STUDENT TEACHING HANDBOOK

20 - 20

Revised July 2007

TABLE OF CONTENTS
PARTNERS IN TEACHER EDUCATION ................................................................................................ 1 VERIFICATION AND ACKNOWLEDGEMENT OF HAVING PURCHASED AND READ THE HANDBOOK FOR STUDENT TEACHING ............................................................ 4 STUDENT TEACHING - A CULMINATING AND INTEGRATING EXPERIENCE ........................ 5 ADMINISTRATION OF THE PROGRAM ............................................................................................... 6 THREE-STEP PROCESS FOR TEACHER EDUCATION ..................................................................... 7 ADMISSION TO STUDENT TEACHING - APPLICATION AND ASSIGNMENT Application Procedures ..................................................................................................................... 8 Senate Approved Policy Statement ................................................................................................... 8 Announcement of Assignments ........................................................................................................ 8 Initial Responsibilities ....................................................................................................................... 9 Withdrawal From Student Teaching ................................................................................................. 9 College of Education: Summary Checklist in Preparing for Student Teaching .............................. 11 Observations During Student Teaching .......................................................................................... 12 Required Observations During the Beginning of Student Teaching ............................................... 13 Additional Observations During Student Teaching ........................................................................ 15 RESPONSIBILITIES FOR THE STUDENT TEACHING PROGRAM .............................................. 16 The Departmental Student Teaching Coordinator ........................................................................... 16 The University Supervisor .............................................................................................................. 16 The Cooperating Teacher ................................................................................................................ 17 Initial Introductions ......................................................................................................................... 18 Absences of the Student Teacher .................................................................................................... 18 Absences of the Cooperating Teacher ............................................................................................. 19 The Beginning of the Student Teaching Experience Orientation to the School Environment ........ 19 The First Conference ....................................................................................................................... 20 Range of Expected Experiences for the Student Teacher ............................................................... 20 PLANNING FOR SUCCESSFUL TEACHING ....................................................................................... 22 Cooperating Teacher ....................................................................................................................... 22 Student Teacher ............................................................................................................................... 22 Lesson Plans .................................................................................................................................... 22 Objectives .................................................................................................................................... 22 Materials ...................................................................................................................................... 22 Procedures ................................................................................................................................... 23 Unit Plans ........................................................................................................................................ 23 Student Teacher Work Sample ........................................................................................................ 23 EVALUATION OF THE STUDENT TEACHER.................................................................................... 24 Self Evaluation ................................................................................................................................ 24 Observation and Evaluation by the Cooperating Teacher ............................................................... 24 Conferences ..................................................................................................................................... 24 The University Supervisor and the Student Teacher ....................................................................... 25 The Cooperating Teacher, University Supervisor, and Student Teacher - Three Way Conference 25 Mid-Term Evaluations .................................................................................................................... 25

Final Evaluations ............................................................................................................................. 25 PDE Evaluation Form 430 .............................................................................................................. 26 Grades ............................................................................................................................................. 26 Determination of Letter Grades for Student Teaching .................................................................... 26 CHECKLIST FOR COOPERATING TEACHERS ................................................................................ 28 CHECKLIST FOR UNIVERSITY SUPERVISORS ............................................................................... 28 ETHICAL OBLIGATIONS ....................................................................................................................... 29 As a Student Teacher ...................................................................................................................... 29 Strike or Strife in the District .......................................................................................................... 29 Relating to the Classroom ............................................................................................................... 29 Relating to the Cooperating Teacher ............................................................................................... 30 Relating to the Students................................................................................................................... 30 THE TEACHING CERTIFICATE ........................................................................................................... 31 Recommendation for Certification .................................................................................................. 31 Application for the Professional Personnel Certification - Level I ................................................. 31 Elementary Certification ................................................................................................................. 31 THE TEACHING CERTIFICATE ........................................................................................................... 32 Act 48 Important Information About Your Certification ............................................................. 32 Obtaining Professional Employment............................................................................................... 34 PRAXIS TEST SERIES .............................................................................................................................. 35 Test Content .................................................................................................................................... 35 Schedule of Testing ......................................................................................................................... 35 Preparing for the Test ...................................................................................................................... 36 Changes in PRAXIS ........................................................................................................................ 37 CRIMINAL RECORD CHECK ................................................................................................................ 38 ACT 34 ............................................................................................................................................ 38 ACT 34 Offenses............................................................................................................................. 38 ACT 151 .......................................................................................................................................... 39 ACT 114 .......................................................................................................................................... 39 TIPS FOR THE INTERVIEW ................................................................................................................... 40 APPENDIXES APPENDIX A .............................................................................................................................................. 42 Student Teacher Personal Data Form .............................................................................................. 43 APPENDIX B ............................................................................................................................................... 45 Cooperating Teacher-Student Teacher Signature Form .................................................................. 46 APPENDIX C .............................................................................................................................................. 47 Observation Guide .......................................................................................................................... 48 APPENDIX D .............................................................................................................................................. 51 Teacher Certification Application and Instructions ..................................................................... 52

APPENDIX E ............................................................................................................................................... 54 Generic Outcomes and Performance Indicators .............................................................................. 55 APPENDIX F ............................................................................................................................................... 64 EDUC 421/431 and/or 441 Student Teaching Course Syllabus...................................................... 65 APPENDIX G .............................................................................................................................................. 66 Generic Evaluation Part I and Part III .......................................................................................... 67 APPENDIX H .............................................................................................................................................. 69 Guest Host Form ............................................................................................................................. 70 APPENDIX I ................................................................................................................................................ 71 PA Standard Application and Directions ........................................................................................ 72

VERIFICATION AND ACKNOWLEDGEMENT OF HAVING PURCHASED AND READ THE HANDBOOK FOR STUDENT TEACHING
1. This is to verify that I have purchased the Handbook for Student Teaching from the IUP Coop Bookstore. Furthermore; I acknowledge that I will be held responsible for all policies and requirements noted in the Handbook. I understand that submission of this signed form to the Associate Dean, Teacher Education is a requirement before beginning student teaching.

