Fall/Spring/Fall 21/22 - Multiple Subject Field Placement Handbook for the Three Semester Pathway - Sacramento State
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Fall/Spring/Fall 21/22 Multiple Subject Field Placement Handbook for the Three Semester Pathway California State University at Sacramento
California State University, Sacramento College of Education, Teaching Credentials 6000 J Street • Eureka Hall 401 • Sacramento, CA 95819-6079 (916) 278-6639 • (916) 278-5993 FAX www.csus.edu/coe Greetings! This handbook is designed for a diverse audience: our teacher candidates, our cooperating teachers, and our partners in classrooms and at school sites and district offices. We feel honored to have such a diverse and robust community to work with; we truly value all of the expertise and efforts of our many partners and collaborators. We know that high quality teacher preparation happens when many education stakeholders work together. We hope that this Field Handbook provides a clear roadmap for how our work will proceed. For answers to specific questions about our 3 Semester Multiple Subject Pathway, please contact our Field Coordinator, Dr. Tom Owens at firstname.lastname@example.org. The following statements guide the work that we do in the Department of Teaching Credentials: MISSION: The Teaching Credentials Branch prepares socially just teachers and teacher leaders to be agents of change, committed to equity and inclusion in culturally and linguistically diverse schools and communities. VISION: Our vision is to be the regional leaders in preparing and developing excellent teachers. In collaboration with our schools and communities, teachers prepared at Sacramento State create and sustain equitable inclusive educational environments which are designed to optimize access and student success. The Teacher Credentials Program has also adopted the California Teacher Association Definition of Social Justice: We, as educators, have a responsibility for the collective good of students, members, community and society while ensuring human and civil rights for all. Social justice is a commitment to equity and fairness in treatment and access to opportunities and resources for everyone, recognizing that equality is not necessarily equitable. Social justice means that we work actively to eradicate structural and institutional forms of oppression such as racism, sexism, classism, linguicism, ableism, ageism, heterosexism, gender bias, religious bias, xenophobia, and other “isms” and biases. Our mission/vision emerges from the belief that the uniqueness of every child is a strength rather than a weakness or deficit and comes to life through focused, rigorous coursework, and structured field experiences in contexts that serve large numbers of low-income, culturally, and linguistically diverse students with diverse abilities. Our adoption of the CTA’s definition of social justice allows us to further define our commitment to equity and social justice and the work we do at the classroom, community, and state levels to disrupt persistent structural patterns of inequity. Our program’s integrated coursework and fieldwork strengthen candidates’ commitments, knowledge base, and skills needed to achieve educational equity and address the opportunity and achievement gap in our region. We are continually energized and excited by the prospect of preparing new teachers and supporting practicing teachers in the field in working toward the collective educational good of our community. Our vision is supported by collaborative relationships with public school districts, schools, and community agencies so that every child in grades K-18 has multiple and varied opportunities to reach his/her full potential. These partnerships will actively remove barriers to learning by engaging in collective efforts to equalize opportunities to learn for all children/youth in the K-18 public education system and through the promulgation of informed, research-oriented, culturally competent practices that are effective in multiple settings (e.g., classrooms, pre- schools, clinics, etc.). Progress towards our vision is measured through input from partners and a coordinated set of performance assessments that faculty regularly and deliberately analyze.
We are continually energized and excited by the prospect of preparing new teachers and supporting practicing teachers in the field. We look forward to working with you and know that together, we will make a positive difference in the lives of children in our region. CSUS Faculty and Staff, Teaching Credentials Branch
Field Experience/Student Teaching Handbook for the Three Semester Multiple Subjects Credential Pathway Table of Contents Roles & Responsibilities of the Teacher Candidates page 5 When Receiving Feedback page 7 First Semester page 8 Second Semester page 9 Third Semester page 11 Expectations for University Supervisors page 13 Evaluation of Teacher Candidate page 14 Roles & Responsibilities of the Collaborating Teacher (CT) page 15 Substitute Teaching page 16 The EdTPA page 17 Ethical Issues page 18 The Teacher Performance Expectations (TPEs) page 20 Candidates who struggle page 21 Statement of Concern page 23 Co-Teaching for Cooperating Teachers and Student Teachers: An Overview page 26 Candidate Evaluation Tool page 26 TPEs page page 27
Multiple Subject Field Placement Handbook for the Three Semester Pathway The CSUS Multiple Subject Credential Program integrates coursework with field experiences and student teaching. Candidates complete the program in three semesters. During the first semester they spend one full day in a host school, observing a Cooperating Teacher (CT) and assuming limited teaching responsibilities. Several courses will also have assignments that must be completed in the field (e.g., in assigned classrooms, with specific students, etc.). In addition, all methods coursework includes a series of structured field experiences, Content-Specific Student Teaching: this involves teaching activities that are linked to key concepts, strategies, and frameworks learned in their content-specific methods courses. In the second semester, candidates will engage in structured field experiences involving an assignment to the same classroom as in the fall, where gradual assumption of some teaching duties occurs, usually in a co-teaching structure. Candidates who have met all state requirements will then engage in formal student teaching during the third semester. Student teaching is an intensive experience where the candidate assumes all duties of a classroom teacher and performs them collaboratively with his/her cooperating teacher. Taken together, all of these experiences offer candidates multiple opportunities to meet the Teaching Performance Expectations (see www.ctc.ca.gov), necessary for a recommendation for a teaching credential. This Handbook provides details about the first semester Observation/Participation experience, the second semester field experiences and the third semester student teaching