (to be
completed before seminar)
Monday, August 17 9 am-3 pm Classroom management Moodle questions over reading
Developing higher order Week 2: How does your
thinking: DOK and Bloom’s mentor teacher illustrate the
taxonomy classroom management
Developing a unit strategies detailed in Wong’s
Professional behavior book The First Day of School.
Monday, September 14 9 am-3 pm Analyzing student learning Video and reflection over
(pre/post) teaching must be submitted
Differentiating instruction by this date
Interactions with Parents and
Colleagues
Monday, October 5 9-3 pm Suicide Prevention module Suicide training prevention
debrief module
Attending to the social and
emotional needs of students
Week of December 7 TBD DPT 3 presentations Unit and assessment project
should be submitted to
supervisor by November 23
EDU 458: Integrated Student Teaching
Fall 2020
5|PageMission Statement
Hanover College is dedicated to being a challenging and supportive community engaging in transformative
scholarly inquiry that establishes a foundation for lifelong service and learning
Catalog Description: Supervised student teaching in elementary and secondary classrooms in school settings approved
by Education Faculty and the College. Campus seminars with the Department. Fourteen weeks of full-time student
teaching. 4 units credit. Fee charged.
Course Context
The student teaching experience is a culminating experience for Hanover College education programs. The experience
stresses four large goals expressed in the Education Department’s Conceptual Framework: to prepare committed,
competent, culturally responsive, and critically reflective new teachers. Student teaching is part of Decision Point 3 which
determines your readiness for licensure.
Course Goals
The teacher candidate will be committed, competent, culturally responsive, and critically reflective.
Text:
The First Day of School (2018). Wong and Wong; 5th edition.
Requirements: THESE REQUIREMENTS ARE NON-NEGIOTABLES
FAILURE TO SUBMIT ANY OF THE DOCUMENTS MAY RESULT IN FAILURE TO PASS EDU 458-Student
Teaching
• Read The First Day of School by the beginning of your student teaching experience.
• Weekly reflections submitted to campus supervisor and moodle (format provided; some special reflections
required)
• Interdisciplinary unit (written and taught in gen ed placement)
• Video reflection over lesson taught (in both placements)
• Assessment of student learning (over unit in gen ed placement and some type of assessment in SPED)
• Completion/implementation of Behavior Intervention Plan (BIP)
• Completion/implementation of CBA (content based assessment)
• Reflective presentation over student teaching experience (Decision Point 3) additional time for reflection
over SPED experience
• SPED portfolio due at end of student teaching experience.
• Attendance at student teaching seminars
More details on these assignments can be found later in the student teaching handbook.
90% of the criterion in the candidate teaching assessment is required to pass student teaching.
Student teaching Seminars: (topics can be added upon request)
Date time Topics Assignments (to be
completed before seminar)
Monday, August 17 9 am-3 pm Classroom management Moodle questions over reading
Developing higher order Week 2: How does your
thinking: DOK and Bloom’s mentor teacher illustrate the
taxonomy classroom management
Developing a unit strategies detailed in Wong’s
Professional behavior book The First Day of School.
Monday, September 14 9 am-3 pm Analyzing student learning Video and reflection over
(pre/post) teaching must be submitted by
Differentiating instruction this date
Interactions with Parents and
Colleagues
Monday, October 5 9-3 pm Suicide Prevention module Suicide training prevention
debrief module
6|PageAttending to the social and
emotional needs of students
Week of December 7 TBD DPT 3 presentations Gen ED Unit and assessment
project should be submitted
to supervisor by November
23; SPED materials by
November 30
7|PageHanover College Teacher Education Program requires proof of student membership in the National Education
Association (NEA) in order to ensure that our candidates are adequately covered in the case of an accident or
lawsuit. This membership provides $1,000,000 of liability insurance for our student teachers at a very low cost.
Proof of membership is required to be on file in the Newby Hall office prior to allowing you to begin your
teaching assignment. Please forward to the Student Services Coordinator the membership confirmation
email from NEA when you apply online or photocopy your membership card for our records. Dues for the
Hanover College chapter of ISEA ($7) are included in the ONLINE NEA membership cost. NEA sends this
payment to Hanover for you
Who can enroll?
Student Membership is available if you are enrolled in a postsecondary program that is preparatory for
employment in a position that will make you eligible for Active (teacher) membership in the NEA.