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3.

Name (print): ______________________________________________

Signature:

______________________________________________

Date:

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We would appreciate some feedback from you (below this line) on the revised Handbook for Student Teaching.

Return to: Teacher Education Office 104 Stouffer Hall

STUDENT TEACHING A CULMINATING AND INTEGRATING EXPERIENCE

Modern psychological research has shown that a person is best able to influence the behavior, attitudes, and ideals of another person when they are engaged in a common task. This statement describes the crucial role that a cooperating teacher plays in the development of a student teacher. The cooperating teacher, as a positive role model, is one of the most important influences in stimulating professional growth of the pre-service teacher. Student teaching is a cooperative venture, and both student teacher and cooperating teacher have much to share with each other. This supervised teaching experience should be viewed as a learning opportunity. The major function of student teaching is to provide a teaching environment in which future teachers plan appropriate lessons, analyze student behavior and adapt teaching styles to optimize learning by all students. The integration of theory and practice should encourage student teachers to develop a philosophy of education. It encourages them to apply pedagogical principles to the science of teaching with teaching behaviors that enhance the art of teaching. Student teachers should be encouraged to develop their own ideas, apply them in an educational setting, and be reflective in evaluating their lessons. The cooperating teacher's role is one of teacher, counselor, and evaluator. The student teaching experience provides a never-ending challenge for professional excellence to the student teacher, to the cooperating teacher, and to students. The course syllabus for student teaching, EDUC 441 is located in Appendix F. However, this Handbook is designed to elaborate on the total process of student teaching from philosophical, practical, legal and best practice frames of reference. The Teacher preparation programs at IUP follow Charlotte Danielsons Framework for Teaching Model (1996). The IUP framework incorporates Danielsons four domains: Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities. These domains make up the knowledge base necessary to become a successful educator. The INTASC (Interstate New Teacher Assessment and Support Consortium) Standards used to evaluate IUP teacher candidates have been correlated to each of these 4 domains. The faculty is committed to the collaborative efforts of preparing quality educators. Through modeling and instruction, our faculty continually combine planning and preparation, instruction, classroom environment and professional responsibilities so that our teacher candidates can see that effective teaching rests on a complete set of knowledge, skills and dispositions that are interrelated and occur not only within the 4 walls of a classroom but also in the world that surrounds them. Teacher candidates are encouraged to become reflective practitioners, who are committed to lifelong learning. Their competence is evidenced in their ability to demonstrate successful acquisition of the INTASC Standards. Each element of the core program knowledge base is derived from program facultys basic beliefs about the teaching/learning process, guidance from the state, federal and accrediting body standards and is supported by a rich body of professional literature and is embodied in the work of Danielson.

ADMINISTRATION OF THE PROGRAM

The administration of the field experiences programs at IUP is a collaborative effort between the Teacher Education Office and the administrators in the public schools. All requests for field experiences are processed by the Teacher Education Office in conjunction with the designated school district or intermediate unit contact person. The Associate Dean for Teacher Education and the Director for Field Placement Assistance The Associate Dean for Teacher Education has the continued responsibility to develop and maintain partnerships with schools where interaction occurs between basic education personnel and IUP personnel. The Office of the Associate Dean for Teacher Education is the center for the coordination of the entire field experiences program. The Director of Field Placement Assistance, in cooperation with the Associate Dean, is responsible for identifying field experience locations and making the official arrangements for placing pre-student teachers and student teachers through the designated district contact person. The Associate Dean for Teacher Education approves all pre-student teaching and student teaching assignments and, in collaboration with the Director of Field Placement Assistance and the departmental instructor of pre-student teaching and departmental coordinator of student teaching, determines an assignment that will maximize the candidates achievement. CANDIDATES MAY NOT STUDENT TEACH IN THE SCHOOL DISTRICT FROM WHICH THEY WERE GRADUATED. IT IS ALSO RECOMMENDED THAT THEY NOT ACCEPT A PLACEMENT IN A BUILDING OR SMALL DISTRICT WHERE AN IMMEDIATE FAMILY MEMBER IS EMPLOYED. Many school districts have a policy that a pre-student teachers request is denied when it is their home district. It is the responsibility of the Director of Field Placement Assistance in cooperation with the Associate Dean to collaborate, and perhaps intercede, with the university instructor, university supervisor, departmental coordinator and/or chairpersons, and basic education administration and faculty, when problems arise. The Teacher Education Office is responsible for providing appropriate clinical experiences for all candidates in the teacher education program. Arrangements for observations or other kinds of experiences, including participation and research, are to be made through this office. All IUP pre-service candidates participating in field experiences are required to submit a current Act 34 and Act 151 Clearance to this office before entering the partnership school. They are also responsible for applying to Step 1 of the IUP Three Step Process for Teacher Education and meeting each mandated requirement on that step and additionally for student teaching they must have met all requirements for Step 2 as well.

