Student Teaching Orientation

1. Student Teaching Orientation Reviewing the Course syllabus And expectations for student teachers Advice and Tips for success

2. Days and Times You will student teach Monday through Friday Generally you’ll be in the classroom at least 30 minutes before the children come and 30 minutes after they leave. You may leave one afternoon a week in order to take a course on campus. You can leave with enough time to drive to campus and park for class. Mandatory meeting each quarter to evaluate your supervisor and resident teacher – find the date in your syllabus NOW. Special Technology Support Day for second quarter student teachers. See your EELB 520D syllabus for the date. Advice?

3. Communication Get a phone number and email address for Your university supervisor Your resident teacher Your school site Contact all of the above if you will be absent or late to your student teaching assignment – they count on you being there! Give your phone number and you MUST use your campus email!! Advice?

4. Be The Teacher The first day come to the school like it was your first day on the job You should always dress and act like you’re someone trying to get hired Remember that confidentiality is an important responsibility and watch your conversations in the teachers’ lounge or office areas. Advice??

5. Teaching Performance Assessments You’ll be concurrently enrolled in either EELB 520C or 520D and completing a Teaching Performance Assessment with your student teaching classroom. Be sure to share with your resident teacher what your teaching performance assessment task is about and what you will need to complete it including permission forms. Advice?

6. Get a Binder Your supervisor will be so happy if you keep all of your work for the course in a clearly marked binder that the supervisor can find and check at every visit. When the supervisor arrives they will read your analysis of student work, your reflections and your plans for the current lesson as well as your weekly plans. The resident teacher can also use the binder to include his or her observations or comments.

7. Class, School and Community Report Directions for this are in the Multiple Subject Handbook Find the Handbook on the Multiple Subject webpage http://coe.csusb.edu/programs/multipleSubjectCred/index.htm The purpose is to help you and your supervisor understand the context of your teaching. It will also help you understand the children you are teaching as individuals and includes similar information to that required by the TPA. This should be one of your first written assignments in each quarter of student teaching. Advice?

8. Long Term Plans You will start by observing and participating in the classroom – helping individual students, working with small groups, handling routine parts of the day like the beginning or end. You will develop a plan for the quarter with your resident teacher to identify when you will take responsibility for each content area. This should include the requirements for your TPA. The goal is that for two weeks you will teach all the content areas including planning, instruction and assessment. Advice?

9. Lesson Plans Unit plans – may be needed for science or social studies methods classes Weekly plans – include plans for all the lessons you teach each week Lesson plans – choose a format that your resident teacher and supervisor agree on. Submit your lesson plans to your resident teacher for approval 3 days in advance of the lesson to be taught. A complete approved lesson plan must be available for every lesson observed by the supervisor. Advice??

10. Analysis of Student Work The directions are in the Handbook After each observed lesson you will need to complete A reflection on the lesson An analysis of the student work of two students These will be filed in your binder for your supervisor Advice?

11. Course Grades The class is Credit/No Credit How to pass – listen to the feedback of your resident teacher and supervisor and work hard. You need a “3” of better on all Teaching Performance Expectation areas on the final assessment How to fail – don’t communicate, don’t attend, don’t’ do the work, act unprofessionally, and so much more Profession Growth Plans – used when you need extra support such as a clear timeline to meet the Teaching Performance Expectations. Take it seriously!

12. Student Teacher Responsibilities Read the Handbook There are 15 General Responsibilities There are 15 more based on the timeline of the quarter What if??? You have trouble with your resident teacher? You have trouble with your university supervisor? Advice??

13. Substitute Teaching If you are hired by the district in which you are student teaching as a substitute teacher (Most districts require a BA to be a substitute teacher) You may substitute teach for your resident teacher ONLY!! If you’re asked to substitute teach for more than two days at a time, contact your supervisor or the Director of Supervision, Cathy Provencio for permission. Advice?

14. Policies About Student Teaching See the Handbook, Appendix B You’ll find all the policies for tough situations If you have a situation, you can also check with Your university supervisor The Director of Supervision, Cathy Provencio The Multiple Subject Program Director, Dr. Juan Gutierrez