experiences. Roles & Responsibilities of the Teacher Candidates in the Field (all three semesters) v During your scheduled time in your classroom, you will engage in many activities, including some that will occur as part of school-wide activities, which will help you become familiar with the fundamental aspects of your classroom/school and your CT’s philosophy and approach to teaching. You should be consistently seeking to become more knowledgeable about: o The grade-level curriculum, standards, and benchmarks o The developmental needs and interests of the children in your classroom o The CT’s/school’s philosophy about, and approaches to, student engagement and classroom management o The school community, resources, and programs available at the school v Teacher candidates should observe the routine procedures and teaching of their CTs. CTs should feel comfortable suggesting to their teacher candidate a focus for the observations (i.e., what to look for and why), and debrief with the TCs about the observations. In addition, the TCs will receive guidance in their Principles of Teaching course about specific aspects of classroom routines and dynamics that they should be observing. The TC should share these protocols with the CT and debrief them as well. v Teacher candidates should observe their CTs model lessons and strategies in specific content areas before they (TCs) assume responsibility for teaching lessons in those content areas. In addition, co-teaching is highly encouraged especially as the teacher candidate is learning the curriculum. (See brief overview of co-teaching at the end of this handbook.) v Attendance. Arrive on time. You are to arrive 30 minutes before the start time (even if your CT does not). In order to meet with your cooperating teacher, you may have to arrive earlier. This will be negotiated between you and your CT. Please plan a weekly meeting time with your CT for focused collaboration and communication time. (These times will vary by CT/TC pair.) v Appropriate dress. Remember to dress appropriately and act professionally from the moment you arrive on campus to the moment you leave the school grounds. Tattoos with images or language inappropriate for children should be covered. Remember that you are on an “interview” anytime you are at the school site – colleagues, administrators, parents and students will be taking notes! If you have questions regarding dress, please discuss them with your CT.
v Absences. Please establish a communication plan with your CT. S/he may have preferences in terms of mode of communication and timeframes (text message vs. call, not before a certain hour, not after a certain hour, etc.). It is in your best interests to identify these preferences early on and then implement them. In addition, confirm with your CT whether the school should also be part of this communication plan (e.g., call the front office if you are going to be late, absent, etc.). If an emergency or illness occurs and you must be absent during a placement day, please follow the details of your communication plan. If you have specific responsibilities for that day (tutoring, small group work, teaching a lesson, etc.), you are expected to have complete plans ready that your CT can follow. In addition, please inform any CSUS professors whose classes you will miss (follow the guidelines in their syllabi). Please be advised that candidates will be required to make up any field experience or student teaching days missed due to absence. Excessive absences that cannot be made up and/or frequent schedule irregularities (tardiness or leaving early) can be cause for extending your placement or requiring an additional semester of field experience. During minimum days, students are required to commit a full day if that day is normally a full field experience day. Staff development and work days are also considered part of your assignment in the field if they fall within the required schedule. You are required to attend your CSUS classes even when your school is observing a holiday or on break (this includes spring break). v Placement. When in your placement you are teaching, observing, or assisting the teacher and the students. Plan, prepare, and complete coursework at home or outside of your placement days and times. Be professional, prompt, reliable, and responsible. Cell phones can be used before and after school unless there is an emergency. Cell phones should not be “checked” and calls or texts should not be made any time while you are in your classroom or on your school site. Remember that you are on an “interview” any time you are at a school site. v Do unto others as you would have them do unto you. This includes being discreet in your talk and refraining from judging others quickly and harshly. An open, accepting attitude towards others is critically important if we are to support each other and become a community of learners. This includes getting to know everyone rather than sitting and talking with just a few. Use appropriate language, developmental as well as professional (with instructors, fellow teacher candidates, children, school faculty, staff, and parents). Remember you are a guest at the school; do not critique routines, plans, or any other aspects of the school. It is appropriate to ask questions concerning any of these in order to better understand reasons and rationales, but be respectful when you do this. v Tips for professional observation. Notice everything, defer judgment, make connections between coursework and the classroom, generate questions, and decide where the resources are and who you can ask, identify the ah- has, and take notes so that you have them to refer to. As often as you can, connect what you observe to concepts, theories, and frameworks presented in your university coursework. Much of teaching involves putting theory into practice or using reflection on practice to bolster theories; when you think at this metacognitive level, you make great strides as a reflective, purposeful teacher. v Serious concerns. If you have a concern, first go to the person most directly involved in that concern. If you do not feel comfortable with this route, do talk to your supervisor first, and then to your CSUS Field Coordinator. v Meeting with CTs. TCs should meet with their CTs once a week for regular planning and discussion of lessons as well as to discuss the TC’s progress. The meeting time should be consistent from week to week, to the extent that this is possible. It should take place as a “sit down” meeting, as opposed to conversations held during varied times of the day or “on the fly.” All planning of lessons should be done jointly with the CT who can offer their ideas and materials, as well as ensure that TCs address the required standards. The success of TCs is promoted when the CT provides guidance and support for TCs in their planning, and also encourages/allows TCs to “tweak” the lesson to incorporate their own ideas, emerging style of teaching, and requirements from CSUS courses.