Records of the student teaching experience are maintained in this office for a minimum of five years. Because of the Family Educational Rights and Privacy Act, no observations or evaluations can be distributed to individuals or outside agencies without a request in writing from the student. Likewise a student's record cannot be discussed in person or by phone with anyone (including parents) without written permission of the student.

BASIC EDUCATION ADMINISTRATORS

School administrators are legally responsible for the efficient operation of their schools. The superintendent of a district or director of an intermediate unit is ultimately responsible for all matters which occur in the school district or program. Student teachers are responsible to the superintendent through their cooperating teachers and building principal. Administrators will inform student teachers of school policies and procedures by sharing any available printed materials. Handbooks or information which pertain to the accepted behavior standards or dress code should be shared with student teachers during a briefing session. Cooperating teachers may also want to review policies and procedures with the student teachers.

Three Step Process for Teacher Education Step 1 Application for Teacher Education
Eligibility requirements for enrolling in the professional education sequence: x A minimum of 48 earned credits and a 3.0 cumulative GPA. The GPA requirement is based on the transcripted grades of the most recently completed semester and will be used to determine eligibility for scheduling in the next semester. Successful completion of PRAXIS I Exams (PPST) with the minimum score established by the Pennsylvania Department of Education. Each exam may be taken only twice. Completion of the following courses with a minimum grade of C: x ENGL 101 x ENGL 121 for all education majors, except: x ENGL 122 for English Majors and MUHI 102 for Music Majors x EDSP 102 x COMM 103 (or major program requirement in lieu of COMM 103) x 6 credits in Mathematics (level 100 or higher) Act 34, Act 151 Clearance and Act 114 FBI Fingerprinting Completion of speech, hearing, and TB test. Satisfactorily completed essay. Reviewed evidence of starting an Electronic Portfolio, include CD and Portfolio Evaluation. Advisors recommendation and signature.

x x

x x x x x

Step 2 Application for Student Teaching

Eligibility requirements for student teaching placement: x x x Successful completion of Step 1. Maintenance of a cumulative GPA required at the time of your admission to the Teacher Education Program. Successful completion of PRAXIS II Exams. (The PRAXIS cut-off scores for each test must be at or above the current PDE established score at the time a candidate applies for Pennsylvania Teacher Certification.) Act 34 and Act 151 Clearances (annual update required). Completion of all major courses, methods courses, and liberal studies science courses with a minimum grade of C. Updated Electronic Portfolio review, include CD and Portfolio Evaluation. Advisors recommendation and signature.

x x x x

Step 3 Applications for Graduation and Pennsylvania Teacher Certification

Eligibility Requirements: x x x x x x x x
x

Successful completion of Step 2. Successful completion of Student Teaching. Maintenance of cumulative GPA required at the time of your admission to the Teacher Education Program. Final passage of the Electronic Professional Portfolio, include CD and Portfolio Evaluation. (Will not graduate unless complete.) Completed application for graduation. Completed application for Pennsylvania Teacher Certification. The recommendation of your academic advisor. The recommendation of the IUP Teacher Certification Officer. Revised 7/26/07

APPLICATION PROCEDURES
The departmental coordinator in the discipline area will announce the due date for submission of applications for student teaching. Generally, the due date is at least a semester before the beginning of student teaching. In many departments, applications are submitted at least a year before the beginning of student teaching. After submitting an application for student teaching to the departmental coordinator, some discussion may take place as to the optimal location for the assignment. Since IUP retains the full responsibility for quality education, the student may be given a list of school districts where there are partnership arrangements or a history of long-term success from which to make choices. In many instances because of the needs of the department, a student may not be able to be placed in the student's first-choice selection. The following student teaching policy governs placement. Senate Approved Policy Statements
x

Student teaching is the capstone experience in the program of the emerging professional educator. Student teaching assignments are the responsibility of the University. To avoid conflicts of interest, students will not be assigned to districts from which they graduated or to districts in which they permanently reside or to schools in which an immediate family member is employed. Exceptions to this policy may be made in large urban school districts such as Pittsburgh and Philadelphia where there are numerous elementary and secondary schools so avoidance of assigning a student teacher to their "home school area" can be achieved. Any exception to this policy must be approved by the Dean of the College of Education and Educational Technology or his/her designee.

The departmental coordinator submits the application and the candidate's recommended assignment to the Associate Dean, Teacher Education by the fourth week of the semester prior to student teaching. The Director of Field Placement Assistance processes all requests with the appropriate contact person for each district for approval by the school administrator as well as the requested teacher. An assignment is confirmed when accepted by both administrator and cooperating teacher. If the requested assignment is rejected by either of the parties, the departmental coordinator will be contacted for a recommendation of an alternate placement. Acceptance of the assignment by all parties may require additional time. Patience is needed. See also the withdrawal from student teaching section on page 9. ANNOUNCEMENT OF ASSIGNMENTS Assignments are distributed at a meeting called by the Associate Dean, Teacher Education in conjunction with the Director of Field Placement Assistance. For student teaching assignments for the spring semester, the meeting is held in November; for an assignment in the fall semester, the meeting is held in April. The dates of the meeting are advertised through many sources including the posting of signs in buildings at IUP where there are certification programs. Postings need to be rechecked close to the time of the meeting to assure that you have the accurate date, time, and location. There are times when a change has been made. Candidates are expected to attend this meeting. At this meeting a student teaching packet, which includes specific requirements and information for student teaching is distributed. The meeting lasts for a minimum of 1 hour and often may run an additional 30 minutes. If the original requested assignment has been accepted, it is distributed at this time. If an accepted assignment is not available at the time of the meeting, the notification of the accepted assignment will be mailed to the candidate's permanent address when it is received in the Teacher Education Office. If an assignment has not been received by the end of the semester, it is the responsibility of the candidate to check the status of the assignment by contacting the Teacher Education Office.

