Manhattan College
Department of Undergraduate Education 4513 Manhattan College Parkway Riverdale, New York 10471 Student Teaching Handbook 2022-2023
Table of Contents
WELCOME TO STUDENT TEACHING: GUIDELINES
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Special Statement for 2022 -2023 4
ROLES AND RESPONSIBILITIES 5
Role and Responsibilities of the Student Teacher 5
Student Attendance Record 6
Observations 6
Additional Responsibilities of Student Teacher 6 Roles and Responsibilities of the Cooperating Teacher 7
Role and Responsibilities of the College Supervisor 8
Expectations of the College Supervisor: 8
NEW YORK STATE CERTIFICATION 10
NEW YORK CITY LICENSURE 10
CAREER PATHWAYS 10 Appendices 11
Appendix A: Student Teacher Daily Time Sheet 12
Appendix B: Student Teacher Cumulative Time Sheet 15
Appendix C: Student Teacher Checklist 17
Appendix D: New York State Code of Ethics for Educators 18
Appendix E: JOB DESCRIPTIONS FOR CLINICAL MENTORS 20
COOPERATING TEACHERS 20 COLLEGE SUPERVISORS 21
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WELCOME TO STUDENT TEACHING: GUIDELINES
Welcome to Student Teaching!
Congratulations! You are on your way to becoming a certified teacher. Student teaching is designed to be an integrative capstone experience in the program for the professional preparation of prospective teachers. Now is the time to use what was learned in your undergraduate education courses and apply it to the practice of teaching.
The Manhattan College candidate is expected to experience full-time teaching in two placements. Student teachers are expected to be in the classroom with their cooperating teacher and his/her students to provide instruction, develop lesson plans and materials, and assess student learning. Active engagement is essential during your placement. If circumstances change, and the class sessions transition to remote learning, you are expected to be actively engaged in all aspects of student teaching for full school days to earn the required minimum of 40 days of student teaching. This will total between 260 and 400 hours. If the setting changes to online learning you will be notified by the Chair if the experience must include an Alternate-toStudent teaching experience. The placements are as follows:
Childhood Education (One placement will be in grades 1-3 and one in grades 4-6.)
Childhood Education/Student with Disabilities (One placement will be grades 1-3 or grades 4-6. The placement will include experience in both a general education and special education setting.)
Adolescence Education (One placement will be grades 7-9 or grades 10-12.)
Upon graduation, the candidate is expected to be proficient in each of the following InTASC standards:
● Understanding how learners grow and develop (#1)
● Teaching diverse students to help them meet high standards (#2)
● Establishing a positive and productive learning environment (#3)
● Knowing the subject matter to ensure learners understanding, mastery and application of content #4 and #5)
● Monitoring and assessing student learning in multiple ways (#6)
● Planning instruction and using a variety of strategies that support student learning (#7 and #8)
● Reflecting on one’s instruction to better support the needs of each learner (#9)
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● Taking on professional responsibilities and collaborating with others in the learning segment (#10)
Visit the InTASC link for more details: https://ccsso.org/resource-library/intasc-model-coreteaching-standards-and-learning-progressions-teachers-10 (updated May 2021)
Links to Additional Standards:
CEC Initial Special Education Preparation Standards
https://exceptionalchildren.org/standards/initial-special-education-preparationstandards
CEC Ethical Principles
https://exceptionalchildren.org/sites/default/files/202007/Code%20of%20Ethics.pdf
NYS New Generation ELA Standards
http://www.nysed.gov/curriculum-instruction/new-york-state-next-generationenglish-language-arts-learning-standards
NYS New Generation Mathematics Standards hhttp://www.nysed.gov/curriculum-instruction/new-york-state-next-generationmathematics-learning-standards
NYS Standards by Subject http://www.nysed.gov/curriculum-instruction
Special Statement for 2022 -2023
The Covid-19 Emergency has been unpredictable, so it is important that all student teachers carefully follow the New York State Department of Education and Manhattan College procedures regarding vaccines, testing, face coverings, and symptom reporting. College supervisors will monitor these policies and convey the most up-to-date information and policies to student teachers. Please note that New York City Department of Education schools require all student teachers to be vaccinated.
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ROLES AND RESPONSIBILITIES
The Manhattan College student teaching program uses a collaborative model of supervision in which the student teacher, cooperating teacher, and college supervisor are actively engaged in planning and reflecting to promote your progress toward independence in the classroom.