v Before/After School Duties. Attend staff meetings and grade level meetings as your course schedule permits. If possible, attend school-wide events, e.g., PTA meetings, parent/teacher conferences, SST meetings. (These opportunities may be limited due to conflicts with course times.) Attending Back-To-School Night is a requirement in the fall unless you are taking pre- or co-requisites and attending Open House is a requirement in the spring unless you are taking pre- or co-requisites or Open House is after the CSUS semester ends. v Lesson Plans. It is a requirement that teacher candidates write lesson plans in advance for lessons that they implement in the classroom, whether teaching small groups or the whole class. All lesson plans need to be typed. (Please, no teacher manual copies; even if you are using lessons from the manual, they need to be processed and reframed by your own thinking and decisions. As you will discover, teacher manuals are missing critical elements!). The thoughtful writing of lesson plans is the single most effective tool you have to ensure that you are prepared for, successful with, and confident about your own teaching. Teacher candidates will be given a lesson plan template that they will use for their instruction. Teacher candidates should keep their lessons in an orderly manner so that they can be referenced easily if needed. v Submitting lesson plans to your CT. Arrive prepared for all tasks and lessons. Remember that lesson plans are required before teaching all lessons. Plan lessons in advance and have the CT provide feedback on these plans prior to the teacher candidate teaching the lesson. Teacher candidates will not be allowed to teach any lesson unless the lessons have been reviewed/approved. The timeframe for submitting the lessons prior to instruction will be worked out between the CT and the teacher candidate but out of respect for the CT’s time and to ensure that student learning is maximized, plans should be available to CTs at least one day before the lesson is taught. These plans are an important means of evaluating TCs’ ability to conceptualize and include appropriate content and strategies. Also, be prepared to grade/provide feedback for all assignments, tests, and projects that you assign as part of your lesson. v A note about the lesson planning and the lesson plan template: Please include all of the elements learned in Principles of Teaching course and in your methods courses in your lesson plans. In addition to the required elements, make sure that there is adequate detail so that another teacher would be able to teach from the plan. All those responsible for providing you with feedback on your teaching (CTs, the CSUS supervisor, methods instructors, etc.) understand that lesson planning is a development process and that you will slowly gain the intellectual tools and the requisite experiences needed to complete the entire template, but that it may not be in evidence early in the program. CANDIDATES: WHEN RECEIVING FEEDBACK • In signing up for this program, you are acknowledging that you are here to learn, and to learn from others who have more experience and expertise. Seek and take advantage of as much feedback as you can. • Listen all the way through without judging yourself or others. Hear the feedback as useful data to be investigated. • When appropriate, ask for more clarity. • Beware of jumping to a defensive response. • If you are not in agreement, you can simply say, “Thank you.” • If you are not getting as much feedback as you would like, ask for it, and tell the observer specifically what you want him/her to notice. First Semester – Fall 2021 – Observation • Orientation. Teacher Candidates (TCs) are required to attend the program orientation, which is held the first week of CSUS classes. • Coursework. See CSUS Academic Calendar for the specific semester and year.
• Additional Dates. If you have not completed KINS 172 or an equivalent elementary PE methods course at another university, you must take the equivalent workshop offered during the fall semester. You can enroll by visiting this link which will be made available beginning 9/1/21: https://www.csus.edu/college/education/teaching-credentials/_internal/_documents/current-student- information-center.pe-workshop-fall2021.pdf • Observation/Participation: You will be assigned to a classroom where you will complete the O/P experience all day on Tuesdays. Your duties will be focused primarily on observing and learning about the students in your classroom, the classroom routines, the ways in which a learning community is built, the instructional strategies that your Cooperating Teacher (CT) uses, and the specifics of the curriculum for that grade level. Many of your courses will have assignments that require tasks to be completed in a classroom or school setting. As often as appropriate, this O/P classroom should be the context for completing those assignments. Please communicate assignment requirements to your CT at least one week in advance. We strongly recommend scheduling all assignments requiring classroom or student access with your CT early in the semester. Making a semester-long schedule of assignments provides everyone with the advanced notice desired and also offers your CT the opportunity to suggest ways to optimize field experiences required for your assignments. (For example, you might need to do something with a struggling reader and your CT might suggest one not in your classroom. With advanced notice, you can attend to the logistics needed to arrange to work with that student; if completing something at the last minute, working with that student will become very difficult.) Recommended Activities: • Formally introduce yourself to your students. We have found that teacher candidates are very successful when using a prop (poster, photo album, etc.) as part of their introduction. • Build relationships with the children and integrate into the classroom learning community. • Observe, interact and participate in procedures (calendar, checking homework, sustained silent reading, etc.). • Learn the rules and procedures of the classroom and school, especially those related to emergency situations, safety, and parent/family engagement. • Observe your CT and be prepared to debrief, making connections between theories and strategies presented in the credential courses and instruction in your placement classroom. • Provide individual assistance with children while the CT is teaching. • Work with small groups of children on specific tasks and/or skills. Second Semester Field Experience – Spring 2022 • Orientation. 1 day orientation: date TBA • Coursework. See CSUS Academic Calendar. • Field Placement. The requirement is all day on Mondays and Tuesdays. The final evaluation meeting with your CT and Supervisor will occur during the last week of the semester. We strongly recommend that you begin the field experience when the schools resume their normal schedule so that your students and you have a sense of continuity with the class and curriculum. Five (5) solo days must be completed after the midterm evaluation. • Additional Dates. TBA Recommended Activities for the Second Semester Field Experiences: In addition to all tasks identified above for the Observation/Participation experience, TCs will: • Co-plan instruction for and teach to small groups of children • Co-plan instruction for and teach the whole class