INITIAL RESPONSIBILITIES Once a candidate has received a confirmed assignment, the candidate must contact the cooperating teacher for specific arrangements to observe in the classroom within two weeks of receiving placement. This allows the cooperating teacher opportunity to discuss expectations and familiarize the student teacher with the surroundings and operational procedures of the classroom and the building. The candidate should expect to spend sufficient time to observe classes as well as have a conference with the cooperating teacher. The following process should be observed: 1. Write a professional letter to the cooperating teacher requesting a day(s) when it would be convenient to visit the classroom.
x x x

include days or dates that are most convenient include a phone number as well as a return address or self-addressed, stamped envelope send the Student Teacher Personal Data Form which is included in this Handbook (Appendix A)

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When arriving at the assigned school, make a professional impression.

x x x

be professionally dressed so that the impression is positive be prompt stop at the Principal's Office to introduce yourself - this will alert the school personnel of your presence in the building. You may also need to sign in, obtain a visitor's badge, and obtain directions to your cooperating teacher's classroom

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Following a conference with the cooperating teacher, have him/her sign the Cooperating Teacher-Student Teacher Signature Form. (Appendix B)

Following the observation the prospective student teacher is expected to do the following: 1. Return the signed Cooperating Teacher-Student Teacher Signature Form to the Associate Dean, Teacher Education, 104 Stouffer Hall. Submit a copy of your letter of introduction to the departmental coordinator and Teacher Education Office.

2.

This observation should be completed as soon as possible after receiving an approved tentative assignment but no later than two weeks before the beginning of the semester. The expectation of this visitation is a minimum of one-half day or three class periods, as well as time needed by the cooperating teacher to discuss plans for the semester of student teaching.

WITHDRAWAL FROM STUDENT TEACHING Student Request for Withdrawal

Once a prospective student teacher has a confirmed student teaching assignment, if for any reason, the prospective student teacher is not able to begin or continue student teaching during the assigned semester, a letter including the reason(s) for withdrawal must be written to the Associate Dean, Teacher Education indicating the need to withdraw from student teaching. The student teacher must discuss this with the departmental coordinator. Should this occur before the semester is to begin, professional courtesy demands that the student contact the cooperating teacher informing him/her of the decision to withdraw from student teaching. Failures to withdraw from the student teaching assignment in a timely manner may jeopardize re-assignment when the candidate feels that he/she is ready to student teach.

Senate Minutes, October 1992 Removal of a Student Teacher from a Student Teaching Placement: Purpose: To establish reasons or a process for removal of a student teacher from the student teaching assignment. The first two items are consistent with ACT 34, Criminal Record Check, item 3 establishes a procedure if a students behavior is not consistent with appropriate expectations of the school, item 4 establishes a process and assures that the student teacher learns of unsatisfactory progress as early as possible, and item 5 affirms an appeal process. Policy: Student teachers are ultimately guests of the cooperating school districts and may be removed by district officials. A student teacher may also be removed by IUP from the student teaching assignment for any of the following reasons: 1. If indicted for a felony which is covered in the School Code and ACT 34, there shall be a removal of the student teacher from the school assignment until the matter is cleared. When the student is cleared of the indictment, the student teaching assignment will be extended to cover the time missed during student teaching. If convicted of a felony, which is covered in the School Code and ACT 34, the student teacher will be withdrawn from the student teaching assignment and will forfeit the time spent during the student teaching experience. If the behavior exhibited by the student teacher is not acceptable to the school district, it should be documented by the School Administrator/Principal in collaboration with the cooperating teacher and the university supervisor /coordinator and Associate Dean, Teacher Education. If after discussion with the student, improvement is evidenced, no further action will be taken by the Teacher Education Office. If it is determined either by the cooperating teacher or university supervisor that the teaching competency of the student is at an unsatisfactory level, based on the teaching competencies indicated on the evaluation form, or are not in the best interest of the students, a three-way conference of cooperating teacher, university supervisor, and student will be held to discuss the concern, possible outcomes, and remedial strategies. If after consultation with the University Associate Dean, Teacher Education, the student is removed from this student teaching, this action shall be done by the Associate Dean, Teacher Education and Dean, College of Education and Educational Technology. This behavior should be documented and discussed as early in the student teaching experience as possible. Decisions made under this policy may be appealed to the Dean, College of Education and Educational Technology.

