Cooperating Teacher Handbook - Student Teaching

Cooperating Teacher Handbook Student Teaching Teacher Education Department

Cathy Dieter, Director of Clinical Experience 509.313.3516 Email: dieter@gonzaga.edu

STUDENT TEACHING GUIDE Table of Contents General Information Gonzaga University Mission Statement Note of Appreciation

Role of a Mentor Learning Focused Relationships Best Standards for Mentoring Holding Difficult Conversations Feedback for Candidate Growth Questions

Co–Teaching Benefits of Co-Teaching Co–Teaching Strategies Co–Teaching Plan

Cooperating Teaching Assignments Fall 2021 Important Dates and Assignments Weekly Conference Template Field Based Assessment Tool (FBAT) Field Dispositions VIA Quick Start Guide for Cooperating Teachers

Student Teaching Guide Resources Planning for Instruction Template Script For Engagement Lesson Reflection Template Student Teaching Mid-Term Progress Report Exit Meeting Gonzaga University Policy of Teacher Candidates as Substitute Teachers Communication Activity

Gonzaga University Mission Statement Adopted: February, 2013

Gonzaga University is an exemplary learning community that educates students for lives of leadership and service for the common good.

In keeping with its Catholic, Jesuit, and humanistic heritage and identity, Gonzaga models and expects excellence in academic and professional pursuits and intentionally develops the whole person – intellectually, spiritually, physically, and emotionally.

Through engagement with knowledge, wisdom, and questions informed by classical and contemporary perspectives, Gonzaga cultivates in its students the capacities and dispositions for reflective and critical thought, lifelong learning, spiritual growth, ethical discernment, creativity, and innovation.

The Gonzaga experience fosters a mature commitment to dignity of the human person, social justice, diversity, intercultural competence, global engagement, solidarity with the poor and vulnerable, and care for the planet. Grateful to God, the Gonzaga community carries out this mission with responsible stewardship of our physical, financial, and human resources.

Dear Cooperating Teacher, Thank you for the critical role you play in helping Gonzaga University prepare future teachers. Your willingness to open up your classroom and mentor them is greatly appreciated. This experience is a supportive event that provides the candidate with an opportunity to practice and demonstrate their knowledge and skill of professional practice while also advancing their knowledge of P-12 education and schooling.

It is important to the department of Teacher Education that your experience as a cooperative teacher is positive and provides a professional learning opportunity for you. If you have any questions or concerns at any time during the student teaching experience, please feel free to contact me.

Again, thank you for your support and partnering with Gonzaga to prepare future teachers.

Sincerely,

Cathy Dieter Director of Clinical Experiences, Teacher Education 509-313-3516 dieter@gonzaga.edu

Learning focused Relationships - The Roles of a Mentor Knowledgeable Problem Solvers Decision Makers Collaborators

Taken from Mentoring Matters 2nd Edition, Lipton and Wellman 2003

Offering Support Support is offered by attending fully and respectful listening.

Responding empatheticallyto create a safe space that establishes rapport and supports thinking. Support is offering resources and providing information about the craft of teaching to develop sound educational practice.

Emotional Physical Instructional Institutional

Time management tips Instructional strategies Student assessment strategies Ideas for establishing management routines Curriculum design and lesson planning Teacher observation and evaluation procedures Resource acquisition Expectations regarding before and after school duties and responsibilities Current local initiative

Creating Challenge Support needs to be balanced with challenge. Growth requires beginners to develop capacity to apply and adapt expert information within the context of the classroom. Learning enables teachers to apply, refine and create alternative strategies based on student's needs.

Goal Driven Data-Focused Thought Provoking

Engaging in goal setting and continue to have goal-driven conversations Maintain a focus on student learning by analyzing student performance information and determining a causeeffect relationship

Facilitating Vision Creates a lifelong learner engaged in continuous improvement. It creates a picture of sound educational practice and high expectation. The teacher is also a learner.

High Expectations /or Se// and Students Lifelong Learning Professional Identity

Setting high achievable standards Assisting in identification of learning outcomes, short and long term Big picture content of integration of subjects with real world applications

Explore student work and discussing positive and negative results of instructional practice

Developing action plans, prioritizing tasks and identifying resources for achieving goals

Engage in problem solving and decision making, brainstorming and generating solutions

Collaborative opportunities Mode a professional identity

Assist in articulation criteria for choices and consequences l3uild connections between theory and practice Constructing reflective practice

BEST Standards for Mentoring Cultivates leamin-g focused relatlonshlps

An accom plis hed mentor: STANDARD 1: Cultivates learning-focused relationships through /earning-focused

conversations (pausing, paraphrasing, and questioning) to build menrees ' reflec tive practice and im prove In st ructional outcomes.

STANDARD 2: Conducts observations ond provides non-evaluative fe edback to

engage new educators in refle ction that leads to improved instructional practice and increased equit y for learners.

Connecu mentee(s) to systems and learning communities

STANDARD 4: Fosters equitabl e practices that positivelyim pact educator and

student /earning, promotesinclusive practices, and honorsand respects multi ple perspectives.

STANDARDS: Builds m entees ' knowledge and skills in curriculum, instructlon,ond

assessment to include o repertoire of classroom strate gies, content knowledge ond skills to max imize stude nt learning.

reflection

MENTORING

STANDARD 3: Responds to the unique needs of adult learnersby offering support

for new educators in wa ys that a ppropriately di ffere nti ate for each mentee's learning needs, and by guiding the mentees toward appropriate professional learning opportunities.

Facilitates

Conne cts mentee(s) to curriculum, Instruction and assessment

Respond s to th e needs of adult learne rs Helps mentee(s) foster equitable practices

STANDARD 6: Novigotes multiple layers of organizational systems and facilitates

new educator connections to learning systems and learning communities .

3

Office of Superintendent of Public ln1tructlon, Beginning Educator Support TeDm (BEST).2017

DIFFICULT CONVERSATIONS Holding Difficult Conversations Conversations can feel difficult when they involve sensitive topics, when we're concerned about how the other person might respond, and when we're unsure of our own position.

While these factors may make us feel uncomfortable, they need not deter us from talking about what's important. Effective communicators begin with a positive presupposition about the other's intent, state concerns clearly and directly, depersonalize the issue, and speak matter-of-factly.

Steps for talking about concerns with candidates: Name a positive presupposition - I know that your professionalism is important to you...