Early Enrollment Program
The Early Enrollment Program offers first-time members enrollment for the next membership year, plus
selected benefits of membership, including coverage in the Employment Educators Liability insurance
program, starting immediately upon completing the online enrollment procedure. (If the online system is
unavailable but you need to enroll immediately, simply submit a paper enrollment form for the next
membership year, with check payment.) To apply – browse to the following
https://sites.nea.org/HowToJoin/stateStudent.do?mbrType=STUDENT&sea=in
Membership Year and Benefits Coverage
Please pay attention and note the coverage year dates when you are applying. If you are unsure, please call NEA
to ensure you get the coverage that you need. Benefits of current-year membership, including Employment
Educators Liability insurance coverage, are effective from the date application is made with payment, through
the end of the membership year. FALL STUDENT TEACHERS NEED TO USE THE EARLY
ENROLLMENT OPTION FOR THE NEXT ACADEMIC YEAR IN ORDER TO NOT HAVE TO
PURCHASE MEMBERSHIP TWICE!! For more information about benefits of NEA Student Program
Membership, go to https://nea.org
There are many other advantages of being a part of the NEA Student Program. Benefits include:
Member Discounts and Services:
low-interest credit cards
car rentals
mortgage plan with low down payment options
early-start investment plan for retirement
life insurance
accidental death and dismemberment insurance
magazine subscriptions
$20 dues rebate after graduation and more
During your first year of teaching and regular NEA membership, you'll be eligible to receive a rebate of $20
for each year you were a student member. The rebate form is downloadable from the NEA website.
Indiana Office:
Indiana State Teachers Association
150 W. Market Street
Suite 900
Indianapolis, IN 46204
Phone: (317) 263-3400 Fax: (317) 655-3700
8|PagePART B: Decision Point 3
Student Teaching Guidelines
STUDENT TEACHER RESPONSIBILITY
Required Background Checks
Information: The Student Teacher is responsible for researching and completion of all background checks required by
their specific host school system. These can vary in scope and cost - student teachers are responsible for all costs
involved. Some can require a wait time so do pursue this well before the first of the school year! In the rare case that
a school system would not require any background check, the student teacher would be required to follow the same
policy as any other EDU course with a field component, and obtain a background check via Safe Hiring Solutions
(please see information at www.education.hanover.edu under the ABOUT tab.
Please note: you should forward proof of your background check to the Student Services Offices for your student
records. If you have any questions or concerns, please contact Cheryl Torline in the Student Services Office.
Note: The Student Services Office is normally closed the month of July.
INTRODUCTION TO HANOVER’S STUDENT TEACHING PROGRAM
This handbook is available to student teachers, cooperating mentor teachers, school administrators, College supervisors,
members of the Hanover College Teacher Education Committee, members of the Department of Education’s Teacher
Education Advisory Board, state and national accrediting agencies, and other identified stakeholders in the teacher
education program at Hanover College. This handbook is designed to offer an accessible overview of Hanover’s student
teaching program. It is understood that for many teachers, the most important aspect of their professional preparation has
been the student teaching experience. This handbook is meant to reflect a meaningful, carefully planned student teaching
experience, which requires clear, cooperative communication between the College, its student teachers, and cooperating
school personnel.
Questions, concerns, or changes related to an individual student teacher’s program should be brought to the attention of
the designated College supervisor in a timely way. The College supervisor is available to student teachers, cooperating
teachers, and cooperating school personnel to answer questions and explain procedures used or recommended by the
College during each term. Effective communication among the student teacher, mentor, and College supervisor is
essential in achieving a successful, productive, and positive learning and teaching experience for all participants. If
deemed necessary by clinical supervisors, the student teaching period can be extended beyond the 14 week time period.
Student teachers should follow the calendar of the school to which they have been assigned. They should also adhere to
the usual school faculty requirements that include: faculty, department, and other professional meetings, Parent Teacher
Organization meetings, parent/teacher conferences, and co-curricular events. Student teachers are required to complete
fourteen consecutive weeks in their placement. Required attendance begins with the first teacher day and ends at the
completion of the thirteen or fourteen-week time period noted by the cooperating mentor teacher and College supervisor.
CO-TEACHING MODEL: This model provides the student teacher an interactive and collaborative experience for
effective teaching while the mentor teacher can still maintain an active presence and control over classroom instruction.
Hopefully by using this model, all parties can benefit, grow and meet the expectations of their particular position.
Some guidelines for this experience:
1. The clinical educators and the student teacher should be actively involved from the beginning. While student
teaching is initially observing, suggested activities include learning the special learning needs, interests and IEPs
of the classroom using a seating chart format, and documented observations of student personalities and
interactions with each other and the teacher, and attendance. The student teacher should be seen as the lead
teacher in some fashion during the first two weeks of the experience.
2. The clinical educator and student teacher should interchange roles throughout the experience so each is acting as
the lead teacher approximately 50% of the time. One suggested method is to pass a baton back and forth so the
9|Pagestudents know who the lead teacher is for that particular lesson. This can be more or less depending on the
readiness of the student teacher.
When acting in the supporting teacher role, the student teacher is expected to be actively engaged in the
classroom. The supporting teacher can be working on small group instruction, tutoring, computers, centers,
monitoring the “perimeter” for student interaction and behavior.
3. The student teacher is expected to collaborate with grade level/department planning and data analysis.
4. The student teacher should be the lead teacher during his/her interdisciplinary unit.
5. The student teacher needs to be lead teacher for each subject area at some point during the experience. If the
student teacher is ready, more responsibility can be given.