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Once a letter of withdrawal is received by the Associate Dean, Teacher Education, the cooperating teacher, the school administrator, and the departmental coordinator will be notified in writing. The student teacher will also receive a letter confirming the withdrawal. Guest Host Form: As a guest in any school of placement (the host) the cooperating teacher or building principal may request the removal of a student teacher from placement at any time they feel it is in the best interest of the operation of the school or the students which they serve. (Appendix H)

FAILURE TO MEET REQUIREMENTS FOR STUDENT TEACHING

If the prospective teacher does not meet the qualifications for Admission to Student Teaching he/she will receive a letter noting the deficiencies and will have approximately one week to notify the Teacher Education Office to clarify the deficiencies. Likewise, a copy of the deficiencies will be sent to the departmental coordinator and departmental chairperson. If the candidate fails to meet the requirements for Admission to Student Teaching, the candidate will be withdrawn administratively from the assignment before the beginning of the semester. Candidates must have taken and passed all required Praxis Tests prior to student teaching. However, it is the responsibility of the student to drop student teaching from his/her schedule. As soon as possible, before the beginning of the semester, a revised list of confirmed assignments will be sent to the departmental coordinator and to the district contact person.

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COLLEGE OF EDUCATION AND EDUCATIONAL TECHNOLOGY

SUMMARY CHECKLIST IN PREPARING FOR STUDENT TEACHING (use the checklist below to make sure you are prepared for student teaching)
1. Read the Handbook for Student Teaching between May and July for fall semester and between September and December for spring semester. Obtain the procedures for applying for student teaching from the departmental coordinator. Review the selection of student teaching centers applicable to the department and select three choices in order of preference. Complete the application form for student teaching and submit it to the department coordinator and be sure to follow the procedures established by the department and the COE-ET. Attend the student teaching assignment meeting. At this time, if the student teacher's assignment has been confirmed, the notification of an approved assignment will be distributed, if the assignment has not been confirmed by the date of the meeting, it will be mailed to the candidate's permanent address when it is confirmed. Return the Admission to Student Teaching Validation Checklist (included in your student teaching application, as well as being available at the student teaching assignment meeting in your student teaching packets), including the transcript, and a copy of any approved waivers and/or course substitutions to the Teacher Education Office within one week of the meeting. Obtain a negative tuberculin test. If the prospective student teacher has not had the TB test prior to Prestudent Teaching Clinical Experience I or II, a notification of a negative TB test is to be presented to the Teacher Education Office. Failure to do this will jeopardize the beginning of student teaching. A new TB test may be requested by a school district. Some districts want one than is less then one year old. Apply for Act 34 (Criminal Record Check) and 151 Clearance (Child Abuse Check). Applications for 151 Clearance may be obtained in the College of Education and Educational Technology Office, 104 Stouffer. Act 34 can be accessed on line at www.psp.state.pa.us. Both clearances must be less than one year old on the first day of student teaching. The original copy must be brought to the office for examination and copying. Retain the original, which may be requested at the student teaching site. It is valid for one year from the date stamped on the Request for Criminal Record Check. Send a professionally written letter of introduction to the assigned cooperating teacher including a Student Teacher Personal Data Form. File a copy of the letter and the Student Teacher Personal Data Form with the departmental coordinator and the Teacher Education Office. See pages 7-8 for details. Submit the completed approval form, including the cooperating teacher's signature to the Teacher Education Office within one week of the visit. After the visit, write a letter of appreciation to the cooperating teacher. Applications for student teaching and teaching certification cannot be processed by the Pennsylvania Department of Education until there is evidence of acceptable scores on all required tests. Be sure to code your test correctly so that a score report will be sent to the Teacher Education Office. IUPs code is R2652.

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OBSERVATIONS DURING STUDENT TEACHING

One of the first focused experiences for the student teacher is in the role of an observer. Observation is used in preparation in many professions. Observing is a process of perceiving what is happening in the classroom - what the cooperating teacher is teaching, the teaching strategies that are being used, the responsiveness and activity of the students, as well as the sequence of the lesson. Observing experienced teachers will help the preservice teacher gain insight into teaching styles, patterns of reinforcement, presentation of content, and interaction with students of diverse backgrounds and abilities. Perceptive listening will enable the preservice teacher to determine, to some degree, the thinking skills of the students, their verbal organizational abilities, the use of past experience to logically answer questions, or the academic abilities and preparation of the students. Observations should be shared with the cooperating teacher and university supervisor. There are many techniques that can help the observer note ideas and happenings during an observation. Several ideas follow: 1. In a class where there is interaction among teacher and students such as a discussion of a topic or checking for understanding, divide the observations into 10 minute segments such as: a. during the first 10 minutes tally the times the teacher asked a question, or the prompt came from the teacher b. the next 10 minutes tally the number of times a question required a higher level answer (that is, goes beyond recall to encourage critical thinking) c. the next 10 minutes, tally the times the responses related to any/all of the following: content, procedural matters such as directions, and discipline, or classroom management references. Use an organized format for tallying responses e.g., a table or box-like graph. In the daily log reflect on the discussion as well as on other interactions. This type of observation will also lead the student teacher to make other generalizations about the students, e.g., the varying ability levels of students and achievement levels in the subject area, the interest levels and personal involvement of students. 2. Script an observation. Scripting is a technique whereby there is an attempt to write down everything that is said in a classroom. For example Teacher, " " Student, " " Another student, " When the scripting is complete, it should look like parts in a play. Read the scripting of the class and come to some conclusions about what went on during that segment, including any questions that arise about the lesson. Using a blank seating chart, concentrate on the names of the students during the classroom interactions and place names in the appropriate place on the seating chart. Anecdotal comments to help remember students' names can be included. Continue to complete the seating chart as the observation continues. Anecdotal records can be a means for observing students where one child is chosen for observation. In anecdotal recording, the responses and behavior of the child are noted. Following the observation, interpretation of the child's behavior is drafted.