Name behavior in neutral terms - When colleagues see SOMEONE walking in after our start time...

Name potential impact - ...they begin to conclude THE PERSON doesn't care.

Inquire - What things might help you display the professionalism you care about?

PRACTICE: 1. The candidate seems unplanned/unprepared while teaching lessons.

2. The candidate is overheard talking negatively about colleagues in the lunchroom.

3. The candidate seems to consistently pay extra attention to a few students during class.

2015 OSPIMentorAcademy

CANDIDATE FEEDBACK Feedback for Candidate Growth Purpose of feedback: Provide information candidates can use in order to improve their instructional practice An effective feedback process allows candidates to: • Reflect on the effects of their teaching on student learning.

• Identify their own learning/development needs and those of their students.

• Focus on the principles of best practice as outlined in teaching standards (e.g., university program standards, WA State teaching frameworks).

• Set standards-based goals for their own growth and take action steps toward meeting those goals.

• Learn continuously during day-to-day activities.

Advice and Praise vs. Feedback Advice and Praise:

Feedback:

Great job.

When you gave thesignal forattention, 20 of the 23 students fully complied with the expectations.

Good use of visuals in the lesson.

Your questioning was very effective with that student.

Adding that anchorchart was a nice touch. The kids really had fun with that activity.

You really have a knack for teaching.

Did you think about asking students to pairshare?

Your story about fishing was great. I love fishing.

Next time, post your target on the board.

You really helped Juanita figure out how to do it.

Wait time after asking questions:

• • •

Question #1- 7 seconds Question #2 - 1 second Question #3 - 2 seconds

During the role play, all students faced the "actors”, leaned forward, and shared their ideas when asked to.

21 students were on task, 4 wereoff task as reflected in fidgeting and side conversations.

The learning target was articulated by the teacher four times during the lesson.

A student said, "Oh I finally get howto do this" Teacher asked,''What steps did you use to find an answer?"

Choose two examples from the advice and praise column and change them into feedback.

2015OSPIMentorAcademy

QUESTIONS Questions that shut the door

Questions that open the door

Why did you decide todo it that way?

What doyou think went wrong? what you anticipated and what happened? assessment fornext time? you thinking about upcoming assessments? time?

5. Why do you think your kids keep talking out?

What is the matter withher?

Have you planned the unit?

2015-2016 OSPI Mentor Academy

5. What are your hunches about their reasons for talking out?

be

important to her?

p.2

BENEFITS OF CO-TEACHING Co-Teaching: Co-Teaching is defined as two teachers working together with groups of students and sharing the planning, organization, delivery and assessment of instruction as well as the physical space. Both teachers are actively involved and engaged in all aspects of instruction.

For P-12 Students…

• • • • • • • • •

Provide additional opportunities for one-on-one or individualized instruction Lowering the pupil/teacher ratio by having two teachers in the classroom Able to work in smaller groups More individual attention Increasing students’ level of participation Providing multiple teaching styles and strategies to meet students’ needs Modeling of teamwork, collaboration, and pooling resources from teachers Responding to student questions and concerns more rapidly Decreasing classroom disruptions

For Mentor Teacher…

• • • • • • • • •

Ability to reach more students, particularly those with high needs Better relationship with teacher candidate Opportunity for professional growth Enhanced energy for teaching Hosting a candidate without giving up your classroom Ability to do projects more successfully Class time is more productive Modeling and participating in teamwork Candidates become competent more quickly

For Teacher Candidate…

• • • • • • • • • •

Improves classroom management skills Increases collaboration skills More teaching time Increases confidence Deeper understanding of the curriculum through co-planning More opportunities to ask questions and reflect Being seen as a “real teacher” Equal partnership Sharing resources Mutual support and learning

CO-TEACHING STRATEGIES Strategy

One Teach, One Observe

One Teach, One Assist

Definition/Example One teacher has primary responsibility while the other gathers specific observational information on students or the (instructing) teacher. The key to this strategy is to focus the observation – where the teacher doing the observation is observing specific behaviors.

Example: One teacher can observe students for their understanding of directions while the other leads.

An extension of One Teach, One Observe. One teacher has primary instructional responsibility while the other assists students with their work, monitors behaviors, or corrects assignments.

Station Teaching

Example: While one teacher has the instructional lead, the person assisting can be the “voice” for the students when they don’t understand or are having difficulties.

The co-teaching pair divides the instructional content into parts – Each teacher instructs one of the groups, groups then rotate or spend a designated amount of time at each station – often an independent station will be used along with the teacher led stations.

Parallel Teaching

Example: One teacher might lead a station where the students play a money math game and the other teacher could have a mock store where the students purchase items and make change.

Each teacher instructs half the students. The two teachers are addressing the same instructional material and presenting the material using the same teaching strategy. The greatest benefit to this approach is the reduction of student to teacher ratio.

Supplemental Teaching

Alternative (Differentiated)

Example: Both teachers are leading a question and answer discussion on specific current events and the impact they have on our economy.

This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials retaught, extended or remediated.

Example: One teacher may work with students who need reteaching of a concept while the other teacher works with the rest of the students on enrichment.

Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students however the avenue for getting there is different.

Team Teaching

Example: One instructor may lead a group in predicting prior to reading by looking at the cover of the book and the illustrations, etc. The other instructor accomplishes the same outcome but with his/her group, the students predict by connecting the items pulled out of the bag with the story.

Well planned, team taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Using a team teaching strategy, both teachers are actively involved in the lesson. From a students’ perspective, there is no clearly defined leader – as both teachers share the instruction, are free to interject information, and available to assist students and answer questions.

Solo Teaching

Example: Both instructors can share the reading of a story or text so that the students are hearing two voices.

The teacher candidate is the lead planner and teacher for the lesson. The lesson is designed specifically for only one teacher.

Minimum of 3 weeks

Example: The teacher candidate is being observed by the university supervisor for classroom management skills or how he/she specifically engages students in questioning techniques to facilitate a conversation.

The strategies are not hierarchical – they can be used in any order and/or combined to best meet the needs of the students in the classroom.

Date: Co-Teaching Strategy Definitions

Co-Teaching Plan Day of Week/C lass Period/ Content Area

Learning Target(s)

Assessment

Activities

Co-Teaching Strategy

One teach, one observe: One teacher has primary instructional responsibility while the other gathers specific observational information on student or the (instructing) teacher. The key to this strategy is to focus the observation, so that the teacher doing the observation is observing specific behaviors. It is important to remember that either (teacher candidate or cooperating teacher) could take on both roles.