GOALS AND PURPOSES FOR THE STUDENT TEACHING EXPERIENCE
Hanover College Department of Education’s mission is to prepare competent, committed, culturally responsive, and
critically reflective new teachers. The General Assessment Principles for New Teachers approved by the Interstate New
Teacher Assessment Support Consortium (INTASC) and the professional, developmental, and content standards
established by Specialized Professional Associations (SPAs) and the Council for the Accreditation of Educator
Preparation (CAEP) support and strengthen the student teaching experience.
QUALIFICATIONS OF STUDENT TEACHERS
Students who graduate from the Hanover College teacher certification programs must demonstrate effectiveness in the
following areas: competence in the content knowledge-base and the art of teaching, critical reflection in all aspects of
learning and teaching, responsiveness to cultural diversity in schools and communities, and commitment to the ideals and
standards of excellence in education. Teacher candidates have completed most of the academic major courses prior to
student teaching and have the approval of their subject-matter advisors and the Hanover College Teacher Education
Committee. All teacher candidates must show competencies in the second of three decision points in order to qualify for
student teaching:
a) Minimum of 3.0 GPA in the Major.
b) Portfolio (meeting criterion at 90% level)
c) Successful completion of all Education methods courses, Foundations of Education, and Education Law and
Ethics with positive feedback from field work experiences.
d) Successful Decision Point II interview
LEGAL STATUS OF STUDENT TEACHERS
The student teacher may exercise the same duties as a certified teacher with respect to the supervision or disciplining of
students. The student teacher may also be liable for any acts of negligence. Student teachers are required by Hanover
College to hold current student membership in the National Education Association (NEA) which includes liability
insurance coverage. Proof of this must be received by the Education Student Services Office prior to the beginning of
student teaching. Because legal liability for student teachers has not been determined in the Indiana court of law, it can
be assumed that all contacts with students must be under the guidance of a certified teacher. The student teacher is not to
serve as a substitute teacher in the absence of the regular classroom teacher. When supervising students outside of the
classroom, the student teacher must be accompanied by a certified staff member. SEE PAGE 7 REGARDING NEA!
QUALIFICATIONS OF CLINICAL EDUCATORS (TEACHING MENTORS)
Teachers who serve as mentors for Hanover College student teachers have a minimum of three years of classroom
teaching experience, are regarded by their principals as effective or highly effective teachers, are held in high esteem by
Hanover College faculty, and have communicated their willingness to fulfill a teaching mentor’s responsibilities for
preparing new teachers. The mentor anticipates gaining new ideas for improving instruction through an association with
the student teacher. The mentor expects that a student teacher can make worthwhile contributions to the school program.
ATTENDANCE POLICY DURING THE STUDENT TEACHING EXPERIENCE
Student teaching is a full-time commitment on the part of the teacher candidate. However, the Department recognizes that
there will certain instances when one has to be absent. A student teacher is allowed five absences for illness; two
absences without a doctor’s note, and three with a doctor’s note. Student teachers are not allowed personal days.
10 | P a g eWhen absent, the student teacher is to keep in touch daily with their mentor and supervisor. After returning to the student
teaching assignment, the student teacher will provide the supervisor with the required doctor’s notes if they were absent
past two days. A prescription does not count as a note; it must be from a doctor written to the school. The student teacher
must make up each day of absence by the end of the College term. As it is crucial to be in school every day, should the
student teacher have to miss more than five days and failure is imminent, a meeting will be set with the Education
Department to decide how to proceed. During their placement, student teachers are required to attend every regularly
scheduled school day and follow the daily schedule for faculty arrival and dismissal times. Student teachers will follow
daily schedules and vacation dates of the school in which they are assigned. The student teacher is to remain on site
between arrival and dismissal times. If there is a school in-service day, the student teacher is expected to be present.
If a student teacher is unable to attend because of illness or an emergency, the student teacher must telephone the school
immediately or by 6:30AM on the day of the absence to notify the clinical educators and school administration of the
absence, as well as the College supervisor. Contact must be made and simply sending an email is not appropriate. Lesson
plans, materials, and essential information must be present and accessible to the clinical educators so that he or she can
serve as the substitute teacher during the student teacher’s absence.
Student Teachers are required to attend all scheduled student teaching seminars on campus. These are excused absences
from the student teaching assignment.
PLANNING EXPECTATIONS
Planning is expected. It is a must! Carefully planned lessons are key for communication between the student teacher and
the clinical educators. However, planning for a student teacher will look different than your teachers. A student teacher
CANNOT simply use the notes in the plan book as lesson plans; this is not the level of planning that is required for
a beginning teacher. It is imperative to continue to develop teaching skills that one must think through all aspects of a
lesson for every lesson you teach. Lesson plans need to be written and submitted to your mentor teacher. Once you start
teaching a subject or class period, the lesson plans should be submitted the Thursday before the week teaching. This time
is needed for clinical educators to review lesson plans and provide feedback to finalize lessons. There are two different
formats for lesson planning: an abbreviated lesson plan and the formal lesson plan. Abbreviated lesson plan formats are
used for daily lessons and announced observations from your campus supervisor and mentor teacher require the formal
lesson plan format. Both lesson plan formats are included in the handbook.