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REQUIRED OBSERVATIONS DURING THE BEGINNING OF STUDENT TEACHING

Although the pre-service teacher has had two pre-student teaching pre-clinical courses, prior to assuming any responsibility for classroom teaching, an extended period of time is to be spent in guided observations. The time will vary according to the needs of the student teacher, the nature of the teaching situation, the expectations of the IUP department, and the experience of the student teacher. A Generic Observation Guide is included in Appendix C; however, departments may require the use of specific observation guides. Following observations, analytical discussions between the student teacher and cooperating teacher are invaluable in establishing habits of reflection. The student teacher should be helped to identify nuances of teacher and student behavior, as well as principles of teaching and learning, in the classes that have been observed. During this one week period student teachers should learn to know the students they will be teaching, their behavior patterns, their abilities and limitations. A summary report of observation experiences during the initial one week period should be prepared and given to the cooperating teacher at the beginning of the second week. This report will be made available to the university supervisor during the supervisor's first or second visit. The following are the requirements of the various departments for the observation experience:
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Art Education: Student teachers have two experiences, one at the elementary level and one at the secondary level. Student teachers are required to observe one week at each level before they assume responsibility for classroom teaching. Summary reports of observations are given to the cooperating teacher and the university supervisor. Elementary and Early Childhood Education: Student teachers in elementary and early childhood education are required to familiarize themselves with school policy, classroom routines and school personnel and facilities. Student teachers are expected to observe the students and cooperating teacher in the assigned classroom. Although an emphasis is placed on observing during the first week, as potential teachers the student teacher should assist the cooperating teacher by assuming classroom responsibilities. These responsibilities will vary depending upon the student teacher's initiative, previous experience and readiness, as determined by the cooperating teacher. With the assistance of the cooperating teacher the student teacher should arrange to observe other classrooms, including the instructional support room, throughout the term. Student teachers are expected to reflect on observations and interactions with school personnel, especially the cooperating teacher. Thoughtful reflections must be recorded in a journal or personal log, noting the date and the context of the interactions. The university supervisor may suggest a specific format for journal entries. Share reflections with the university supervisor during supervisory visits.

Health and Physical Education: Student teachers in health and physical education are to have experience at both the elementary and secondary levels. At least one-fourth of the experience must be in teaching health. Often there is little opportunity for the teaching of health at the elementary level, making it necessary to teach one-half of the secondary level in this area. The student teacher experiences as many of the responsibilities and duties of the teacher as possible and moves progressively toward taking full responsibility for the planning and teaching of the teacher's total load. The responsibility on how quickly the student teacher proceeds is determined by the cooperating teacher, the student teacher, and the university supervisor, in accordance with the student teacher's readiness to do so. Music Education: Student teachers in music education spend the first week of student teaching observing the classes and activities of their cooperating teacher and becoming familiar with facilities for music instruction. Student teachers may assist the cooperating teacher by doing various tasks, such as tuning instruments, filing music, or tutoring individuals or small groups. Observations in music classes and a minimum of six observations in classes other than music are made during the semester. Reports of the observations are placed in the student teacher's notebook. Experience at both the elementary and secondary levels is done.

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Business Education: Student teachers in business education begin their experience by observing the classes and activities of their cooperating teacher for one entire week (see details under secondary education at the end of this section). A summary report of the observation is submitted to the cooperating teacher. Student teachers assume responsibility for teaching one class after the observation period. During the fifth week, the student teacher should be teaching two classes, and shortly after mid-term, a third class will be assigned. Throughout the semester, student teachers in business education are required to make twenty observations of other teachers in secondary education. A written report of each observation will be submitted to the cooperating teacher for evaluation. The observation will be a summary of the classroom procedures observed and the insights gained as a result of the classroom visit. The observations will be returned and placed in the student's professional practicum portfolio. Foreign Language Education (French, German, Spanish): To the extent possible, during the semester prior to student teaching, student teachers in foreign languages should spend one entire day at their assigned student teaching sites in order to observe the students, begin to familiarize themselves with the physical facilities of the school, confer with the cooperating teacher about plans for the student teaching experience, and obtain preliminary teaching materials (text, tapes, etc). If the approval for a student teaching site is not finalized during the semester prior to student teaching, then the student teacher should try to visit the school at least a few days before student teaching begins. Student teachers in foreign languages begin their student teaching experience by observing their cooperating teacher during the first week. During this time, they: 1. 2. 3. 4. 5. observe each class taught by their cooperating teacher; assist their cooperating teacher with tasks such as taking homeroom attendance, monitoring study halls, and preparing materials; familiarize themselves with the school building, facilities, and personnel; begin to familiarize themselves with the students by memorizing names, taking roll, and working with students in small-group activities and/or individual tutoring; and confer with the cooperating teacher regarding their preparation for the first class they will begin to teach during the second week.