One teach, one assist: An extension of One teach, one observe. One teacher has primary instructional responsibility while the other assists students with their work, monitors behaviors, or corrects assignments. The assisting teacher often lends a voice to students or groups who would hesitate to participate or add comments.

Station teaching: The co-teachers divide the instructional content into parts. Each teacher instructs one of the groups.

Groups then rotate or spend a designated amount of time at each station. Often an independent station will be used along with the teacher-led stations.

Parallel teaching: Each teacher instructs half the students. The two teachers are addressing the same instructional material, using the same teaching strategies. The greatest benefit to this approach is the reduction of student-to-teacher ratio.

Supplemental teaching: This strategy allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials re-taught, extended or remediated.

Alternative (Differentiated): Alternative strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students; however, the instructional approach is different.

Team Teaching: Well planned, teamtaught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. It is not “taking turns teaching.”

Using a Team Teaching strategy, both teachers are actively involved in the lesson. From a student’s perspective, there is no clearly defined leader – as both teachers share the instruction, are free to interject information, and available to assist students and answer questions.

Solo Teaching: The teacher candidate is the lead planner and teacher for the lesson. The lesson is specifically designed for only one teacher.

Adapted from St. Cloud State University, Teacher Quality Enhancement Center, 2009: Research funded by a US Department of Education, Teacher Quality Enhancement Grant

Fall 2021 Cooperating Teacher Important Dates and Assignments DATE EVENT WEEKLY CONFERENCES Each week debrief with the student teacher using the weekly conference form and give the completed form to the student teacher Midterm meeting held with CT/ST/US

By October 20

By December 10

*Observe 1 lesson & evaluate using the field based observation tool(FBAT) & 1 midterm disposition assessment- submit through VIA Exit Meeting held with CT/ST/US *Observe 2nd lesson & evaluate using the field based observation tool(FBAT) & 1 final disposition assessment- submit through VIA *University Supervisor Evaluation (confidential) through VIA *Approve ST hours- through VIA 1 Letter of Recommendation- may give to student teacher Last day of Student Teaching

December 17 VIA/Watermark VIA is our clinical experience assessment management system. You will submit all assessments and approve the student teachers hours through this system.

Please reference to the VIA user guide for instructions.

WEEKLY CONFERENCE Weekly Conference

Week

Cooperating teacher please give to student teacher after each conference to keep in their notebooks

Evidence that supported student learning/engagement:

Evidence of professionalism:

Areas for growth & suggestions for implementation:

Additional comments:

Student Teacher Signature:

Date:

Cooperating Teacher Signature:

Date:

Field Based Assessment Tool (FBAT) PLANNING Lesson plan template is followed and available for lesson

Observed

Comments

Plans are designed to actively engage students intellectually, emotionally, and physically Overall Evaluation for Planning INSTRUCTION Materials prepared & organized Connects to prior knowledge & background Learning targets are communicated & connected Classroom discourse promotes student-student and studentteacher interaction, equitable participation, and higher order thinking Criteria for student success is clear, communicated, and modeled Scaffolding moves students from concrete to complex, gradual release of responsibility, and multiple forms of interaction with lesson content Use of technology, visuals, media, manipulatives, and other resources effectively capture interest and/or deepen understanding Academic language is supported.

Formative assessment throughout lesson provides evidence of student learning Teacher monitors & adjusts instruction based on evidence of students’ understanding and engagement Closure aligns with lesson goals and prompts student reflection on progress Observable attempt to implement some aspect of culturally responsive teaching that affirms attention to diverse perspectives and backgrounds Supports provided for students with specific learning needs Overall Evaluation for Instruction

Below Expectations

Meets Expectations

Exceeds Expectations

Comments

Below Expectations

Meets Expectations

Exceeds Expectations

Field Based Assessment Tool (FBAT) CLASSROOM ENVIRONMENT Evidence of established rapport and respect with and among students Utilizes established routines and procedures to facilitate effective transitions, pacing & time management Clearly communicates expectations and reinforces them in a consistent and equitable manner Demonstrates empathy. Speaks and acts with kindness. Avoids power struggles, sarcasm, and rudeness Conveys enthusiasm, confidence in students, and passion for the discipline-specific content Overall evaluation for classroom environment

COMMENTS

Below Expectations

Meets Expectations

Exceeds Expectations

Teacher Education – Field Dispositions Target Areas For Growth Fundamentals of Professionalism Candidate demonstrates professionalism through effective oral and written communication, timeliness, appropriate appearance, honesty, and maintaining appropriate confidentiality. Candidate establishes and maintains appropriate professional relationships with students and colleagues. Candidate follows policies and procedures.

Respects Diversity Candidate demonstrates respect for all forms of human difference by seeking to understand and appreciate students’ unique backgrounds, recognizing and building on students’ individual and cultural assets, and believing that all students can learn.

Candidate intentionally takes what they’ve learned about students and uses it to create a safe and inclusive learning environment.

Reflection and Professional Growth Candidate maintains a positive attitude in academic and professional settings. Candidate willingly seeks, receives, and acts upon feedback from others.

Candidate self-reflects on feedback and then considers opportunities to respond by addressing areas for growth and enhancing their strengths.

Professional Collaboration Candidate willingly, productively, and professionally contributes to the shared work of the instructional team. The candidate works collaboratively within instructional team structures with increased responsibility, adding value, and offering unique ideas that contribute to the shared work.

Additional Comments:

VIA QUICK START GUIDE – Teacher Education Student Teaching MENTOR TEACHERS Go to: www.vialivetext.com. Use Firefox, Chrome, or Safari. Via will NOT work properly in Internet Explorer.

Returning teachers: your login has not changed from the previous semester. It is still your school e-mail address and the password you previously set. If you do not remember your password, click FORGOT YOUR PASSWORD? to reset it.

New Via users: to login, use your school e-mail address. Your initial password is the case sensitive first half of your e-mail address. For example: SpikeB@gonzaga.edu and SpikeB. Once you have logged in, you will be on the In Progress page:

Click on the Field Experience/Internship to open a list of activities.

Click on Placement Details to display information about your field experience candidate and the Gonzaga University Supervisor.

Click on Log to approve your candidate’s hours.

Click on an activity title to complete it. All activities you need to complete will be preceded by Cooperating Teacher. Click on each to open, then click on the name(s) of your student(s) one at a time to complete the assessments for each.