Abbreviated Lesson Plan Format – For Daily Lesson Planning
Academic Standards:
Lesson Objectives:
Differentiation for diverse learners:
Procedures: (special attention to engaging introduction, safety, transitions, time management, higher order questions,
content, 5E format)
Assessment strategies:
Formal Lesson Plan Format for observations is found later in this handbook.
STUDENT TEACHER RESPONSIBILITIES
The student teacher should consider this assignment as a full-time, professional responsibility and is expected to:
• Report to school for all teacher workdays within the required fourteen weeks and check in and out of the school
according to hours expected of the school faculty.
• Prepare daily lesson plans as required by school faculty, particularly in the case of needing a substitute teacher.
• Prepare three formal lesson plans for lessons that the College supervisor observes and three that the mentor
teacher observes.
• Conference with the mentor teacher and College supervisor at least 3 times during the term.
• Plan with the mentor on a regular, scheduled basis and submit written lesson plans in advance
• Submit a weekly reflective journal to the College supervisor.
11 | P a g e• Report any concerns regarding the student teaching assignment to the College supervisor.
• Report anticipated absences by 6:30AM of the day of absence to the mentor teacher.
• Ask for and constructively respond to feedback from the mentor and College supervisor about teaching and
student (K-12) learning. Write formal analysis of teaching and student learning for each of the four formal
lessons taught for observations.
• Read and sign all observation, conferencing, and evaluation forms.
• Complete evaluation of mentor and supervisor at the end of the term.
• Attend student teaching seminars.
• Observe and become acquainted with other classrooms and teachers in the school and/or school district.
• Analyze at least one set of assessment results during student teaching.
• Prepare and maintain artifacts, photos and video clip for final Decision Point 3 presentation.
Note: All documents must be submitted in electronic format (Word, PDF, or scan) so the documentation can be uploaded
to the student’s electronic file.
CLINICAL EDUCATOR/MENTOR TEACHER RESPONSIBILITIES
The fourteen-week student teaching experience offers the teacher candidates the opportunity to expand their professional
knowledge-base and develop their personal philosophies of teaching students. Clinical educators work together to support
student teachers as they begin to translate sound learning theory into effective classroom practice. These efforts enable the
student teacher, with guidance, to assume a full-time teaching responsibility. We embrace a co-teaching model (please
see the bottom of page 8 for more details). In addition to the co-teaching model description, cooperating mentors are
expected to:
• Complete and return a signed W9 FORM for payment of honorarium (emailed to torline@hanover.edu)
• Complete the online QUALIFICATIONS FORM for accreditation files at
https://education.hanover.edu/resources/mentorteacherresources.php
• Acquaint the student teacher with school policies, procedures, and specific classroom organization principles.
Orient the student teacher to the faculty, staff, school, district, and local community.
• Assist the student teacher in making her or his role understood and welcomed by parents and students, help the
student teacher make the sometimes difficult transition from “college student” to “teacher.”
• Provide the student teacher with a personal workspace in the classroom, a teacher’s plan book, a school calendar,
copies of grade level curriculum materials, a weekly schedule of special activities, access to audio-visual
equipment, rules and access for the copy center, all required textbooks and instructional materials, and
information about daily routines and responsibilities.
• Introduce the student teacher to the children and define her or his role in terms of identity and authority, and
teaching responsibilities for the next fourteen weeks.
• Model and discuss effective classroom management techniques and assist the student teacher in adapting them for
her/his own use.
• Support the student teacher in gradually taking on new and appropriate responsibility for planning, teaching,
evaluation, and record-keeping.
• Schedule weekly instructional planning sessions with the student teacher.
• Schedule weekly formal evaluation conferences to discuss student teacher strengths and areas in need of
improvement. The mentor should complete two written observations by the second evaluation.
• Participate in two conferences with the student teacher and College supervisor. Complete and submit to the
College supervisor (with a copy to the student teacher) the initial and final evaluation forms. The mentor should
complete one after the midterm conference and before the final conference. These should be electronic in format -
even a scan of the document is preferable to a hard copy.
• Offer assistance in video recording the student teacher for her or his self-evaluation of teaching.
12 | P a g e• Provide time for and maintain communication with the College supervisor about the student teacher’s progress in
the program. The mentor should consistently meet with the college supervisor and student teacher during the
term for conferences.
• Complete College Supervisor Evaluation form and email this to the Education Program Office
COLLEGE SUPERVISOR RESPONSIBILITIES
• Establish and maintain communication with mentors, student teachers, building principals and administrative
staff, colleagues in the Education Department, Hanover College faculty, and stakeholders in the teacher education
program.
• Offer critique and assistance to student teachers as they revise and communicate their philosophies of teaching
and learning, develop unit and lesson plans and portfolios, explore effective teaching approaches, develop
appropriate classroom organization techniques, and refine their professionalism.