Throughout the semester, student teachers in foreign languages are required to make twelve observations of other teachers in the school. To the extent possible, six of these observations should be done in foreign language classes (a variety of levels and languages) and six may be done in other content areas. Student teachers are encouraged to complete several of these observations in middle schools or junior high schools. Prior to the beginning of the semester, student teachers are given a list of due dates for completing the observations and for submitting a written report for each. The report consists of a summary of the class procedures observed, in terms of both the teacher and students, together with the insights gained as a result of having completed the observation. Observations should be completed over the course of the semester, as indicated by the deadlines, rather than being completed within a short period of time. This will enable the student teacher to gain more from each observation as he/she acquires new insights and obtains additional experience. Student teachers should place the written observation reports in a folder in the classroom by the designated dates; the university supervisor will pick them up at the time of each visitation. Reports will be returned to the student teacher by the end of the experience so that they may be placed in the student teaching portfolio.
x

Family and Consumer Sciences Education: Student teachers in family and consumer sciences education spend one entire day in their assigned student teaching center prior to reporting for student teaching to observe the students, the physical facilities of the school and the department, and to confer with the cooperating teacher about plans for his/her student teaching experience. Student teachers assume responsibility for teaching one class usually during the second week. By the fourth week the student teacher should have two classes and by the sixth week possibly a third class.

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x x

Social Studies Education: See Secondary Social Studies Student Teaching Handbook distributed in ED 455. Education of Persons with Hearing Loss: Student teachers in Education of Persons with Hearing Loss normally spend most of the first week of their first placement observing the setting in which they will be student teaching. As they are assigned specific teaching duties by their cooperating teachers, they are encouraged to use the time during which they are not teaching to continue observations of their students and others with hearing loss in various settings. In the second placement, students usually assume teaching responsibilities more quickly, but they are encouraged to use available time observing other students in various settings. Education of Exceptional Persons: Student teachers in Education of Exceptional Persons normally observe for the first full week. However, if the cooperating teacher and the student teacher feel that he/she is ready to begin some limited teaching activities during this period, he/she may do so. Students are encouraged to continue observing during times they are not teaching, including observing their students in other settings, other special education classrooms, parent conferences, and IEP meetings. Speech-Language Pathology: Student teaching in the area of Speech-Language Pathology occurs at the graduate level. Students begin each of their placements by first observing the cooperating teacher's therapy. They then start actual therapy themselves when the cooperating teacher and the university supervisor think it is appropriate. During the semester students are encouraged to observe other activities related to the provision of speech-language services in the schools, such as IEP and multi-disciplinary team meetings. Secondary Education (other majors): Student teachers in the various secondary fields observe their cooperating teachers in all classes and activities for a period of at least one week. Attention is focused on particular aspects and activities of the teaching-learning situation, such as motivation, strategies for engaging students in the act of learning, and student teacher summaries of what has been learned. During this period of observation, cooperating teachers usually provide student teachers with copies of unit and lesson plans to enable them to gain insight into planning. During the observation period student teachers may assist in small activities, laboratories, or any other activity deemed suitable by the cooperating teacher.

ADDITIONAL OBSERVATIONS DURING STUDENT TEACHING

In many discipline-specialty-areas, student teachers are required to make a specific number of observations in other classes, in the same subject area as well as in other subject areas and at the various grade levels. It is helpful for the student teacher to observe the students he/she teaches in different subject areas so as to enhance an understanding of them. This also enables the student teacher to observe how the students respond differently to other subjects and different teacher personalities. All observations are arranged through the cooperating teacher and/or an administrator. It is imperative that, after the initial arrangements are made by the cooperating teacher and/or administrator, that the student teacher obtain permission from the teacher to be observed well in advance of class time.

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RESPONSIBILITIES FOR THE STUDENT TEACHING PROGRAM

The key personnel in the student teaching program are the departmental student teacher coordinator, the university supervisor, and the cooperating teacher.

THE DEPARTMENTAL STUDENT TEACHING COORDINATOR

Student teaching placements are recommended by the coordinators in each of the discipline areas through the director of Field Placement Assistance in conjunction with the Associate Dean, Teacher Education to the contact person(s) in the school district. Recommendations for placements are based on the needs of the program matched with the strengths of the prospective student teachers. Each department with a teacher preparation program at IUP has a designated coordinator who assists the Associate Dean and the Director of Field Placement Assistance, Teacher Education by recommending appropriate assignments. This person initially accepts and processes the applications for student teaching. This involves working with prospective student teachers, either individually or in a group session, to determine the most optimal placement for each student. Recommendations for placement are then submitted to the Teacher Education Office for processing of the requests with the contact persons in the appropriate districts. In many instances, the departmental student teaching coordinator is responsible for teaching pre-student teaching courses and/or methods courses, thus they often know the candidates. The criteria for recommending assignments are based on quality of the teaching experience, a match of personalities (where possible), candidate request for the type of experience, or other variables inherent in the program. The coordinator's recommendations are based on an optimal placement for both the cooperating teacher and student teacher. It is not always possible to arrange a placement that totally matches the requests of the candidates. Requirements for Pennsylvania certification are the primary consideration when arranging placements.

THE UNIVERSITY SUPERVISOR

The university supervisor is a faculty member at IUP who is assigned to supervise student teachers. The chairperson of the academic department is responsible for the assignment of faculty. Faculty who supervise student teachers are prepared in the discipline area and are qualified teachers of the discipline and/or grade level for which they are supervising. The university supervisor generally serves the student teaching program in several ways:
x x x

As a consultant to the center in matters pertaining to the student teaching program; As a liaison among the discipline-area department of the student teacher, the College of Education and Educational Technology, and the cooperating teacher; As the official instructor-of-record for the student teacher.