• Assess individual children (e.g., fluency, word/number recognition, etc.) • Provide individual assistance with children while the CT is teaching • Assess individual children (e.g., fluency, word recognition, etc.) • Begin to facilitate transitions (e.g., lining the students up for recess, bringing them back from recess and/or lunch) • Demonstrate knowledge of the curriculum for the grade level • Demonstrate knowledge of management responsibilities and routines • Demonstrate knowledge of school procedures and policies • Fulfill other responsibilities and duties as directed by the CT Third Semester Student Teaching – Fall semester 2022 • Orientation. 1 day orientation – date to be determined • Coursework. See the CSUS Academic Calendar • Student Teaching. The requirement is for full days on Monday, Tuesday, Wednesday, and Thursday. There are 10 solo days that must be completed after the midterm evaluation. • Additional Dates. None at this time, but this could change Roles & Responsibilities of the Teacher Candidates for Third Semester Student Teaching: Fulfill the duties identified for earlier semesters and: • Complete the solo experience. The purpose of the solo experience is for the candidate to pull together all of his/her learning about planning, teaching, assessing, and reflecting and apply this to an experience where s/he is the lead teacher for a discrete period of time. The candidate is expected to be the one making key instructional decisions and choices, but s/he is not expected to do this alone or in a vacuum. The CT is an integral part of planning for and implementing the solo period. Thus, the CT will participate in the planning, as part of the instructional team during the solo, and in the debriefing, reflecting, and re-planning. Teaching does not follow a recipe and the solo period will look different for each candidate. The structure of the solo will be determined through a discussion held by the CT, school administrators, and Sac State supervisor with input from the candidate and in consultation of all of the evidence about the candidate’s development and performance to-date. Some possible scenarios for the solo period include: o Scenario One: candidate plans and teaches 2 days of curriculum, candidate pauses for 3 days of debriefing and reflection. Candidate plans 3 days of curriculum, candidate pauses for 2 days of reflection. Candidate plans curriculum for and teaches 5 consecutive days. Reflection on the entire experience occurs following the 5 day teaching sequence. o Scenario Two: during a 5 day period, candidate teaches M, W and F, with T, Th and the weekend reserved for structured reflection. Candidate teaches 2 days and reflects for three. This sequence is repeated. o Scenario Three: candidate teaches 5 days, takes the next week to reflect and replan. Candidate teaches another 5 days and then reflects on the entire experience. • Additional Classroom Experiences. Teacher candidates are encouraged to gain three to five additional classroom experiences as part of the student teaching experience. These may include teaching in another grade level, working with a resource specialist, observing other classes, observing other teacher candidates at your site or at another site, etc. The teacher candidate is responsible for working out such opportunities with his/her CT and with input from the supervisor.
EXPECTATIONS OF UNIVERSITY SUPERVISORS The university supervisor is a university faculty member who regularly observes the teacher candidate and works with the cooperating teacher in planning and directing the field placement experiences. Selection of university supervisors is based on their skills in working with beginning teachers, competence in appropriate grade levels, and prior teaching experience. The university supervisor is a teaching expert, a voice of experience, and the university’s representative in the field. His/her primary responsibility is to ensure that the program’s policies are appropriately implemented, especially in terms of the implementation of field experience and student teaching for the candidates. The university supervisor is required to conduct a minimum of six formal observations for each candidate per semester, whether during the field experience semester or the student teaching semester. This requirement assumes that the candidate is making satisfactory progress and continues in his/her placement through the end of the semester. The university supervisor also completes a final evaluation for the field experience semester and a midterm and a final evaluation for the student teaching semester. Roles and Responsibilities of the University Supervisor 1. Acts as liaison between teacher candidates, cooperating teachers, school administrators, and the university. 2. Drops in during the first two weeks of the semester with the aim of connecting with the teacher candidate, cooperating teacher, and an attempt to touch base with the principal if on campus and available. 3. Sends availability for observations to the candidates at least two Fridays before the observation week. Candidates send the beginning to ending times to the supervisor. Supervisors may have other requests as well. 4. Arrives on or before the lesson start time and stays until the lesson end time. 5. Provides written feedback or mark-up within the body of the lesson with the first round of feedback sent to the candidate (ideally) within twenty-four hours of the due date and time or when it was received (whichever was later). 6. Formally observes the teacher candidate a minimum of six times per semester. It may be necessary and beneficial to perform more observations than the minimum required. 7. Holds a post-observation conference the day of the observation and provides an opportunity for the candidate to reflect in writing during this time. Provides both written and oral feedback to the teacher candidate. 8. Looks through the “Teaching Candidate Binder.” 9. Monitors and encourages the use of the co-teaching strategies. 10. Completes a final evaluation for the field experience semester and a midterm and a final evaluation for the student teaching semester, using the Taskstream platform. Schedules a triad meeting for these evaluations, to include the Candidate, CT, and supervisor. 11. Follows the early warning process by completing a Statement of Concern/Performance Contract for any candidate who is experiencing difficulties in making progress towards the competencies and schedules a triad conference as quickly as possible to develop specific plans for improvement. Consults with the Field Coordinator. 12. Maintains ongoing communication with the principal and cooperating teacher and assists in solving field-related problems.