• Listen and respond appropriately, as soon as it is possible to do so, to any problems, questions, or concerns
brought to the supervisor’s attention by the mentor or student teacher.
• Read and respond to the student teachers’ portfolios and weekly reflective journal entries.
• Complete two on-site observations and one video observation (see Observation Form) of teaching and share these
critiques with the student teachers and mentors. Require formal lesson plans and analysis from the student
teacher for these observations.
• Participate in and document consistent goal setting with the mentor and student teacher to share information and
clarify expectations for the student teaching experience.
• Participate in and document two evaluation conferences with the mentor and student teacher.
NOTE: Clinical Educators will find all documents on our website at
https://education.hanover.edu/resources/ and we must REQUIRE that we receive them back in electronic
format – Word or PDF. These documents become an official part of each student’s record as well as data
for our Program accreditation.
TIMELINE OF EXPECTATIONS
How the Student Teacher and Clinical Educators Can Develop a Successful Student Teaching Experience
Following confirmation of the student teacher’s placement and prior to classes beginning if possible…
Student Teacher:
• Become familiar with school rules and guidelines regarding attendance, dress, and participation in extra-curricular
or professional development activities, confidentiality, and schedules.
• Notify mentors, school principal and supervisor about anticipated absences or change of schedule during the
student teaching assignment. Anticipate and attend seminars, conferences, or workshops scheduled by the
College or the school.
• Become acquainted with school personnel and their responsibilities such as the secretary, guidance counselor,
custodian, nurse, special education specialists, cafeteria managers, and bus drivers.
• Share resume or brief biographical sketch with mentor.
Clinical Educator:
• Complete and submit W-9 and Credential Form for stipend by October 1st for fall and March 1st for
winter.https://education.hanover.edu/resources/mentorteacherresources.php
• Prepare classroom and students for the student teacher’s arrival.
• Orient student teacher to school faculty, staff, and community.
• Anticipate two evaluation conferences and forms.
• Invite the student teacher to meetings and other school events.
• Plan for some early participation in class activities for the student teacher
College Supervisor:
13 | P a g e• Respond to student teacher and mentor requests or concerns in a timely and professional manner.
• Provide pertinent materials to student teachers, mentors, and school administrators.
• Clarify the student teaching program, policies or guidelines.
• Develop schedule for two evaluation conferences and two lesson observations.
Phase 1: Week 1 - Student Teacher’s Early Observation/Preparation
(In addition to the co-teaching model description on page 2)
Student Teacher:
• Begin to establish a professional rapport with students that models an appropriate teacher-student relationship.
• Follow school policies and procedures regarding students’ daily routine, discipline, safety, and communication with parents.
• Assist mentor with routine duties, housekeeping, data collection, and extra-curricular or professional development activities.
• Acquire information about students which will help in designing and planning lessons.
• Acquire information about accepted curriculum, current units or projects, ways of assessing student progress, and the
school’s current special programs.
• Participate in school functions that teachers are expected to attend.
• Participate in informal planning, critique, and organizing of classroom events with mentor.
• Participate in data team meetings.
Clinical Educator:
• Provide student teacher with instructional materials, a personal space for work, guidance concerning access to student
records, audio-visual equipment, and other materials
• Acquaint student teacher with needs of students, the curriculum, and the types of instruction used in the classroom and school
• Acquaint student teacher with student learning standards that are currently being addressed
• Allow the student teacher to share in setting goals for instruction/unit/program
• Ensure confidentiality of student records
College Supervisor:
• Document informal visits and goal setting sessions
Phase 2: Student Teacher’s Early Participation in Classroom Instruction
(Weeks 2-3)
Student Teacher:
• Submit lesson plans to the mentor for approval before teaching. Consistently work with the mentor in planning and teaching.
Maintain a teacher’s daily/weekly plan book, which is available to the mentor and College supervisor (when he/she comes to
the classroom). Establish a time frame for phase in of teaching duties.
• Develop and use a variety of student assessment activities.
• Use the mentor’s system for recording or documenting student performance.
• Submit reflection on mentor teacher’s classroom management plan and how it relates to the concepts discussed in Wong’s
book.
Clinical Educator:
• Encourage student teacher to use a variety of teaching and student assessment strategies.
• Discuss with the student teacher the extent of authority and responsibility he/she will have or reach an agreement on the
mentor and student teacher roles.
• After guided practice teaching, determine with the student teacher when he/she has demonstrated competence and confidence
to assume lead teaching responsibility in the co-teaching model.
• Schedule a regular time to discuss student teacher’s strengths and weaknesses and make specific suggestions for
improvement.
College Supervisor:
• Begin to assist in the improvement of the student teacher’s instructional skills through observation and conferences and
discuss with the teaching mentor the needs of the student teacher.
Phase 3: Lead Teaching Responsibility
(Weeks 4-13)
Student Teacher:
• Work with the cooperating mentor to design and document unit/lesson plans, prepare and organize in advance all
instructional materials necessary for effective learning experiences; student teacher should have full control over at least one
subject or class period.