By October 20 complete: • 1 FBAT (Field Based Assessment Tool). Click on: Cooperating Teacher – FBAT #1 • Midterm Field Dispositions. Click on: Cooperating Teacher - MIDTERM Field Dispositions • Honoraria Form. Click on: Cooperating Teacher – Honorarium (link will take you to the form)

By December 10 complete: • 2nd FBAT (Field Based Assessment Tool). Click on: Cooperating Teacher – FBAT #2 • Final Field Dispositions. Click on: Cooperating Teacher - FINAL Field Dispositions • Evaluation of your candidate’s University Supervisor. Click on: Cooperating Teacher – Eval of Univ Supervisor • Verify candidate hours. Click on LOG then each student’s name; Approve or Reject on the right side of each log entry.

A complete set of resources is available by clicking on the Field Experience/Internship then Homepage in the left side menu.

Support at Gonzaga: Jack Guth (509) 313-3891 or guthj@gonzaga.edu Via 24/7 Email Support: https://www.watermarkinsights.com/support/ Via Phone Support: (800) 311-5656 Mon-Thur: 5am – 4pm PST; Fri: 5am-2pm PST

Student Teaching Guide

Cathy Dieter Director of Clinical Experiences 509.313.3516 dieter@gonzaga.edu

School of Education Mission Statement The mission of the School of Education is to prepare socially responsive and discerning practitioners to serve their community and profession.

• We model and promote leadership, scholarship and professional competence in multiple specializations.

• We support an environment that is challenging, inclusive, reflective, and collegial.

• We foster inquiry, intellectual creativity, and evidence-based decision making to accept the challenges facing a global society.

• We provide academic excellence in teaching, advising, service, and scholarship. We promote, support and respect diversity • The School of Education upholds the tradition of Humanistic, Catholic, and Jesuit education

Department of Teacher Education Mission Statement As faculty and staff of the Department of Teacher Education, we commit ourselves to facilitate the development of exemplary educators through the integration of knowledge, skills, and dispositions necessary for teaching and learning in a global society. We further commit ourselves, in the tradition of Jesuit education, to foster leadership and ethical behavior by stimulating intellectual vitality, advocating for justice, promoting a spirit of service, and developing life-long learning communities.

“Preparing social responsible professionals who serve with care, competence and commitment."

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Introduction to the Student Teaching Experience Welcome to Gonzaga University student teaching. The goal of this guide is to provide an overview of this capstone experience and assist in providing information that will be helpful to the student teacher, mentor teacher, and Gonzaga University supervisor.

Overview Student teaching is the intensive collaborative and culminating experience of the Gonzaga University Teacher Certification Program. This capstone course engages the student teacher in the actual activity of teaching for approximately 15-16 weeks and a minimum of 450 hours. Student teaching gives the prospective teacher the opportunity to meld theory with practice in the actual activity of teaching. The foundation is for student teachers to have a positive impact on student learning. This experience is in partnership with the mentor teacher, the student teacher, the university supervisor and the faculty and staff of Gonzaga.

Washington State Standards for Beginning Teachers The Professional Education Advisory Board (PESB) for Washington State has identified a set of standards that all teachers are expected to demonstrate throughout their teaching career. Early Preparation Programs (EPP), such as the one we offer in the School of Education, must adhere to these standards to assure that our future educators are ready to meet the challenges of teaching and contribute to student achievement and success.

In addition to the Washington State Standards for beginning Teachers, there are also additional standards EPP programs must incorporate into their programs. The Interstate Teacher Assessment and Support Consortium (InTASC), has outlined standards that define and support teacher effectiveness to ensure students reach college and career ready standards.

EFFECTIVE TEACHING

1. Using multiple instructional strategies, including the principles of second language acquisition, to address student academic language ability levels and cultural and linguistic backgrounds 2. Applying principles of differentiated instruction, including theories of language acquisition, stages of language, and academic language development, in the integration of subject matter across the content areas of reading, mathematical, scientific, and aesthetic reasoning 3. Using standards-based assessment that is systematically analyzed using multiple formative, summative, and self-assessment strategies to monitor and improve instruction 4. Implementing classroom/school centered instruction, including sheltered instruction that is connected to communities within the classroom and the school, and includes knowledge and skills for working with others 5. Planning and/or adapting standards-based curricula that are personalized to the diverse needs of each student 6. Aligning instruction to the learning standards and outcomes so all students know the learning targets and their progress toward meeting them 7. Planning and/or adapting curricula that are standards driven so students develop understanding and problemsolving expertise in the content area(s) using reading, written and oral communication, and technology 8. Preparing students to be responsible citizens for an environmentally sustainable, globally interconnected, and diverse society 9. Planning and/or adapting learner centered curricula that engage students in a variety of culturally responsive, developmentally, and age appropriate strategies 10. Using technology that is effectively integrated to create technologically proficient learners 2|Page

11. Informing, involving, and collaborating with families/neighborhoods, and communities in each student's educational process, including using information about student cultural identity, achievement and performance PROFESSIONAL DEVELOPMENT

1. Developing reflective, collaborative, professional growth-centered practices through regularly evaluating the effects of his/her teaching through feedback and reflection.

TEACHING AS A PROFESSION

1. Participating collaboratively and professionally in school activities and using appropriate and respectful verbal and written communication.

2. Demonstrating knowledge of professional, legal, and ethical responsibilities and policies.

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Student Teacher Information Requirements for successful completion of the student teaching practicum The student teaching practicum is graded on a satisfactory (S) or unsatisfactory (NS). Criteria include:  Attend and participate in all seminars. Seminars are mandatory, and absences may result in an NS  Follow the attendance policy  Maintain the role of student teacher throughout the experience  Meet the program & state requirements  Meet the stated expectations below  No unresolved disposition concerns  Complete and turn in required student teaching and certification paperwork by deadlines