13. Monitors and supports the teacher candidates’ progress related to pacing (progress toward taking on new duties over the course of the semester). 14. Assigns grades through an “on-line” system via MySacState. Since supervisor assignments change from semester to semester, teacher candidates may not have the same supervisor for field experience and student teaching. EVALUATION OF THE TEACHER CANDIDATE Candidates are monitored carefully throughout their credential program to ensure that they are making adequate progress toward meeting the program standards and all other performance standards. Evaluation of candidate development occurs using formative assessments (those done at key transition points which are used to provide feedback to candidates and program faculty) and summative assessments (those that culminate the program and are used to determine whether a candidate can be recommended for a credential). Overall, a comprehensive set of artifacts and evidence that teacher candidates produce are assessed and aggregated to produce a final decision about their attainment of the applicable performance standards and their suitability for a credential recommendation. There are many opportunities for candidates to demonstrate what they know and can do; correspondingly, they will be evaluated at many points as they complete the program requirements. While this may seem like many assessments, this kind of continuous assessment provides candidates with multiple opportunities to understand how their performance is meeting standards and where they can make specific improvements. Moreover, our instructors and supervisors are conscientious in providing them with clear and timely feedback, especially at key transition points, so that they have a good sense of the rate of progress they are making towards the credential program expectations. Formative Assessments: Candidates are assessed in a formative manner throughout the program. There are key assessments (lesson plans, reflections, field experience final evaluation, student teaching midterm, etc.) that are used to inform the faculty about a candidate’s progress and should be used by the candidate to self-assess. These are formative because the data they generate should be used to shape the candidate’s next steps, acknowledging strengths, and identifying areas for growth. Formative assessments also identify areas of strengths and weaknesses, but the results are used for formal decisions – ability to proceed to the next semester, solo teaching weeks, etc. Summative Assessments: Our program uses two primary summative assessments: the edTPA - Teaching Event in Elementary Mathematics and in English Language Arts and the evaluation of the final semester of student teaching. Summative assessments also identify areas of strengths and weaknesses, but the results are used for formal decisions—recommendation for a credential. EDTPA: A BRIEF OVERVIEW In 1998 the Senate passed SB2042, comprehensive legislation that established new program standards for teacher preparation programs throughout the state. This legislation charted a new vision for teacher development in our state – from subject matter preparation (at the undergraduate level) through pedagogical preparation (in credential programs) through the first two years of professional practice (through induction programs). Through SB2042 and subsequent legislation (e.g., SB1209), the Legislature and its attendant bodies, like the CTC, have sought to bring coherence to pre-service and in-service teacher preparation and development in our state. One strategy for bringing this vision to reality is through the assessment process. SB2042 established the Teaching Performance Expectations
(TPEs), a set of candidate outcomes that are meant to guide program content and experiences. Each teacher preparation program is mandated to implement a Teaching Performance Assessment where attainment of the TPEs is measured for each candidate. The TPEs (revised in June 2016) map directly onto the California Standards for the Teaching Profession (CSTPs), which outline 6 domains of performance for in-service teachers. The CSTPs guide the induction programs that all new in-service teachers complete, and in many districts they are also the basis for in-service teacher evaluation. Since 2007, Sacramento State used the Performance Assessment for California Teachers Teaching Event (PACT Teaching Event). Due to changes in the TPEs adopted in June 2016 by the CTC, our programs now use the edTPA. Multiple Subject candidates complete edTPA at a cost of approximately $300. It is designed so that candidates can display knowledge of students, curriculum and content, effective instructional strategies, appropriate assessment tools, and reflection strategies. The tasks are based on the PIARA cycle – Plan, Instruct, Assess, Reflect and address students’ Academic Language Development. Candidates receive guidance for developing their edTPA Teaching Event throughout their coursework. Program-specific support is detailed in the syllabus for EDMS 232. Candidates can also review edTPA information and policies at: http://www.edtpa.com/Home.aspx. Roles & Responsibilities of the Cooperating Teacher (CT) v Introduce the teacher candidate to the school, students, and other faculty, and take the lead in providing inclusion opportunities for the teacher candidate. It is strongly recommended that teacher candidates be introduced as “co-teachers” so it is clear to the children that TCs have shared responsibility and authority as teachers in the classroom. v Inform the teacher candidate of the school-wide and classroom management philosophy, school and classroom schedules, routines, including lunch, playground, and, especially, emergency procedures. Encourage questions and discussions on teaching and management decisions. v Model effective instruction and student engagement. v Provide the teacher candidate with “think alouds” before/during/after teaching as appropriate, explaining pedagogical and management decisions; making transparent decision-making in all areas as it happens helping the teacher candidate know how the teacher knows/knew that students did or did not meet the learning objectives and why certain next steps were decided. v Give and receive feedback regularly. The aim is for everyone to be in a reciprocal learning collaboration. v Provide the teacher candidate with appropriate background information on the students. v Help the teacher candidate see how the CT bases his/her pedagogical decisions and choices about content matter on students’ backgrounds, interests, and needs, so as to enhance student interest and engagement. v Provide the teacher candidate with the scope and sequence of curriculum as well as resource materials that are available to prepare lessons. v Provide the teacher candidate with examples of how the curriculum and resource materials can be adapted so as to meet the specific needs of the classroom students, as well as their interests and backgrounds. v Provide instructional materials, information on where additional materials are located, and how materials are checked out.