14 | P a g e• Demonstrate effective teaching in accordance with professional and content standards and student standards to meet
curricular and individual student learning goals.
• Seek advice of mentor concerning curriculum resources, long term projects or programs, classroom management, student
safety, or professional development.
• Collaborate with the mentor teacher in defining the co-teaching responsibilities.
• Observe music, art, and PE classrooms at least one time, and complete a reflection for each experience (Elementary
Education).
Clinical Educator:
• Monitor student performance and learning standards and review this with the student teacher. Except for serious problems
that must be corrected while class is in session, avoid correcting the student teacher in front of a classroom of students.
• Encourage the student teacher’s self-evaluation and critical reflection.
• Continue to participate in the classroom in the co-teaching model.
• Ensure students have exposure to the case conference process (Special Education/Dual License).
• Have student teacher observe music, art, and PE classrooms at least one time each (Elementary Education).
College Supervisor:
• Assist in the improvement of the student teacher’s instructional skills through observation and conferences.
• Discuss with the teaching mentor the needs of the student teacher.
• Document and share classroom observations with student teacher and mentor.
Phase 4: Culminating Experience
(Week 14)
Student Teacher:
• Provide for the transition of instruction and other lead teaching responsibilities back to the mentor.
• Complete final evaluation.
• Evaluate the student teaching program and supervision.
• Complete Decision Point 3 Presentation for faculty and others
Clinical Educator:
• Assess if the student teacher has a realistic and accurate understanding of his/her current competencies.
• Evaluate the student teaching program and supervision.
• Letters of professional support would be greatly appreciated by student teachers as they begin their search for a teaching
position; however, mentors have no obligation to provide a letter of reference.
College Supervisor:
• Facilitate final checklist of supervising responsibilities. See attached documentation - includes attending Decision Point 3
Culminating Experience Presentation of your students and electronic submission of all forms.
Special Education Dual License Requirements
Student teachers pursuing a dual license in special education (Mild Interventions) need to ensure that they have enrolled in
EDU 458 (Integrated Student Teaching) and will have an assignment that has both regular and special education
experience. Special Education placements will be arranged in one of the following manners:
• A general education placement and a separate special education placement.
• An inclusion placement (if greater than 30% special education) integrating special education in the general
education classroom, as indicated by number IEP’s in the student population.
• A separate day school placement (diploma-track) that focuses on the relevant primary content area for licensure.
The division of the placements will be in collaboration with the clinical educators and host school administration.
It is highly recommended that student teaching for dual certification occur in the fall semester so more time can be
devoted to each placement. Student teaching may be extended up to 17 weeks to accommodate requirements in
both general education and SPED.
Student teachers are expected to participate in the case conference process and collaborate with the clinical educator in
their role as Teacher of Record during weeks 4-14. Student teachers will accompany mentor teachers to case conferences
and join in the process, rather than remaining in the classroom. The student teacher will complete a BIP/CBA plans
15 | P a g eduring student teaching. A separate SPED portfolio reflecting on the experiences in this area and based on the CEC
standards is due at the end of student teaching.
Most importantly, student teachers should not solely develop IEP’s, but may assist the mentor teacher by collaborating,
collecting data, and presenting the document with assistance. Student teachers should follow all the standard teaching
duties of the mentor teacher, including meetings, collaboration with providers, meeting with families, and processing
data.
Candidates must be observed in both the general education and special education environments. Candidates will receive
two sets of final evaluations (e.g., the first evaluation would be on the general education experience, and the second
evaluation would be a combination of both general education and special education experiences). Two documented lesson
observations should twice in each placement.
On-going Assessment of Student Teaching
The clinical educators should encourage the student teacher to incorporate the following in the student teaching
assignment:
• Take initiative in seeking help from mentor or supervisor and request constructive criticism/feedback about
professional progress in the student teaching assignment.
• Document personal growth by recording critical reflections on teaching and learning.
• Participate with College supervisor and mentor in formal conferences, initial and final evaluations and submit all
reports to designated personnel as scheduled.
WEEKLY JOURNAL OF CRITICAL REFLECTIONS ON STUDENT TEACHING
A written record of critically reflective responses to the challenges and opportunities of student teaching is an
essential component of professional development. A reflective journal documents important events, evidences
progress, expresses frustrations and hopes, poses important questions, notes interesting ideas, focuses creative
thinking about teaching and life-long learning, and demonstrates professional growth to one’s self, as well as to the
mentor, college supervisor, and colleagues.
Frequent entries are essential, but these reflections should not be an extensive recounting of minute by minute
activities. Please consult with the faculty about specific requirements detailed on the next page. This journal is not a
personal diary, nor is it a chronology of activities; it is an insightful record of one’s development as an effective,
creative teacher who can think critically about the processes of guiding and assessing students’ learning. It is
important to include observations of student’s cognitive and social development along with reflections on their
responses to learning opportunities. It might be helpful to organize the journal into special sections for recording
memorable questions and comments from the students, noting other teachers’ philosophies and effective practices,
recording inspiring quotes, listing books and articles that others recommend for future reading, and posing questions
for the mentor’s and supervisor’s comments.