Student Teacher Expectations  Responsible for transportation to your student teaching placement  Become familiar with the requirements through the review of the student teaching guide  Know school policies pertaining to teaching responsibilities (discipline, safety procedures, first aid procedures, use of equipment, copying…). and your functions in relation to the district, school building, and classroom  Adhere to university, district and school policies and procedures  Review school and district website for information  Discuss with your Mentor Teacher their expectations of you during the student teaching experience to include: being at school before and after, involvement with activities and communication  Adhere to WACs related to Acts of Unprofessional Conduct for Teachers  Attend all required student teaching meetings and seminars  Maintain weekly communication with your university supervisor  Complete and turn in on time all of required documents as outlined on your checklist  Maintain open communication with mentor teacher, university supervisor, and Director of Clinical Experiences  Act in a mature, responsible, and professional manner reflecting high professional standards  Provide for your university supervisor and mentor teacher the lesson design plan 24 hours prior to your scheduled formal observation and submit reflections to the university supervisor and mentor teacher.  Solo teach a minimum of three weeks, more weeks may be required by Mentor Teacher  Notify your Mentor Teacher and supervisor immediately if you are absent  Notify your supervisor immediately with concerns  Have appropriate lesson plans as deemed necessary by the mentor teacher  Use VIA assessment platform for assignments and meet the deadlines  Engage often in reflective thinking and self-evaluation  Demonstrate the dispositions adopted by the teacher certification program

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Attendance Policy Student teachers are expected to be in attendance in the role of a student teacher at their respective schools every contracted school day. The student teacher will follow the schedule of their respective site. In the event of an illness, the student teacher must notify their Mentor Teacher and university supervisor immediately. If you are requesting to be absent or not be in the role of student teacher, you need approval first from the Director of Field Experience before you ask your mentor teacher. If approved, the student teacher is required to fill out the Request for Absence form and submit to the Director of Clinical Experiences. After two absences, the student teaching experience can be extended past the end of the semester or may result in a N/S grade. Do not schedule activities that will interfere with your student teaching, such as trips, WCC, etc.

Calendar Student teachers are required to follow the calendar of the school district in which they are placed rather than Gonzaga University's calendar. Student teachers should make themselves aware of school district holidays, in-services or other released time. The start and end dates of your student teaching will follow the University’s beginning and ending of the semester. It is also your responsibility to follow the student teaching calendar of important dates/seminars/meetings provided by the field office.

Communication Communication is vital to the success of the student teaching experience. Communication should include the mentor(s), university supervisor and if necessary, the Director of Clinical Experiences. Weekly contact with the university supervisor is required to set up observations and discuss the status of your experience. Daily communication is encouraged with your mentor teacher. If there is an issue that needs immediate attention, please contact the Director of Clinical Experiences. (509-313-3516)

Conflict Resolution If issues/concerns arise regarding any part of the student teaching experience, follow the listed procedure.

1. The Mentor Teacher and student teacher should discuss the issue and try to resolve it.

2. If necessary, the mentor teacher/student teacher informs the university supervisor of the concern and if necessary, informs the Director of Clinical Experiences. Please document concerns in writing. If an issue arises that needs immediate attention or cannot be resolved, please contact the Director of Clinical Experiences.

3. If necessary, the Director of Clinical Experiences will pursue the issue following the Gonzaga University protocol.

Unprofessional Conduct Candidates are to adhere to the Washington’s Administrative Codes that are on posted on VIA and on OSPI’s website.

Violation of these codes will result in immediate withdrawal in the student teaching experience.

Dismissal from Student Teaching The Director of Clinical Experiences in collaboration with the mentor teacher/school administration and university supervisor, reserves the right to remove any student teacher from the student teaching experience when issues arise that are not corrected.

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New Placements If securing a new placement is required for any reason, it might result in loss of teaching time in the field, so extra time or an extra semester may be required. Gonzaga cannot guarantee that a request for an additional placement can be secured.

Policies & Procedures It is your responsibility to become aware of and follow the policies and regulations that apply to your school/district placement. For instance, you must become familiar with and follow policies related to appropriate use of technology and communication with students, rules related to entering and exiting the school building, and COVID-related precautions (i.e. sanitizing workspaces, wearing a mask, social distancing, fever checks, etc.).

Review and practice until you can demonstrate an understanding of all procedures. In case of any emergency at your site, immediately contact your university supervisor after the emergency is over.

Social Media & Technology Policy The Teacher Certification Program at Gonzaga University supports the use of technology to communicate for educational purposes. However, teacher candidates/student teachers are prohibited from communicating with K-12 students by phone, email, text, instant messenger, or other forms of electronic or written communication in a manner prohibited by district policies/procedures and the Washington Code of Professional Conduct (https://www.k12.wa.us/educatorsupport/investigations/code-professional-conduct).

Teacher candidates/student teachers are prohibited from engaging in any conduct on social networking websites that violates the law, district policies, other generally recognized professional standards, or those that do not align with Gonzaga University’s School of Education dispositions (located in the Certification Handbook posted on the Blackboard course GORG442_SOE_FAC_0000 Teacher Certification & Field Experience Materials for TE, PE, and SPED). *Should a teacher candidate/student teacher be found to be in violation of district policies and/or Gonzaga University’s Teacher Certification Program policies, the School of Education reserves the right to take appropriate action.

Teacher’s Strike Teacher strikes are sensitive issues and often can have long-lasting effects in a school district. Generally, a Gonzaga teacher candidate assigned to a school district in which a teacher strike occurs should not report to the clinical experience setting until the strike is concluded. In most cases, you should not engage in any activity that could be interpreted as support for either the school district or the teacher association. However, if circumstances are such that you believe it is important to take a position, please contact the Director of Clinical Experiences to discuss the implications.

If, as the result of strike activity, the clinical experience is substantially shortened, the School of Education will make a reasonable effort to enable you to meet established course requirements for credit. Under these circumstances, it may be necessary to reduce the number of credits for the clinical experience or to extend the experience.

Confidentiality Student Teachers are to use discretion at all times regarding confidentially. Confidential information is NEVER to be removed from the classroom without permission. Student teachers may not break FERPA or HIPAA confidentiality through any form of communication including all forms of social media.

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Co-Teaching Co-teaching is a critical element of helping candidates scaffold early classroom experience. Research has shown that student learning is positively impacted when co-teaching occurs. Co-teaching is when two teachers share responsibility for the planning, organization, delivery and assessment of instruction as well as the physical space. Both teachers are actively involved and engage in all aspect of instruction. It is recommended that co-teaching occur throughout the student teaching experience, and that student teachers are provided the opportunity to solo teach a minimum of three weeks.

Solo-Teaching The student teacher is required to do a minimum of three weeks of solo teaching throughout the semester.

Student Teaching Seminars Student teachers are required to attend all student teaching seminars. Student teachers are expected to participate in discussions and complete assigned activities.