Role and Responsibilities of the Student Teacher
● Dress, speak and act professionally at all times
● Give the student teaching folder to the cooperating teacher at the first meeting
● Arrive at school early or on time every day
● Be organized and prepared to start the school day
● Abide by the calendar of the participating school district
● Follow the daily schedule of the cooperating teacher and leave when the cooperating teacher leaves
● Learn about the school community: students, staff, faculty, administration, parents and protocols (e.g. school closings)
● In the event of an emergency or illness, notify the cooperating teacher and supervisor if you are unable to be at your placement, the supervisor will determine the number of absences to make up
● Handle all confidential information in an ethical manner
● Strive to complete all certification exams before or during student teaching
● Use Manhattan College email as the primary mode of written communication
● Follow the guidelines for using technology within the school
● Only use photographs or video clips of students with written parental/guardian permission as per the school’s policy
● Ensure that a certified teacher is always in the classroom, and you are not left unsupervised
● Follow the cooperating teacher’s directives to teach or prepare daily written lesson and unit plan/learning segment plans
● Carefully plan and assess all components of lessons and unit plan/learning segments; reflect on instruction and performance after each lesson that you teach
● Work with individual students, small groups and the entire class as determined by the cooperating teacher
● With the cooperating teacher, identify convenient times each day for a meeting to discuss one’s performance as a developing professional
● Gradually take on responsibilities for teaching and assume most classroom duties
● Consult with the cooperating teacher about behavior management
● Follow the student teaching course syllabus
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● Follow the cooperating teacher’s directives to teach or prepare daily written lesson and unit plan/learning segment plans
● Ensure that the cooperating teacher signs the Student Attendance Record on a weekly basis
Student Attendance Record
● This document must be accurate and totaled for each placement and signed by both the cooperating teacher and student teacher. This document and the hours become part of the student’s permanent record for certification.
Observations
● Plan dates and times with the college supervisor and cooperating teacher, for at least 2 formal observations per placement.
● Share lesson plans with the cooperating teacher and supervisor at least twentyfour hours in advance of each scheduled classroom observation.
Additional Responsibilities of Student Teacher
● Complete the Manhattan College online evaluation at the end of each placement
● Save all lesson plans, instructional materials, assessments, and observation evaluations for future job opportunities
● Send a thank you note to the cooperating teacher (s) and the principal at the end of student teaching
● Update resume
● The Student Attendance Record must be submitted to the college supervisor at the end of each placement
Remember, you are a guest in the school where you are student teaching.
“I'm not a teacher: only a fellow traveler of whom you asked the way. I pointed ahead - ahead of myself as well as you.”― George Bernard Shaw
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Roles and Responsibilities of the Cooperating Teacher
The relationship with the cooperating teacher can be the foundation on which a successful student teaching experience is built. The cooperating teacher provides the opportunity for the student teacher to refine their skills, adopt a teaching style, and gain an understanding of the importance of maintaining professionalism. The cooperating teacher will be eligible to receive a voucher for one course at Manhattan College (see college supervisor for more details).
In assisting in this crucial professional development, the cooperating teacher should:
● Serve as a guide and role model for the student teacher
● Introduce the student teacher to the class as a professional
● Guide the candidate so that he or she can progress from working with individuals/small groups to leading the whole class for multiple periods by the end of the placement
● Permit candidate to take on full responsibility for teaching and assume classroom duties when appropriate
● Share his/her personal educational philosophy with the student teacher
● Share professional insights on classroom, schools and the community
● Share relevant student information and files with student teacher
● Review with student teacher relevant student files
● Share resources and materials (such as textbooks) with the candidate
● Acquaint student teacher with building personnel
● Familiarize student teacher with classroom organization, structure, and resources and materials
● Invite the candidate to professional development opportunities (team meetings, before/after school meetings)
● Remain in the classroom when the student teacher is teaching
● Provide daily scheduled planning time with student teacher
● Discuss and review written lesson plans before and after instruction
● Participate in three-way conferences with the student teacher and the college supervisor after each formal observation
● Complete the bi-weekly feedback form (formative assessment) and submit to the Department Chair, who will send the form via email
● Verify student teaching hours by signing the Student Attendance Record weekly
● Observe the lesson when the college supervisor formally evaluates the student teacher’s lesson.
