U of L Student Teacher Orientation

1. Spring 2012 Middle & Secondary U of L Student Teacher Orientation

2. Eligibility Requirements __Demonstrated satisfactory grades/progress as stipulated on individual program sheets ___Received satisfactory teaching dispositions ___Demonstrated satisfactory progress on mid-point portfolio/work samples ___Completed student teaching application requirements • ___Medical and TB test • ___Criminal Background Check at District of Placement • ___Handbook Verification • ___Contact Information Form ___Participated in a Student Teaching Orientation-December 6, 2011

3. Agenda- • Welcome and Introductions • Application Procedures: JCPS & OVEC • Think about the Future! Graduate Studies • Policies and Procedures • Student Teacher Required Assessments • 1. Formal Observations • 2. On-Line Dispositions Assessment • 3. Student Teaching Grading Rubric • Leadership Project • What Would You Do? Professional Code of Ethics • Meeting with University Supervisors

4. Office of Educator Development and Clinical Practice (OEDCP) What we do: • Place students in field and clinical placement sites that are aligned with the CEHD mission statement • Serve as the organizational hub of communication and data collection related to field and clinical placements Danna, Donna, Maxine, and Katy

5. Definitions of Roles • Cooperating Teacher- • A teacher with a minimum of three years teaching experience and a Master’s degree who is mentoring a teacher candidate in the area in which the candidate is earning his/her certification. • University Supervisor • A U of L faculty member or individual hired by U of L to support, give feedback and assess a teacher candidate. The University Supervisor is a link between the cooperating school and the University. • Faculty Advisor • A U of L faculty member who works with a teacher candidate throughout his/her program and supports/assesses a candidate with his/her program portfolio. • Teacher Candidate • A U of L student teacher who is completing an intensive clinical placement under the guidance and supervision of a cooperating teacher and a university supervisor/liaison.

6. Role Description The cooperating teacher …is the link between theory and application of prior training … may influence the quality of the student teacher experience more than any other single person… … acts as a mentor

7. Meeting Your Cooperating Teacher Dear Student Teacher… “You need to realize that cooperating teachers are paid very little money (if any) to guide the student teacher through the internship. When you factor that in, along with asking them to relinquish control in their own classroom, turn over the students, model effective teaching, serve as your advocate in the building, yet still remain responsible for the final outcome—it is a tough job. In spite of those factors, teachers continue to agree to serve as cooperating teachers for a variety of reasons, including opportunities to give back to the teaching profession and the prospect of gaining new knowledge and teaching techniques.” (Kitchel & White, 2007). The Ultimate Student Teaching Guide

8. Role of the University Supervisor is the link between the cooperating school and the University… … prepares the candidate for entrance into /practicum student teaching… … acts as a mentor

9. Role of the Student Teacher The student teacher …demonstrates professionalism as outlined in the Professional Code of Ethics …actively participates in teaching lessons, assessing students and reflecting on teaching …becomes a part of the school and community …makes progress toward meeting Kentucky Teaching Standards and U of L Diversity Standard

10. How do I apply for a job? • OVEC (Ohio Valley Educational Cooperative) • JCPS (Jefferson County Public Schools)

11. Graduate Studies Fast Facts • Project Launch • GRE • Graduate Degrees

12. Road MapStudent Teaching • Total of 15 weeks of student teaching • Candidates will have two placements • Primary and Intermediate • Dates: • January 2/3-February 24 • February 27-April 20

13. Next steps… Before you begin… • Visit the classroom • Review all school initiatives, policies, handbooks, etc. • Share curriculum maps, class routines, planning templates, etc. • Discuss communication strategies for receiving feedback • Schedule time for intentional planning

14. Pivotal Stops Along the WayParent Teacher Conference • Plan to attend Parent Teacher Conference (if appropriate) • Be prepared to share pertinent information if asked • Remember the Professional Code of Ethics in terms of confidentiality

15. Policies and Procedures

16. Road MapInstitutional Policies Attendance Student teachers • are expected to be in attendance all day every day • are granted one absence for illness (all others will be made up) • are granted one day (or two ½ days) to attend conferences or approved professional development • are granted one day (or two ½ days) to participate in interviews, school visits or other activities related to securing a position

17. Road Map-Institutional Policies Confidentiality Student teachers follow the Kentucky School Personnel Code of Ethics to keep in all information about students in confidence Professional Code of Ethics for Kentucky School Certified Personnel http://www.kyepsb.net/legal/ethics.asp

18. Road MapInstitutional Policies Legal Issues Cooperating teacher is legally responsible for the classes. Student teachers may not assume full responsibility without supervision (although he/she will be in charge of the classroom for an extended time). Student teachers MAY NOT serve as a substitute. Student teachers are covered by University of Louisville insurance.