Lesson Design Plan Student teachers are required to use the Gonzaga approved lesson plan, titled “Script for Engagement,” for every observation scheduled by the University Supervisor. The template can be found on VIA. Lesson plans are to be submitted a minimum of 24 hours prior to the lesson the university supervisor and mentor teacher. The university supervisor will observe the student teacher lesson and debrief following the observation. Mentor Teachers are encouraged to attend the debrief session and observe the lesson. Mentor Teachers may request daily lesson plans be written for all instruction performed by the student teacher. It is the mentor teacher’s decision as to when these plans need to be completed for review/modifications.

Professional Growth Plan

The Professional Growth Plan (PGP) is a Washington state certification requirement that is to be submitted by the end of the student teaching experience. Please refer to the template provided on VIA.

Exit Meeting The purpose of an exit meeting is to celebrate the successful completion of the student teaching experience with the student teacher and to share the PGP. All Mentor Teachers, the university supervisor, and student teacher should be part of the meeting. A building administrator may be invited to attend. At the exit meeting, all documentation included in the Teacher Education/Certification checklist needs to be given to the university supervisor.

Placement File It is the student teacher’s responsibility to maintain their own placement file and to get three letters of recommendation.

One from the university supervisor, one from the Mentor Teacher and one from a principal if possible or another professional who has seen the teaching. Your file may also contain tests scores, resume and philosophy.

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Suggested Framework for Calendar Plan for Student Teaching The following is offered as a gradual release of responsibility for the student teacher, but each situation is unique. This is an example and not prescriptive. Please make adaptations as needed for the mentor teacher, student teacher and university supervisor, keeping in mind P-12 student learning needs. It is important to draft a tentative time frame for the 16 weeks.

Week One

Student teacher begins building relationships with the mentor teacher, students, and university supervisor. Familiarity with policies, emergency drills, and procedures, routines in the classroom, curriculum guides, and school facilities takes place this week. Initiative should be taken to introduce him/herself to the building administration team and other faculty members. Student teacher should begin working with individual and small groups. Ask questions, discuss observations with mentor teacher, and find out about instructional responsibilities for the following week. Get to know your students, start building relationships and be thinking about your context for learning task.

Week Two to Three

Become familiar with student records, assessment and reporting procedures. Participate in co-teaching with mentor teacher. If possible, observe other teachers for specific purposes, such as management techniques, student engagement, and transitions techniques. Discuss teaching plans and make written plans available to Mentor Teacher for review. Take responsibility for small group content area activities and planning/delivery of one period or content area. Start planning with co-teaching strategies and long-term planning. Self-reflect and set goals based on evidence of impact on students.

Week Four to Six

Gradually assume responsibility for more subject areas or classes. Share lesson plans with Mentor Teacher prior to presenting lessons. If co-teaching, co-plan to share role responsibilities. Midterm meeting should be arranged for the next couple of weeks. Mentor Teacher should observe student teacher and offer suggestions and positive reinforcement. Candidate is open to suggestions for changes and is able to demonstrate these changes in lesson presentations.

Week Seven to Twelve

The student teacher in collaboration with the Mentor Teacher assumes responsibility for preparing and implementing the curriculum. This may be in the form of co-teaching, but the candidate should experience a minimum of three weeks solo teaching during this time period. Self-reflect and set goals based on evidence of impact on students.

Week Thirteen to Fourteen

Continue collaboration with Mentor Teacher with student teacher solo teaching for at least two weeks. Begin the conversation of transition out of full time teaching. Make sure all student progress records are up to date. Invite the principal to observe you teaching so they can write a letter of recommendation. Self-reflect and set goals based on evidence of impact on students. Set your exit meeting date.

Week Fifteen

Final phasing out of teaching responsibilities for the student teacher takes place. All final assessments and paperwork for the candidate are completed. Exit interview with PGP is usually scheduled this week.

Week Sixteen

Student teacher in collaboration with the Mentor Teacher arranges observation of other classrooms and teachers in the building, or making visits outside the building.

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Stages that can happen during the Student Teaching Experience Anticipation Candidates are often excited and apprehensive. They have a pre-conceived idea of what the experience should be. They are committed to making a difference and have ideas they want to try. Student teachers are usually very idealistic.

Survival Candidates may feel overwhelmed. They are taking in vast amounts of information and skills. Even the most well prepared candidates can be caught off guard and overwhelmed. It is important to break down each activity in a scaffolding manner to bring to a sound organization system and ability to manage. They are concerned about the evaluations of supervisors and Mentor Teachers, which can cause a great deal of stress at this stage.

Disillusionment This stage reflects stress and not because they are not passionate for teaching. Candidates are taking on more and more and often fail to recognize the positive elements that occur. They are being evaluated and some self-doubt and/ or questioning happens. Realize this is normal and focus on the positive!

Rejuvenation Feeling more confident and understanding routine, school culture and the students. There is more time to focus on planning and instruction.

Reflection This usually happens the last few weeks and is an excellent opportunity to engage in the Professional growth plan. They can begin to catalog what they have learned and can see themselves as a first-year teacher.

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Mentor Teacher Information Mentor Teachers are a significant professional influence in the student teacher’s development. They are field-based educators who help the student teacher bridge the gap between theory and practice. Mentor Teachers are a coach, a collaborator, and a consultant. They possess skills in current best practices; assist the candidate in developing knowledge and skills and guide them in developing their own style of teaching.

A key element of a successful capstone experience is the mentoring a candidate receives from the Mentor Teachers.

Working collaborative through the co-teaching model with stated expectations and ongoing evaluation and reflection are key elements to success. The following expectations have shown to contribute to a successful student teaching experience.

Mentor Teacher Expectations        

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Become familiar with the requirements through the review of the “student teaching guide” Become familiar with the requirement in the “Mentor Teacher handbook” Attend the student teaching orientation, mid-term conference, exit meeting and student teaching celebration Access VIA and submit all required paperwork by due dates Complete all assignments on our assessment platform by the due dates Discuss with your student teacher your expectations to include: being at school before and after, planning, involvement with activities and communication Introduce the student teacher as a collegial partner and co-teacher, provide a space to work Provide and demonstrate best teaching practices, planning, collaboration and professionalism for the student teacher to observe and allow the student teacher the flexibility and openness to adapt to fit their style and philosophy Monitor and evaluate the student teacher’s progress throughout the experience Participate in the midterm and exit meeting, provide at the meeting the observation rubric with your notes and the disposition rubric Meet weekly with the student teacher to complete the “weekly conference document” Provide access to resources for the student teacher such as curriculum guides and other planning materials Discuss and make a plan for how to provide opportunities to communicate about the experience Engage in co-planning and co-teaching with the student teacher (handouts will be provided) Require the student teacher to use the script for engagement for all formally observed lessons, submitting lesson plans 24 hours ahead of time and reflections to the Mentor Teacher and university supervisor Collaborate and maintain an open dialogue and frequently communicate with the student teacher and the university supervisor regarding their progress and notify the university supervisor immediately if there are concerns that could comprise the student teaching experience.