v Complete all university evaluations/forms in collaboration with the university supervisor. v Notify the university supervisor immediately if problems develop and normal progress is in question. v Before assuming responsibility for any area of instruction, teacher candidates should observe their CTs model procedures and lessons for that area of instruction. Seeing how CTs manage the curriculum and the students is critically important. We recommend that when the TC is observing the CT, s/he be directed to observe specific aspects of a lesson and have the opportunity to debrief and discuss observations after the lesson. v Lesson Plans. It is a requirement that teacher candidates write lesson plans in advance for lessons that they implement in the classroom. All lesson plans need to be typed and use the approved CSUS lesson plan template. (Please, no teacher manual copies; even if teacher candidates are using lessons from the manual, they need to be processed and reframed by their own thinking and decisions.) These lesson plans will go in their CSUS e-binder. Please support your TC with this requirement. Please do not ask teacher candidates to take over a lesson or step in on the spur of the moment. v As the teacher candidate demonstrates the ability to perform in one area, s/he should be encouraged to take on additional responsibilities. Develop a schedule for the teacher candidate’s increasing assumption of responsibility for a) teaching, b) transitions, c) grading/giving feedback, and d) other professional responsibilities (e.g. yard duty). v CTs should remain in the classroom to observe lesson implementation, ideally, without interruption and give feedback to their teacher candidates on a regular basis. As the teacher candidate becomes competent implementing lessons with the CT in the room, the CT and TC may identify brief periods of time when the CT may leave the room. CTs should make sure that their TC knows the emergency protocol and who to contact in case of an emergency. v While TCs should have opportunities to teach lessons independently, CTs are encouraged to co-teach (teach lessons together), as well as team-teach with their teacher candidates. Team teaching will enable the cooperating teacher to structure more opportunities to conduct differentiated instruction with their children, with the TC or CT working with the majority of the class while the CT or TC works with a small group. v If the teacher candidate is struggling or not meeting competency, written documentation of the teacher candidate’s performance is especially critical. It is also critical that such documentation be completed as early as possible, and be updated regularly. Please communicate with the CSUS supervisor at the first indication of a candidate who is struggling or with whom there are concerns. v CTs and teacher candidates should meet to “map out” when various areas of instruction will be assumed by the teacher candidate. This plan should be given to the CSUS supervisor. Over the course of the student teaching experience, the responsibility for classroom instruction gradually shifts from the CT to the teacher candidate. It is encouraged that the teacher candidates begin with math because this will be the curricular focus of their edTPA Teaching Event. v Lesson Plans. All of the expectations previously indicated continue to apply. At the same time, it is expected that the TC should be able to make increasingly sophisticated decisions about curriculum, pacing, transitions, differentiation, assessments, etc. The CT and TC should establish a timeline for submitting lesson plans for review. All lesson plans will go in TC’s e-Binder.” v Solo Experience: The CT should be an active participant in this experience, from collaborating on the structure of the experience (see possible scenarios above) to planning the curriculum to being a part of the instructional
team (working with a small group, etc.). The CT should be prepared to observe informally during the solo and to provide the TC with constructive feedback. Substitute Teaching Once STs have a firm grasp of the “student teaching situation,” have completely phased into teaching the full day, and have a 30-day emergency permit, STs may substitute for only their CT if their CT is absent. While earning extra income is a bonus, teacher candidates are not to miss any of their student teaching or program courses in order to substitute. Please consult the Policies and Procedures Handbook for the College of Education Teacher Preparation Programs for further guidelines and limitations related to substitute teaching, or contact the Field Coordinator.
ETHICAL PROFESSIONAL STANDARDS FOR TEACHER CANDIDATES You are representing Sacramento State specifically and the teaching profession in general – strive to uphold the highest standards for professionalism (equity-mindedness, hard work, preparation, cultural humility, persistence, open-mindedness, respect, willingness to experience discomfort when discussing difficult topics, dependability, integrity, discretion, flexibility, etc.). 1. Professional Attitude a. Demonstrate openness to the feedback that you receive. Accept this feedback as it is given with the expectation that performance will be improved by applying this feedback. b. Believe that all students can learn. Have high expectations for all students, and be willing and able to provide the supports needed so that all students can learn. c. Be willing to engage in courageous conversations about people who are different in race, gender, socio- economic status, home language, culture, and other categories of difference. Be willing to examine your own preconceived notions and to learn about these categories. After voicing a differing opinion, candidates do not harbor ill feelings toward peers and are willing to continue relationships. d. Take responsibility for student learning and do not blame outside forces for students’ immediate learning or lack thereof. Use knowledge about students and their caregivers to make decisions so all children can access learning. e. Assume the best of other educators, such as peers, students, students’ caregivers, faculty, supervisors, CTs, administrators, etc. 2. Attendance, Absences, and Tardies a. Arrive at placement classroom one half hour before school begins and stay one half hour after school to plan, attend staff meetings, in-services, parent conferences, and other school functions, such as “Back to School Night” and “Open House” as their schedule allows. If two absences occur without previously informing the cooperating teacher and the supervisor, a Statement of Concern/Performance Contract will be initiated. If more than two excused absences occur, regardless of whether CT and supervisor have been informed, a Statement of Concern/Performance Contract may be initiated. b. Arrive on time. If three tardies occur, a Statement of Concern/Performance Contract will be initiated. c. Inform cooperating teacher and supervisor when an absence is unavoidable. Provide cooperating teacher with lesson plans, if scheduled to teach that day. Use the preferred mode of communication to inform supervisor of any absence (especially so that s/he does not show up for the observation). Make up any missed day(s) and communicate plan to make up missed days to supervisor. d. Maintain appropriate hours at placement site to plan and implement teaching and learning tasks, even if this must take place outside of the hours outlined above. 3. Lesson Plans/Preparedness a. Use the approved LP template. b. Send the LP for review at least 24 hours ahead of time to the supervisor. c. Make improvements to the LP based upon feedback. d. Keep all LPs in e-binder. 4. Professional Conduct a. Maintain flexibility in planning and implementing instruction so as to meet the needs of all students. Orient teaching practice so as to engage all students, with a special focus on students who are historically marginalized. b. Reflect and self-assess to improve practice, with a special focus on equity. c. Collaborate effectively with all school personnel and caregivers. d. Be discreet. Do not disclose information about students. Do not post pictures of students on social media. Be discreet in conversation and refrain from judging others quickly and harshly. Approach situations