19. Road MapPerformance Issues and Concerns Two established protocols have been developed to establish a plan of action and document a process toward resolution • A Communication of Concern • Intensive Assistance Plan

20. Assessments

21. # 1 Formal Observations Student Teacher • Schedules the observation with University Supervisor or Cooperating Teacher in advance • Provides a lesson plan using the KTIP Tasks A1 and A2 several days prior to being observed • Receives feedback in a post-observation conference Completes Part C Lesson Analysis and Reflection in Live Text Provides a copy of Part C no longer than two days after conference

22. Formal Observations Candidates will be formally observed a minimum of six (6) times.

23. Teaching Observation Tool Evidence-based Feedback Evidence includes: • Observed actions, movements, or statements within a lesson • Explicit description or illustration of environment or things related to a lesson

24. What is NOT Evidence-based Feedback? • “I” Statements • Judgments • Inferences

25. Teaching Observation Form • Is completed for all formal lessons (total of 6) • Includes Evidence-based Feedback • Observed actions, movements, or statements within a lesson • Explicit description or illustration of environment or things related to a lesson • Is signed by student teacher and observer • Is reviewed in a post-observation conference • Includes feedback for Part C Copies provided to all parties

26. Planning KTIP Tasks a1, a2 and Part C for Formally Observed Lessons Standards Based Unit Hallmark Assessment Instructional unit Includes : A-1: Contextual Factors (for unit) A-2 Lesson Plans for each day Part C-overall reflection of the unit If an individual lesson is selected from the instructional unit for a formal observation, all three parts of the KTIP Adapted Lesson Plan will be required. • Aligned with KTIP Teacher Performance Assessment • Includes three parts: A-1: Contextual Factors A-2: Lesson Plan C: Lesson Analysis and Reflection • Evidence-based • Aligned with Kentucky Teacher Standards

27. #2 Teacher Candidate Dispositions Assessment A collection of traits expected of U of L teacher candidates (mapped to our conceptual framework) The values, commitments, and professional ethics that influence behaviors toward students, families, colleagues and communities Caring, fairness, honesty, responsibility, and social justice relate to beliefs and attitudes

28. Teacher Candidate Dispositions Self-Assessment • Candidates complete a Teacher Candidate Dispositions Self-Assessment at mid-term (end of the first placement) and at Completion (end of the second placement). • Cooperating Teachers and University Supervisors assess Teacher Candidate Dispositions Assessment at the end of each placement http://louisville.edu/education/research/field-placement [To print hard copy of results, print before you hit “Submit.”

29. #3 Mid –Semester Student Teaching Evaluation Student Teaching Grading Rubric • Is based on progress toward meeting the initial-level performance of the Kentucky Teacher Standards and U of L Diversity Standard • Measures progress against standards to compile a point total ; not percentage based • Promotes consistency • Results are shared with Teacher Candidate (document must be signed by all parties) • The original copy of evaluation should be given to OEDCP

30. Look at this! Standard 8 Standard 10 Provides Leadership with School/Community/ Profession Leadership Project Collaborates with Colleagues/Parents/Others • Identifies students who would benefit by learning via collaboration • Designs and implements a plan for collaborative learning • Analyzes student learning and identifies next steps

31. Leadership Project • Opportunity to give back to the school community • Opportunity to demonstrate leadership Student teachers should… • select a project with support from stakeholders (teacher, chairs, team leaders) • Complete the documentation form capturing the work plan and progress/results

32. Taking a look at the Professional Code of Ethics for KY Certified School Personnel What Would You Do?

33. Directions for the Activity For this activity each group will need someone to READ for the group, someone to RECORD or take notes and someone who agrees to REPORT OUT for the group. Please follow these directions:

34. Read, Record, Report • At your tables, arrange yourselves into groups of 3 or 4 • Decide who will be the group READER, RECORDER and REPORTER • Everyone in the group should have access to a copy of the scenarios, but the READER will read each one aloud in order to keep the group together

35. Read, Record, Report • As you read and discuss each scenario, think about: • How you might react in the same situation • What you might do differently • Why this scenario might be an example of a violation of the Professional Code of Ethics

36. What’s next? University Supervisor Time

37. Travel GuidesResources & Questions Office of Educator Development and Clinical Practice (OEDCP) U of L Home Page www.louisville.edu Search: Office of Educator Development and Clinical Practice Home Page: Right side “Cooperating Teachers Information Center” • Student Teaching Handbook [PDF] • Kentucky Teacher Standards [DOC] • Developmental Teacher Preparation Model [DOC] • Role of the Cooperating Teacher [DOC]

38. Office of Educator Development and Clinical Practice Cooperating Teachers Information Center • UofL KTIP Lesson Plan Format [DOC] • Teaching Observation Form [DOC] • Dispositions Assessment [DOC] Related Links Tuition Waivers for Cooperating Teachers Wesley Partin wbpart01@louisville.edu

39. Student Teacher HandbookCool Information • Career Development Center-James Brown • Kentucky Teaching Standards • Licensure and Certification • Classroom Management Tips • Developing a Rubric • Links to Searchable Databases • Portfolio Guidelines • Student Teacher Evaluation of Cooperating Teachers & University Supervisors

40. Contact Information Office of Educator Development and Clinical Practice (OEDCP) • Danna Morrison danna.morrison@louisville.edu • Donna Oakes dsoake01@louisville.edu • Maxine Elliott maxine.elliott@louisville.edu

41. Thank You Student Teaching is all about putting ideas to action…