Attend, when possible, pre and post observation conferences with the student teacher and university supervisor Write a letter of recommendation and alert the university supervisor if you are unable to provide a letter to support the student teacher for a teaching position

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Mentor Teacher Assignments Throughout the Semester  WEEKLY Conference with student teacher and complete weekly progress report. Give report to the student teacher

By Mid-Term  Observe the student teacher using the Field Based Assessment Tool (FBAT), complete the disposition evaluation & participate in the midterm conference  Use VIA Assessment platform for assignments End of Semester  A final observation using the Field Based Assessment Tool (FBAT), complete the disposition evaluation & participate in the exit meeting  Approve Student Teacher hours  Attend the exit meeting  Use assessment platform for assignments  Evaluate the university supervisor  Attend the Student Teaching Celebration  Write a letter of recommendation for the student teacher

Mentoring Teaching is a complex interactive practice. Your role as a Mentor Teacher is critical in their development to transition to a first-year teacher. The student teaching experience is the opportunity for them to practice and demonstrate their knowledge and skill of their professional practice. Since each candidate is a developing teacher, we encourage you to see this experience as a developmental process.

Mentoring may take on different roles as the experience progresses: coach, collaborator, and consultant. These three roles are uniquely integrated during the student teaching experience for each reflects a different aspect of the mentoring role. As the candidate progresses, the Mentor Teacher may find their role shifting depending on candidate development.

COACH Focus is on content development & instructional strategies used to enhance student learning and achievement. The Mentor Teacher guides the candidate to reflect, inquire and use data to make instructional decision.

Most of the time is spent in this role GUIDING the candidate to make independent decisions.

COLLABORATOR

CONSULANT

Focus in on both individuals actively working together through co-planning and co-teaching. Each takes on equal roles and responsibility for student learning

Focus is on providing candidate with suggestions, orienting them to the school, ideas to improve, thinking aloud about routines and decision and developing an idea bank.

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Co-Teaching Co-teaching is a critical element of helping candidates scaffold early classroom experience. Research has shown that student learning is positively impacted when co-teaching occurs. Co-teaching is when two teachers share responsibility for the planning, organization, delivery and assessment of instruction as well as the physical space. Both teachers are actively involved and engage in all aspect of instruction. It is recommended that co-teaching occur throughout the student teaching experience.

Solo Teaching With the recommendation that student teaching use the co-teaching model, Gonzaga requires the student teacher to do a minimum of 3 weeks solo teaching. As their mentor teacher, you may determine with the student teacher if there needs to be additional weeks of solo teaching.

Clock Hours for Mentor Teachers The Mentor Teacher is eligible to receive 30 continuing education clock hours per student teacher not to exceed 30 clock hours during a calendar year, for mentoring a student teacher candidate from Gonzaga University. The clock hour forms will be distributed from the Field Experience Office at the end of each university semester. Mentor Teachers are required to keep the form and submit to their district HR office at the end of the semester.

Honorarium for Mentor Teacher Mentor Teachers receive an honorarium for mentoring student teachers. Please complete the documentation on VIA.

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University Supervisors Information University supervisors are faculty/adjunct professors. The university supervisor has the responsibility to assist and evaluate the student teacher in partnership with the mentor teacher. The university supervisors act in a liaison capacity in coordinating the functions of the student teaching experience with the expectations of the university.

University Supervisor Expectations Read the student teaching guide and commit to the outlined university supervisor expectations Adhere to all district standards, policies and regulations Communicate weekly with the student teacher candidate Meet with the Mentor Teacher to clarify roles, responsibilities, timelines and documents Maintain an open dialogue and communication with the Mentor Teacher and administrators Maintain contact with the Director of Field Experience and immediately notify if there is a concern in the field Attend required seminars/meetings/celebration dinner Meet the expectations and deadlines outlined on the “semester calendar” and the “supervisor forms checklist” Use VIA assessment platform for assignments Require the student teacher to use the script for engagement for all formally observed lessons, submitting lesson plans 24 hours ahead of time and submit reflections university supervisor  Follow the “Department of Teacher Education Professional Intervention Process.”  Conduct a minimum of 6 formal observations with attached supervisor notes, lesson plans, observation rubrics and reflections  Include the Mentor Teacher in pre and post observation conferences when possible

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 Provide 1 letter of recommendation for the student teacher

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PLANNING FOR INSTRUCTION Planning for Instruction and Assessment Articulation and Justification Teacher Candidate: Lesson Title: Grade Level: Central Focus

Learning Central Focus

What is the central focus for the content in the learning segment/lesson?

Content Standard What standard(s) are most relevant to the learning goals?

Student Learning Goal(s)/Target(s) Concepts and reasoning/problem solving Skills/procedures What are the specific learning goal(s) for students in this lesson?

Prior Academic Knowledge and Conceptions What knowledge, skills, and concepts must students already know to be successful with this lesson?

What personal/cultural/ community assets can be leveraged to support the learning of the skills and/or concepts for this lesson?

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PLANNING FOR INSTRUCTION Common Errors, Misconceptions, Partial Understandings, or Misunderstandings What are common errors or misunderstandings of students related to the central focus/target of this lesson?

How will you address them for this group of students?

Instructional Strategies and Learning Tasks General description of what the teacher (you) will be doing and/or what the students will be doing.

Opening Number of Minutes: How will you start the lesson to engage and motivate students in learning?

How will you structure opportunities for students to express their understanding of the learning targets and why they are important to learn?

Instruction

Number of Minutes:

What learning tasks will you use to engage students in developing understanding of the lesson target(s)?

How will you link the new content 16 | P a g e

PLANNING FOR INSTRUCTION (skills and concepts) to students’ prior academic learning and their personal/cultural and community assets?

What will you say and do? What questions will you ask?

How will you engage students to help them understand the concepts?

What will students do?