● Complete a Manhattan College observation form of the student teacher’s lesson whenever the college supervisor formally observes the candidate
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● Complete a Manhattan College student teacher on-line evaluation at the end of the placement
● Contact the College Supervisor with any kudos and/or concerns with the student teacher’s performance
● Support the student teacher’s certification exam(s) preparation
Role and Responsibilities of the College Supervisor
The college field supervisor is a mentor and a resource, providing broad knowledge of education theory, experiential professional practices, and awareness of trends and innovations in the field of education. The supervisor takes an active role by constructively evaluating the professionalism, curricular decisions, and instructional practices of the student teacher. The college supervisor also serves as a liaison between the college and the placement site and maintains open communication with the cooperating teacher and student teacher.
Expectations of the College Supervisor:
● Meet with the cooperating teacher to review expectations of student teaching
● Provide each student teacher a midterm and final grade
● Conduct weekly seminar for student teachers
● Maintain a folder for each student, containing student teacher evaluations, logs, attendance sheets, etc.
● Conduct at least two formal observations of the student teacher in each placement, and observe the student teacher for the duration of each lesson
● Confirm observation visits in advance with the student teacher. Review the student teacher’s lesson plan prior to observation (lesson plans should be handed in at least 48 hours before the observation)
● Complete the Manhattan College observation evaluation during each formal observation. Collect and submit completed evaluations to the department chair at the end of each semester
● Provide feedback and assessment of the student teacher’s performance after each formal observation
● Schedule three-way conferences with the candidate and the cooperating teacher after each formal observation
● Complete the online evaluations at the end of each placement
● Submit folders containing signed attendance sheets, logs and formal observations to Jeannette Grant, Administrative Assistant, at the end of the semester. Her contact information is: jeanette.grant@manhattan.edu/718-862-7416/7370
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● Confer with department chair, and create an action plan when there is any indication a student teacher may not pass certification (disposition, content knowledge, lack of progress, etc.)
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NEW YORK STATE CERTIFICATION
The School of Education has been approved by the New York State Department of Education to offer coursework leading to the initial certificate in teaching, which is valid for five years. In order for a student to be recommended for initial certification, the following requirements must be met:
1. Completion of Manhattan College’s Teacher Education program
2. Completion of all Education course work with an average G.P.A. of 2.75. Completion of coursework in area(s) of concentration with an average G.P.A. of 2.5 or higher
3. Earn a grade of “C” or higher in all Education and concentration coursework
4. Completion of student teaching with a grade of “C” or better
5. Pass the New York State Teacher Certification Examinations: EAS and appropriate content specialty test(s) (CSTs). Grace Cabrera, the certification officer, makes the recommendation to the NY State Education Department to support candidates’ initial teacher certification
6. Complete (embedded in Education courses) the New York State Teacher Certification Workshops (SAVE, DASA, Child Abuse)
7. Completion of the online application for state certification and payment of required fees. The student teacher will go to: http://www.highered.nysed.gov/tcert/
8. Recommendation by Manhattan College’s certification officer (in the Dean’s office)
NEW YORK CITY LICENSURE
Candidates are registered with the New York City Department of Education. Once candidates are certified by the New York State Education Department, they are eligible to apply to New York City for a teaching license. The student teacher will go to http://teachnyc.net/ for more information. During the semester candidates are urged to review the application and apply for a teaching position with the New York City Department of Education.
CAREER PATHWAYS
The Center of Career Pathways is located on the third floor of Thomas Hall. The student teacher is encouraged to take advantage of the services of the Center, which include workshops on career exploration, resume writing, interviewing skills, and job search techniques.
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“Once she knows how to read there's only one thing you can teach her to believe in and that is herself.”
Virginia Woolf, Monday or Tuesday
Appendices
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Appendix A:
Teacher
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Student
Daily Time Sheet Complete this form for each placement. Once this form is complete, please submit to Jeannette Grant in the Education Office. Make sure that you keep a copy for your records.
