STUDENT TEACHER ORIENTATION

1. STUDENT TEACHER ORIENTATION Information, Questions, Concerns

2. Placements • Contact your cooperating teacher before the holiday break by email. • Make sure you know the schedule to follow on the first day of school. Report when the teachers report to school. • If you gain an approval to visit prior to the beginning of the holiday break, please make sure of your attire, being on time, etc. • Remember that the every minute you are on the school campus or meet anyone from the school, you’re interviewing for a prospective job.

3. goals of directed teaching • Through directed teaching, student teachers should demonstrate proficiency in the USC Upstate Core Values and Dispositions and the ADEPT Performance Standards. • Learner-centered Instruction • Authentic Assessment • Diversity • Reflective Practice • Professional Growth and Professional Behavior

4. ADEPT ADEPT Performance Standards by Domains • Domain I – Planning • DOMAIN II – Instruction • DOMAIN III – Environment • DOMAIN IV – Professional Responsibility

5. Adept aps Domain I = Planning • APS 1: Unit/ Long-Range Instructional Planning • APS 2: Short-Range Instructional Planning • APS 3: Assessing Student Progress/Self-Assessment Domain II = Instruction • APS 4: High Expectations • APS 5: Instructional Strategies • APS 6: Content Knowledge • APS 7: Monitoring Domain III = Environment • APS 8: Classroom Environment • APS 9: Classroom Management Domain IV = Professional Responsibility • APS 10: Personal and Professional Development • Personal Characteristics • Professional Characteristics ================ 10 ADEPT Performance Standards

6. Course requirements and assignments • Performance in the classroom on all 10 ADEPT Performance Standards. • Required to demonstrate progress and proficiency in teaching as documented through observations, pair and three-way conferences, and other performance reviews conducted by the university supervisor and CT. • Failure to meet the standards set for performance in directed teaching will result in dismissal from directed teaching and a grade of U in the course.

7. Course expectations • Work w/CT and university supervisor to develop a plan for assuming instruction • Develop and teach lessons and at least one instructional unit (TWS) • Make instructional decisions with CT • Development of instructional materials and assessments • Observe and work with other instructional faculty members in the building with CT assistance/guidance • Prompt communication with CT and university supervisor during semester • Faculty meetings, conferences, planning, duties, as TEAM member Be Part of TEAM! Just DO IT!

8. Student teaching notebook • Keep a notebook which documents continuous and appropriate planning for instruction. (page 5) • All written work produced during the semester serves as documentation of progress, completion of requirements, and skill development. • Most paperwork is kept in the Student Teaching Notebook for the university supervisor to review at each visit/observation. • The Notebook consists of a three-inch, three-ring binder divided by subject tabs. • The Notebook is due for review at the Share Fair at the end of the semester.

9. Tabs in notebook TAB #1: Lesson Plans = Each subject taught is to have a separate tab in the notebook which includes daily lesson plans. All handouts, test, and other materials are to be inserted with the daily plans. TAB #2: Observation Evaluations = Keep copies of formal & informal evaluations from the cooperating teacher and university supervisor. TAB #3: Assessments = Keep all materials and information related to the assessment development. Copy of each assessment developed or used during the semester. TAB #4: Procedures = Keep school policies, seating charts, rolls, faculty handbooks, and other school information in this section.

10. Tabs in notebook TAB #5: Weekly Reflection = Place a copy of the student teaching reflection here each week once it has been emailed to your university supervisor. TAB #6: Faculty Meeting/Staff Development = Place agendas, information sheets, documents from staff development activities. TAB #7: Professional Portfolio = Collect professional data, photographs, and examples of best work that will make up show being a part of the school and classroom.

11. Reflections • Weekly reflections are to be emailed to the directed teaching USC Upstate Supervisors. • These reflections are a means of continuous communication about “focused” or “critical” events in your student teaching. • In these reflections, the candidate can report on successful or unsuccessful experiences, concerns or problems, questions of procedure or policy. • These reflections may develop into artifacts for the portfolio.

12. Attendance and participation • Be present and take part in all organizational, seminar, and course meetings related to directed teaching. • Candidates should not schedule doctor appointments, interviews, or work to conflict with meetings related to directed teaching.

13. Calendar of Dates • Review calendar several times during the semester. • Reminders could come, but don’t count on it. • If you don’t have actual calendar, get one and put in all dates. • Responsibility is yours to make sure your cooperating teacher and university supervisor are aware of the dates on the calendar. This experience is more important to you than anyone else!!

14. grading • Satisfactory/Unsatisfactory • Unsatisfactory = failed to demonstrate appropriate progress and proficiency on any requirement or assignment for directed teaching • Satisfactory means that the student has demonstrated appropriate progress and proficiency in: • all 10 ADEPT performance dimensions • has completed all the requirements and assignments related to directed teaching • has attended the seminars, meetings, and conferences scheduled with directed teaching

15. Other information • PASS, MAP, EOC, HSAP – your teachers probably will be anxious • Weather/Flu • Holidays • Full moons