Structured Practice and Application

Number of Minutes:

How will you give students the opportunity to practice so you can provide feedback?

How will students apply what they have learned?

Closure

Number of Minutes:

How will you determine if students are meeting the intended learning objectives?

How will you end the lesson?

Differentiation/ Planned Support

Whole Class: 17 | P a g e

PLANNING FOR INSTRUCTION How will your planned instructional activities provide students access to learning based on individual and group needs?

Groups of students with similar needs: Individual students: Students with IEP’s or 504 plans:

How will you support students with gaps in the prior knowledge that is necessary to be successful in this lesson?

Student Interactions How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?

What If’s What might not go as planned and how can you be ready to make adjustment?

Theoretical Principles and/or Research–Based Practices Why are the learning tasks for this lesson appropriate for your students?

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PLANNING FOR INSTRUCTION Materials What materials does the teacher need for this lesson?

What materials do the students need for this lesson?

What language function do you want students to develop in this lesson? What must students understand in order to be intellectually engaged in the lesson?

What content specific terms (vocabulary) do students need to support learning of the learning objective for this lesson

Academic Language Demand(s):

What specific way(s) will students need to use language (reading, writing, listening and/or speaking) to participate in learning tasks and demonstrate their learning for this lesson?

What are your students’ abilities with regard to the oral and written language associated with this lesson?

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PLANNING FOR INSTRUCTION How will you support students so they can understand and use the language associated with the language function and other demands in meeting the learning objectives of the lesson?

Assessments: Describe the tools/procedures that will be used in this lesson to monitor students’ learning of the lesson target(s).

Attach a copy of the assessment and the evaluation criteria/rubric in the resources section at the end of the lesson plan Type of assessment (Informal or Formal)

Description of assessment

Modifications to the assessment so that all students could demonstrate their learning.

Evaluation Criteria - What evidence of student learning (related to the learning target and central focus) does the assessment provide?

(if appropriate).

This template was adapted from Deborah Layzell, Illinois State University 20 | P a g e

SCRIPT FOR ENGAGEMENT Goal from previous lesson:

Lesson Design Plan—Script for Engagement Candidate:

EDTE Course Number:

School: Teacher:

Date:

Lesson #:

Grade Level:

Co-operating

Common Core State Standards: Learning Target(s): Academic Language: Language Function, Language Demands (Vocabulary, Syntax, Discourse) Key Instructional Materials Needed/Organizational Notes: (Attach copies of key instructional activities) Differentiation and Planned Supports:

Time

What the teacher will be doing

What the students will be doing

Assessment (Evidence of Learning)

Opening Lesson Instruction Closure

Co-Teaching Strategy if applicable:

Candidates give copy to supervisor, cooperating teacher and course instructor.

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LESSON REFLECTION Lesson Reflection—Analysis of Teaching

Candidate: Grade Level:

Date: Observation #: School:

Supervisor: Focus Areas:

What worked? What didn’t? For Whom? (Cite evidence to support your thinking) Proposed Changes If you could teach this lesson again to this group of students what changes would you make to your instruction?

Justification Why will these changes improve student learning? What research /theory supports your thinking?

Joy Describe a joyful moment that occurred during the lesson.

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STUDENT TEACHING MID TERM PROGRESS REPORT Supervisor will turn into VIA Teacher Candidate Name: Supervisors Name:

Cooperating Teacher(s) Name:

Submitted to VIA: a. One Field Dispositional from university supervisor b. One Field Dispositional from cooperating teacher Any dispositional areas of concern?

If yes, please comment:

c. One Field Based Assessment Tool from cooperating teacher d. One to two Field Based Assessment Tool(s) from university supervisor Any teaching areas of concern?

If yes, please comment:

Please confer with the Student Teacher, Supervisor and Cooperating Teacher and fill out below Student teacher area of strengths Student Teacher Comments

Cooperating Teacher Comments

Supervisor Comments

Cooperating Teacher Comments

Supervisor Comments

Student teacher areas for growth Student Teacher Comments

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EXIT MEETING

Student Teacher Reflections: Complete and submit the reflection below prior to the exit meeting. Refer to your Final Professional Growth Plan.

University Supervisor and Cooperating Teacher Reflections:

Exit Meeting Attendees Student Teacher Cooperating Teacher University Supervisor Before submitting the exit meeting form to VIA, university supervisor please verify the following: ST has turned in all required paperwork The summative FBAT has been submitted to VIA

8/27/14

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School of Education Intern Substitute Certificate (ISC) Policy

Gonzaga University Policy of Teacher Candidates as Substitute Teachers Gonzaga recognizes that the demand for teachers has resulted in a shortage of substitute teachers in some districts and places the school districts in a difficult position. However, Gonzaga views student teaching as the most valuable pre-service experience and is committed to ensuring that our student teachers enter the profession ready to begin their career as future teachers. Therefore, Gonzaga has set forth a policy to assure that our candidates can serve a district need and are not disadvantaged by substituting during their student teaching.

Gonzaga will use the following policy for awarding an Intern Substitute Teacher Certificate and allowing our candidates to substitute teach.

Provided Gonzaga teacher candidates:  Met the three week solo teaching requirement and have less than one month to complete their student teaching  Passed the edTPA  Passed the WEST-E/NES exam and completed all required coursework in their major endorsement area  Recommended by his/her principal, mentor teacher, supervisor, and program director.  May serve as an Intern Substitute in their student teaching classroom only (per WAC), for no more than 10 days If the student teacher is awarded the Intern Substitute Certificate (ISC), the teacher candidate is required to notify in writing using the assigned document to the student teaching supervisor and the Director of Clinical Experience for substitute teaching assignment.

In addition to the above policy, Gonzaga encourages school districts to adhere to the following practices: • The agreement for substitute teaching between the school district and the intern will name the intern as an agent of the school district, and the school district will provide liability coverage for the intern during that period of agency.

• The teacher candidate shall not be penalized in any way, including performance evaluations, for refusing to accept an assignment as a substitute teacher.

• The Intern Substitute Certificate expires at the end of the student teaching experience September 2018 25 | P a g e

COMMUNICATION---COMMUNICATION---COMMUNICATION Cooperating Teacher & Student Teacher • What is the best method for us to communicate? How often should we be communicating?

• When will be the best time to have our formal, “weekly conference?”

• During the teaching day these things stress me: You will know when I am stressed because:

• If one of us needs to have a courageous conversation how should we initiate it?

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