MANHATTAN COLLEGE School of Education Student Teaching Daily Time Sheet Student Teacher: _____________________________________________________________________ School: _________________________ Phone: ___________________________ Address: _______________________________________________________________________ Cooperating Teacher: Semester: Fall______________20______ Spring___________20______ Grade: ___________________ Date Time In Time out Daily Hours Cooperating Teacher’s Signature
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I attest to the fact that the information provided on this form is accurate. Student Teacher__________________________________________ (signature) Date__________________ Cooperating Teacher______________________________________ (signature) Date__________________
Total Hours
15 Appendix B: Student Teacher Cumulative Time Sheet Complete this form for both placements. Once this form is complete, please submit this on Moodle and to Jeannette Grant in the Education Office. Make sure that you keep a copy for your records. Manhattan College STUDENT TEACHING CUMULATIVE TIME SHEET Name: ______________________ Semester/Year: ___________________ Certification Area(s) ____________________ College Supervisor: ________________ Name of Placement: ___________________________ Grades: __________________ School: School Address:_______________________ Cooperating Teacher: ____________________________ School Phone: ________________________ Date of Placement: Start: ________________ Finish: ___________ Total days: _______________ Total hours: _________________ Name of Placement: ___________________________
Grades: __________________
School: School Address:_______________________ Cooperating Teacher: ____________________________
School Phone: ________________________
Date of Placement: Start: ________________ Finish: ___________ Total days: _______________ Total hours: _________________
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17 Appendix C: Student Teacher Checklist CHECKLIST FOR STUDENT TEACHERS NAME____________________________SUPERVISOR_________________________ 1ST PLACEMENT_________________________ 2nd PLACEMENT_________________________ KEEP TRACK OF DURING SEMESTER: 1. Lesson plans ☐ 2. Weekly logs ☐ 3. Weekly reading/writing assignments ☐ 4. Unit Plan/Learning Segment Plan ☐ Title: _________________________ 5. Observation Rubric by Supervisor, Cooperating Teacher, Student Teacher Dates: _________ DUE END OF PLACEMENT OR SEMESTER: 6. Timesheets 1st Placement ☐ 2nd Placement ☐ 7. Cumulative Timesheet ☐ 8. Student Online Self-evaluations 1st Placement ☐ 2nd Placement ☐ 9. Professional Portfolio (Optional) ☐ (including philosophy statement, resume, etc.) 10. Certification exam submission dates EAS_____________ CST______________
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Appendix D: New York State Code of Ethics for Educators
Statement of Purpose:
The Code of Ethics is a public statement by educators that sets clear expectations and principles to guide practice and inspire professional excellence. Educators believe a commonly held set of principles can assist in the individual exercise of professional judgment. This Code speaks to the core values of the profession. "Educator" as used throughout means all educators serving New York schools in positions requiring a certificate, including classroom teachers, school leaders and pupil personnel service providers.
Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic potential of each student.
Educators promote growth in all students through the integration of intellectual, physical, emotional, social and civic learning. They respect the inherent dignity and worth of each individual. Educators help students to value their own identity, learn more about their cultural heritage, and practice social and civic responsibilities. They help students to reflect on their own learning and connect it to their life experience. They engage students in activities that encourage diverse approaches and solutions to issues, while providing a range of ways for students to demonstrate their abilities and learning. They foster the development of students who can analyze, synthesize, evaluate and communicate information effectively.
Principle 2: Educators create, support, and maintain challenging learning environments for all.
Educators apply their professional knowledge to promote student learning. They know the curriculum and utilize a range of strategies and assessments to address differences. Educators develop and implement programs based upon a strong understanding of human development and learning theory. They support a challenging learning environment. They advocate for necessary resources to teach to higher levels of learning. They establish and maintain clear standards of behavior and civility. Educators are role models, displaying the habits of mind and work necessary to develop and apply knowledge while simultaneously displaying a curiosity and enthusiasm for learning.
They invite students to become active, inquisitive, and discerning individuals who reflect upon and monitor their own learning.
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Principle 3: Educators commit to their own learning in order to develop their practice.
Educators recognize that professional knowledge and development are the foundations of their practice. They know their subject matter, and they understand how students learn. Educators respect the reciprocal nature of learning between educators and students. They engage in a variety of individual and collaborative learning experiences essential to develop professionally and to promote student learning. They draw on and contribute to various forms of educational research to improve their own practice.
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Principle 4: Educators collaborate with colleagues and other professionals in the interest of student learning.
Educators encourage and support their colleagues to build and maintain high standards. They participate in decisions regarding curriculum, instruction and assessment designs, and they share responsibility for the governance of schools. They cooperate with community agencies in using resources and building comprehensive services in sup- port of students. Educators respect fellow professionals and believe that all have the right to teach and learn in a professional and supportive environment. They participate in the preparation and induction of new educators and in professional development for all staff.