This record is open to public view. Certain entries could be used in a final Decision Point 3 Presentation (particularly
for INTASC Principle 9). Awareness of one’s readers is vital, and their questions and comments should receive
thoughtful attention. The quality of reflections and the manner in which the completed record is presented for final
review will be considered in the evaluation of the student teaching. Responses included in this journal will support
the refinements of one’s philosophy of teaching, as well as offer information and perspectives for stating professional
goals for one’s first year of teaching
Submit Weekly Journal Progress Reports to your supervisor. This reflection is due Sunday reflecting on the previous
week’s experiences. Approximate length of reflections should be 3 pages.
Weekly Journal Progress Report: Week #______
Word Describing Your week: ____________________________
16 | P a g e1. General overview of your week: how did it go?
2. Targeted reflections:
a. Week 2: How does your mentor teacher illustrate the classroom management strategies detailed in
Wong’s book The First Day of School.
b. Classroom Management:
• What boundaries did you set?
• How are you establishing your teacher presence?
• How are you being proactive and diffusing possible situations?
• How was your time management? How are you managing transitions and the amount of downtime?
c. Did you challenge your students this week?
• What DOK levels were your activities? (give examples)
• Provide some examples of your Higher Order thinking lesson objectives along with
Student responses and Bloom’s taxonomy level.
• Provide some examples of your Higher Order thinking lesson questions along with student responses and
Bloom’s taxonomy level
3. How did you meet the academic learning needs of your students this week?
• Include both students with IEP and 504 plans along with those with accelerated learning needs.
4. How did you do at communicating and collaborating with parents and colleagues this week?
5. How did you model moral and ethical this week?
6. Progress on another student teaching goal?
7. Self-care: What did you do for yourself this week? Self-care is important!
Assignments
There are two assignments that must be completed during the student teaching experience: an interdisciplinary unit and
an assessment project from the unit.
A. Guidelines for Interdisciplinary Unit Plans
Candidates are expected to develop an interdisciplinary unit and be lead teacher during the student teaching experience.
During this unit, you will be expected to collect and analyze data to measure student understanding for the standards
taught for the assessment project assignment. These are two different assignments and each section will be evaluated
separately. The unit rubric will serve as a guide for the expectation for this unit.
The unit should be developmentally appropriate; the length should be equivalent to a typical unit for your grade level. The
unit should be interdisciplinary and intentionally incorporate at least one other content area with the appropriate standards
and objectives for the integrated content. The lesson plans should be at least the quality of what is used to lead instruction
in the classroom, but more detail about what the teacher does and what the student will do and for time management may
need to be included. Differentiation strategies should be explicitly detailed and included for all exceptional learners.
The unit should include:
a). unit standards and objectives (may be organized for each day).
b). clearly labelled and sequenced lesson plans for each day throughout the unit including best practices for
teaching content
c). differentiation strategies for instruction
d). assessment strategies (formative and summative)
17 | P a g ee). technology to enhance student learning
The unit is due one week before your Decision Point 3 interview.
Updated June 2020
InTASC standards: 3, 6, 7, 8 REPA 3 pedagogy/developmental standards: 1,3,4 (elementary and secondary)
Criterion Highly Effective Effective Developing Ineffective
Standards Unit contains new standards to Unit focused on one Extensive list of standards listed; No academic standards
be learned along with separate or two new unable to teach all to the depth listed
list of prerequisite skills standards required
required in lesson
Objectives All objectives are measurable All objectives are At least one Objective not Not all standards are
covering all standards measurable measurable met with learning
(including process/practices as covering all objectives
applicable and ISTE) and standards (including
requiring multiple levels of process/practices as
higher order thinking applicable and
ISTE)
Content covered in Content reviewed, restated Content reviewed, Content presented with some Content presented in
lessons (discipline) and rephrased throughout unit restated and checks for reviewing and individual isolated
with main points emphasized rephrased restating previous concepts and lessons
repeatedly with clear purpose throughout unit with main points; lists big
making content meaningful main points transferrable idea but not
and relevant to student’s lives emphasized embedded
repeatedly with
clear purpose
connections to the
“big transferrable
idea”
Lessons Lessons are Sequential and Lessons are Lessons are sequential building Lessons have
varied in creative and Sequential building on prerequisite knowledge with appearance of being
engaging formats building on on prerequisite less than 25% of the lessons somewhat random and
prerequisite knowledge and knowledge with varied in format non- sequential
targeted on debunking student more than 25% allowing for concepts to
misconceptions varied in creative not be fully developed
and engaging
formats
Interdisciplinary Authentic and meaningful Unit makes Unit has interdisciplinary Unit lists
connections interdisciplinary learning authentic, smooth connections, but seem forced interdisciplinary content
experiences with multicultural and meaningful and do not flow naturally but at least one area not
aspects included interdisciplinary between disciplines fully developed
connections meeting
standards for each
discipline
Instructional Clearly developed lesson Lesson plans are Lesson plans are minimal in Lesson plans are in
Activities plans in formal lesson plan developed with detail but have enough minimal with limited
format using best practices details using best description so one can tell what details on how the
and practices for teacher is doing and what teacher is presenting the
higher order thinking discipline and plan students should be doing material and student
questions listed in each lesson for effective time expectations
management
Differentiation Detailed Differentiation Contains Differentiation strategies are Differentiation
strategies strategies present for all differentiation vague, lacking detailed plans to strategies not present
exceptional learners including strategies for all meet individual student learning
those that may not be present exceptional learners needs
in actual classroom (advanced,
SPED, ENL)
Technology Uses technology to meet at Uses technology to Technology use is basic Technology is not
least one ISTE standards and enhance lessons classroom technology (document incorporated in unit
impact student learning cameras, smart boards, etc.)