with empathy and an open-mind. Understand that having an open, accepting attitude towards others is critically important when supporting each other and becoming a member of a community of learners. e. Act professionally from the moment of arrival onto campus to the moment of departure from the school grounds. f. Maintain good rapport and appropriate professional interactions and relationships with all building staff, faculty, administration, students, and caregivers. g. Teach, observe, or assist the teacher and the students during all times when in the field. Strive to do everything possible to contribute positively to the learning of all students. Plan, prepare, and complete CSUS coursework (not related to assignments that involve students or CT) at home or outside of time in the placement classroom. h. Use appropriate language (developmental as well as professional) with instructors, fellow teacher candidates, children, school faculty, staff, and caregivers. i. Remember that as a guest at the school, one may hear or see things in classrooms with which one does not agree or may learn confidential information about a student; keeping these issues confidential is essential. j. Use cell phone only when students are not present. Keep phone on silent, as opposed to vibrate or ring tone. k. Refrain from speaking negatively about previous or current experiences, cooperating teacher, caregivers, principal, supervisor or school/district. l. Listen attentively during IEPs, SSTs, and parent conference meetings. Do not offer opinions unless asked to by those in charge. Never offer advice or recommend services or materials for children as this may be interpreted as binding upon the district. m. Maintain a “growth” mindset. Be confident that purposeful and diligent effort brings results – therefore, be open-minded and intellectually curious, engage in activities that will deepen and/or broaden one’s perspective and knowledge base, seek out feedback, receive it with grace and objectivity, and implement/apply it thoughtfully. Ask questions anytime clarification is needed. 5. Appropriate Professional Appearance a. In educational settings, a type of dress is often interpreted as being respectful or disrespectful to the profession, and to the students and their caregivers. Be mindful and purposeful about how you present yourself. b. Dress appropriately for the classroom. Check all clothing for appropriate tightness and whether skin or undergarments are revealed. Discuss any questions regarding dress with supervisor. c. Understand that tattoos with language or images that could be considered offensive to others or inappropriate for children must be covered. d. Do not wear jeans to the placement, even if wearing jeans is part of the culture of the educators at that school. 6. Effective Communication a. Develop a preferred mode of communication with cooperating teacher and supervisor. b. Communicate effectively, orally and in writing, in all settings related to the field (cooperating teacher, supervisor, field placement coordinator, parents, principals, paraprofessionals, etc.). Consistently use a salutation and closing in all written communication, including email messages. c. Understand that anything in writing, including emails, can be taken and shared with others. Use discretion and be professional in all contexts including social media accounts. d. Maintain confidences as appropriate to the setting. e. Do not negatively represent, orally or in writing (including social media), issues related to students, caregivers, teachers, classrooms, schools, or the university program. f. Use Sacramento State email for all program communications. Check this email frequently and answer emails sent by program faculty (instructors, supervisors, CTs) or staff within 24 hours. Make sure to be responsive in communication – respond to questions, provides precise information, respond in a timely
manner, write in a professional manner, etc. 7. Initiative a. Be aware of routines and request opportunities to facilitate classroom routines. b. Go the extra mile. Offer to assist with classroom tasks such as putting up and maintaining bulletin boards, extra duties, etc. Become known as a problem-solver, not a problem-maker. Enjoy your time in the field. It will be a short time in the long range of your teaching career. This is a time to try to experience as many new things as you can, to challenge yourself to question ‘common sense’ notions around how schooling works, to grow and experiment, and to develop relationships with colleagues from different backgrounds. Please know that the Teaching Credentials Department staff and faculty are working hard to ensure that it is a challenging, stimulating, and rewarding experience for you. Remember, you are on a year-long interview!
CHAIN OF COMMAND FOR FIELD-PLACEMENT RELATED ISSUES If issues arise, please follow the chain of command. TEACHER CANDIDATE EXPERIENCING DIFFICULTY WITH COOPERATING TEACHER: ✔ If the teacher candidate is experiencing difficulty with the cooperating teacher, address the concern with him/her. ✔ If a ‘good faith effort’ with the cooperating teacher does not result in a satisfactory resolution, then contact the supervisor. ✔ If a ‘good faith effort’ with the supervisor does not result in a satisfactory resolution, then the supervisor will contact the Field Coordinator. TEACHER CANDIDATE EXPERIENCING DIFFICULTY WITH SUPERVISOR: ✔ If the teacher candidate is experiencing difficulty with the supervisor, address the concern with the supervisor. ✔ If a ‘good faith effort’ with the supervisor does not result in a satisfactory resolution, then contact the Field Coordinator. COOPERATING TEACHER EXPERIENCING DIFFICULTY WITH TEACHER CANDIDATE: ✔ If the cooperating teaching is experiencing difficulty with the teacher candidate, address the concern with the teacher candidate. ✔ If a ‘good faith effort’ with the teacher candidate does not result in a satisfactory resolution, then contact the supervisor. ✔ If a ‘good faith effort’ with the supervisor does not result in a satisfactory resolution, then contact the Field Coordinator. COOPERATING TEACHER EXPERIENCING DIFFICULTY WITH SUPERVISOR: ✔ If the cooperating teacher is experiencing difficulty with the supervisor, address the concern with the supervisor. ✔ If a ‘good faith effort’ with the supervisor does not result in a satisfactory resolution, then contact the Field Coordinator.