Principle 5: Educators collaborate with parents and community, building trust and respecting confidentiality.
Educators partner with parents and other members of the community to enhance school programs and to promote student learning. They also recognize how cultural and linguistic heritage, gender, family and community shape experience and learning. Educators respect the private nature of the special knowledge they have about students and their families and use that knowledge only in the students’ best interests. They advocate for fair opportunity for all children.
Principle 6: Educators advance the intellectual and ethical foundation of the learning community.
Educators recognize the obligations of the trust placed in them. They share the responsibility for understanding what is known, pursuing further knowledge, contributing to the generation of knowledge, and translating knowledge into comprehensible forms. They help students understand that knowledge is often complex and sometimes paradoxical. Educators are confidantes, mentors and advocates for their students’ growth and development. As models for youth and the public, they embody intellectual honesty, diplomacy, tact and fairness.
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Appendix E: JOB DESCRIPTIONS FOR CLINICAL MENTORS
COOPERATING TEACHERS
Job description for the cooperating teacher In addition to the duties listed in this Handbook, the cooperating teacher is expected to accomplish the following:
♦Familiarize the candidate with the school’s mission statement and policies, as well as school personnel, facilities and other important resources
♦Share his or her understanding of the school and neighborhood’s community and cultural assets
♦Serve as a strong model for planning curriculum, assessing learning, and using a variety of effective instructional and classroom management strategies that accommodate a variety of learning preferences and needs
♦Provide opportunities for the candidate to spend significant periods of time engaging in all aspects of managing the classroom and participating in the school community to ensure a successful transition to having their own classroom
♦Mentor the teacher candidate, giving the candidate sufficient access and feedback, and providing the candidate with opportunities to observe, assist and provide instruction to diverse learners in the classroom
♦Communicate and collaborate frequently with college personnel about the candidate’s progress
♦Demonstrate a willingness to allow the candidate to be creative, innovative, and to try out novel approaches to support student learning
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Provide the candidate access to instructional technology
Qualifications for cooperating teachers:
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The ideal candidate for a cooperating teacher is someone who teachers in a school that has earned a rating of “effective” or higher in his/her most recent Quality Review.
♦The ideal candidate will have at least three years of successful teaching experience in this school, as well as the proper certification in the subject area in which the student teacher is earning his or her certification.
♦The ideal candidate will be recommended by the school principal or assistant principal.
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♦The ideal candidate attends professional development workshops to stay current and expresses their desire to continue their education.
♦The ideal candidate has a professional disposition that includes honesty, responsibility, and commitment to teaching and learning. ♦The ideal candidate is motivated to mentor a student teacher and share their expertise and time with her/his students.
COLLEGE SUPERVISORS
Overview of expectations for college supervisor: The responsibility of the college supervisor is to mentor the teacher candidate, helping the candidate to develop the knowledge, skills, and dispositions necessary for successful teaching. The college supervisor will provide the candidate with significant opportunities to practice and frequent feedback, as they guide the candidate to accomplish the following: ♦Focus on student learning and development ♦Connect theory and practice ♦Develop strategies to continuously monitor students ♦Design instructional plans that take students’ cultural and personal assets into account ♦Differentiate instruction that accommodates a variety of learning needs ♦Develop a range of assessments to monitor student learning ♦Experiment with innovative practices to support student learning
Job description for the college supervisor: In addition to the duties listed in the Manhattan College Student Teaching Handbook, the clinical supervisor is expected to accomplish the following: ♦Review the candidate’s instructional plans and assessments and provide significant feedback* for improvement prior to the observation ♦Conduct full-period observations with a focus on the skills, knowledge, and dispositions ♦Provide relevant and significant oral and written feedback* following each observation of the candidate ♦Review the candidate’s written reflections and provide significant feedback* ♦Communicate frequently and attend meetings with other mentors, either at the school or the college as needed
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*Feedback should focus on student achievement and include specific goals and strategies that help the candidate integrate theory and practice in dynamic ways, and help the candidate connect his/her instruction to the requirements of the student teaching seminar.
Qualifications for college supervisors:
♦The ideal candidate for a college supervisor will have a minimum of 5 years of successful teaching/coaching in the candidate’s certification field. The candidate will have earned an M.A in a discipline related to the candidate’s field and/or will have significant experience supervising teachers in this field. The ideal candidate will have experience mentoring pre-service and/or in-service teachers.
"The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires. " -William Arthur Ward
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