18 | P a g eAssessments Varied formative and Mix of formative Mix of formative and summative Limited or no
summative assessment and summative assessments covering at least assessment strategies
formats requiring higher order assessments one standard and/or objective included in unit
thinking covering all standards covering all not covered
and objectives standards and
objectives
B. Assessment/Pre-Post Assignment:
Teacher Standards: Teacher Standards: InTASC standard 6, REPA 3 (state) developmental/pedagogy standard 4:
Assessment (elementary and secondary). Increase understanding of 1) strategies and skills for effectively assessing
content-specific student understanding; 2) characteristics, uses, advantages, and limitations of different types of
assessments; 3) measurement theory and evaluation of assessments for validity, reliability, and bias; and 4) circular
process in planning instruction, assessment, and curriculum--adapts instruction and curriculum given student
assessment results
There are many ways to assess student learning. As long as the assessment is valid, reliable, and unbiased, the best
method of assessing student learning will depend on the context and content of the lesson or unit. In this assessment,
you are to assess student learning at one point during the unit (formative) and at the end of the unit
(summative or pre-post). The analysis is for ONE class of students.
Your analysis of student learning should include:
a). standards and lesson objectives taught and assessed (discipline specific, ISTE, and interdisciplinary)
b). detailed lesson plans for the unit
c). analysis of student learning:
d). your reflection on student learning investigating your teaching, the student and the assessment instruments
(exit slip, quiz, test questions).
e). disaggregated data by objective for each individual including your exceptional learners
f). assessment quality: discussion of reliability, validity and bias of instrument and how to improve
g). changes in lesson, curriculum or differentiation strategies if you could reteach this lesson to increase student
learning for ALL learners
h). higher order thinking required for this lesson
See rubric on next page!
19 | P a g eHanover College Rubric for Pre and Post Test Assignment: (revised May 2020)
InTASC standard 6: Assessment
REPA 3 developmental/pedagogy standard 4 (elementary and secondary)
Theme Highly Effective Effective Developing Ineffective
4 3 2 1
Objectives Explicit alignment and clear Implied Alignment Statement of how No alignment
flow between state with standards with clear objectives align and met with academic
standards, objectives and flow between standards, state standards, but standards
lesson objectives and lesson objectives and standards
are not thoroughly covered
in lesson
Objectives Objectives broken down into Objectives written in clear Objectives are clear but not No lesson objectives
clear statements including measurable statements but measurable
objectives in all areas (ISTE, limited to content only
SEPS, math practices)
Reflection of Teaching Detailed and in-depth Reflection on student Limited Reflection based Shallow reflection of
reflection learning includes teaching, only on teaching and teaching with limited
(examples)on student student and instrument students details on student
learning includes teaching, tools but depth lacking in performance only
student and instrument one of these areas.
tools
Analysis of Student Addressed strengths and clear statement of which Addresses general patterns No indication of
Learning weaknesses in student objectives students and differences between analysis for student
learning, broken down in learned and what should pre and post results growth or learning
percentages for each be retaught for the group
objective level in
percentages for individual
students with special
attention to exceptional
learners
Instrument Quality Addresses adjustments to be Discusses validity, Mentions validity, No indication of
made to reliability and bias of the reliability, or bias of pre consideration for
improve the validity, pre-post assessments in and post results assessment validity,
reliability and bias pre-post detail and how met in reliability or bias
assessments assessment Only reliability mentioned
Strategies and RTI Explains new strategies for Strategies for improving Mentions need for No indication of ways
(differentiation) improving student learning student learning for improvements in to increase student
and ways to adjust individuals, subgroups, or instruction learning
instruction or curriculum for whole class to increase
individuals, subgroups, or student learning
whole class to increase
student learning
Higher Order Thinking Explains DOK level and Discusses Higher order Mentions higher order No evidence or
higher order question responses over thinking; limited to discussion of how
questions; student responses objectives, assessments objectives or questions in Lesson promoted higher
discussed over objectives, and in student learning lesson plan order thinking by
assessments and in student analysis students
learning analysis; examples
provided in each area
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