CALIFORNIA STANDARDS FOR THE TEACHING PROFESSION and TEACHING PERFORMANCE EXPECTATIONS Background Teacher educators have consistently embraced the notion that teacher education is a continuum. This continuum begins with the pre-service teacher’s subject matter preparation (usually as undergraduates) and continues through a pre-service teacher preparation program and into a state-approved induction program. Guiding all parts of the continuum are a set of developmentally appropriate and aligned standards – from the K-12 Content Standards through the Teaching Performance Expectations and onto the California Standards for the Teaching Profession. For teacher preparation programs like ours at Sacramento State, the Teaching Performance Expectations, issued by the Commission on Teacher Credentialing, articulate the outcomes upon which each candidate’s performance is measured, in multiple ways. Please see Appendix for a complete listing of the Teaching Performance Expectations. What To Do When Your Teacher Candidate Is Struggling In order for the University to recommend a candidate for a teaching credential, the candidate must demonstrate that he or she has developed necessary competence as defined by the standards of the Commission on Teacher Credentialing for preparing candidates in the specific areas of the credential. It is the institution’s responsibility to assure that all candidates recommended for a credential meet the standards of candidate competence (competence includes: knowledge, skills, and dispositions associated with teaching effectiveness) and character appropriate to the public trust of education. A professional education program provides opportunities for a candidate to gain theoretical understandings and develop appropriate and equitable teaching practice to demonstrate the competencies required to be recommended for a credential. The supervisor and cooperating teacher will make every reasonable attempt to help the candidate develop these teaching competencies. Should it be determined, however, that candidate competence has not developed appropriately and is not likely to develop in a sufficient manner to warrant a recommendation for a credential, it may be necessary to take corrective steps. If the corrective steps still do not lead to the necessary competence, it may be necessary to dismiss the candidate from the credential program. It’s very important that cooperating teachers and/or supervisors document concerns early. Candidates need time to remediate and implement suggestions provided in the Statement of Concern and Performance Contract. The following process will be implemented to correct any lack of competence and/or dismissal from the program should correction be unsuccessful: 1. DOCUMENT the concern in writing and communicate it to the teacher candidate with a discussion of strategies for potential improvement. 2. DISCUSS the concern with the candidate. 3. IF THE CONCERN IS NOT CORRECTED WITHIN A REASONABLE AMOUNT OF TIME, a Statement of Concern should be jointly developed between the cooperating teacher and the CSUS Supervisor. Conferencing with all parties involved should be a part of this process and will lead to a written Performance Contract for the Candidate. Step 1 – Statement of Concern/Performance Contract Process Notes
If the candidate is not developing necessary competence, The Statement of Concern and the supervisor notifies the Field Placement Coordinator, Performance Contract are given to cooperating teacher, and candidate in writing of this the candidate in writing at a meeting finding. If the concerns are not corrected within a attended by, but not limited to, the reasonable amount of time a Statement of Concern and a supervisor, the cooperating teacher Performance Contract (SoC/PC) are developed by the and the candidate. The Statement of supervisor in consultation with the cooperating teacher and Concern is signed and dated by the approved by the Field Coordinator, (and other involved candidate acknowledging receipt. parties as appropriate) and presented to the candidate in The Performance Contract is signed writing. and dated by the supervisor, the The SoC/PC should include: cooperating teacher, the candidate, 1. Statement/s of the area/s of inadequate performance. the Field Coordinator, and the 2. Suggested actions to be taken to improve performance. Program Coordinator. The signed 3. What will be accepted as evidence of Statement of Concern and satisfactory performance and how this will Performance Contract are then be assessed. submitted to the Department of 4. Statement of acceptable time lines, which are in effect Teaching Credentials for the until the end of the program. Department Chair’s review and 5. Statement of what will occur if signature. Both are placed in the performance does not improve. candidate’s file. A signed copy is sent to the candidate for his/her records. Step 2 –Decision to Dismiss Process Notes If the Statement of Concern and Performance Contract do The candidate is notified of not result in the candidate developing the necessary dismissal from the program competence by the date designated in the Performance verbally (in person if possible). Contract, the outcome is dependent upon the individual Sacramento State candidates are circumstances. guests at the school site. Therefore, Termination of a field placement may include either if a site level administrator (usually removal from the placement altogether (with a grade or the principal) or cooperating impending grade of No Credit being assigned) or removal teacher asks that a candidate be from regular field placement duties, but approval to remain removed from the school site, they in the classroom to observe and participate in a limited will be removed. fashion (generally also with a grade of NC being assigned). When a student teaching A decision to dismiss the candidate from the program is experience is terminated prior to also an option. the end of the semester, this may These decisions will be made jointly by the Field also affect the candidate’s ability Coordinator in consultation with the supervisor and to complete coursework, cooperating teacher. especially if specific course assignments require a field placement site for completion. The Department of Teaching Credentials tracks the outcomes of Statements of Concern/Performance Contracts. In most cases, the candidate makes adequate corrections and proceeds to the next semester of the program. In some cases, however, there are additional difficulties. These sometimes stem from continued disruptive and/or unprofessional behavior. In these instances, more severe corrective action may be required, including immediate removal from the placement and/or discontinuation from the program.
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