Although the Teacher Education Office provides the basic materials for the student teaching program and sends the packets to cooperating teachers at the beginning of the semester, the university supervisor may provide additional materials indicating the specific requirements for the academic-specialty area. Once the student teacher has begun the field experience, the university supervisor will visit the center for an initial visit. The university supervisor will also make a minimum of three additional visits (a total of four visits), to observe the student teacher in the classroom and to discuss the observation with the student teacher and the cooperating teacher. The university supervisor will use an appropriate observation form, and upon completion of the observation and conference with the student teacher, submit copies of the observation form to the student teacher, cooperating teacher, and Teacher Education Office for the candidate's file. A dialogue with the cooperating teacher is dependent upon many factors, but cooperating teachers should indicate to the university supervisor if they would like a more complete discussion before the university supervisor leaves the building. Any changes in the school calendar or the teaching schedule of the student teacher should be brought to the immediate attention of the university supervisor so planned observations and visits can be adjusted.

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The university supervisor will be able to outline the philosophy of the department as well as teaching strategies that the cooperating teacher should expect to see incorporated in the planning and executing of lessons. The university supervisor may also be able to give the cooperating teacher insight into the student teacher's background. Because of the extensive experience of most of the university supervisors, they may also be helpful in interpreting the views of both the cooperating teacher and student teacher. At all times, it is hoped that the cooperating teacher will feel free to communicate with the university supervisor general feelings about and reactions to the student teaching program, particularly in regard to the overall preparation of the students for the student teaching experience.

THE COOPERATING TEACHER

The designating of a prospective cooperating teacher emanates from a recommendation by the administrator in the school district or intermediate unit. Prospective cooperating teachers are recommended in conjunction with the regulations of the district for acceptance of student teachers, but minimally the cooperating teacher for IUP must hold Level II certification, and be teaching a subject in the certification area. A prospective cooperating teacher must also have taught at least one year in that district before being eligible to be a cooperating teacher. The selection of a cooperating teacher is a mutually acceptable process, which begins with a recommendation from the administrator of the school and the acceptance by the university. It is important that the philosophy and the teaching strategies be congruent with the discipline-area pedagogy. The coordinator of the discipline-area may visit the school to talk to and/or observe the prospective cooperating teacher before a prospective cooperating teacher is selected. Cooperating teachers who agree to share their classrooms by mentoring student teachers are a valuable aspect of the IUP student teaching program. The cooperating teacher has the responsibility for providing the practical experiences for student teachers who are expected to apply the theories learned in their methods courses, to maintain a positive classroom environment by utilizing techniques of classroom management, and to plan appropriately for the developmental level of students. The cooperating teacher nurtures the novice teacher to a level of expectation or ability. Some of the following criteria are used for the selection of cooperating teachers: 1. Personal and professional qualifications 2. Interest and willingness to mentor education majors to become effective teachers: x by providing time for planning, providing effective and consistent feedback, and evaluation x by sharing ideas x by making the student teacher aware of materials which are available for instruction x by sharing the responsibility for teaching x by accepting the student teacher as a team member responsible for learning x by helping the student teacher make the transition from college student to professional educator 3. Recommendation as an excellent teacher of students, demonstrating a command of both content and pedagogy and the ability to translate both to the student teacher. Student teaching is designed to be a learning experience. Student teachers are students who, although they have experienced classroom activities in the two pre-student teaching courses, need to learn what and how to teach. The student teacher's role will be more professional if the student teacher is accepted as a team member and assisted in the same spirit as one would work with a new colleague. Candidates enter the student teaching assignment with considerable theoretical knowledge; their task is to learn how to apply accepted and current educational theories in the classroom. It is the opportunity to change assumed teaching behaviors into practical, workable teaching behaviors, which culminate in student learning and achievement.

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INITIAL INTRODUCTIONS
After you have received the official notification of your student teaching assignment, you must make arrangements to visit your assigned school and cooperating teacher. This should be done before the end of the current semester but no later than two weeks prior to the time you will begin student teaching. If you have several assignments, you will need to contact each cooperating teacher in a timely fashion. Failure to do so may result in the cancellation of your student teaching placement(s). After the cooperating teacher has agreed to accept a student teacher, he/she should expect to receive a letter from the prospective student teacher which may include a Student Teacher Personal Data Form (Appendix A) as well as a request for an appointment to observe and discuss the pending student teaching assignment. At that time, the cooperating teacher will sign the Cooperating Teacher-Student Teacher Signature Form (Appendix B) indicating the date that the candidate visited the classroom. The cooperating teacher's signature indicates final acceptance of the assignment. The prospective student teacher will return the completed form to the Teacher Education Office in a timely manner. Since the student teacher will be in the assignment for an extended period, cooperating teachers should encourage the student teacher to share information about his/her interests, hobbies, and special talents which may be used to enrich and supplement the curriculum. This rapport building may enhance the working relationship and allow the student teacher to express his/her talents in a manner, which is positive to the development of the student teacher, the students in the classroom, and the school. Each experience in which the student teacher participates helps the positive development of the pre-professional teacher.

ABSENCES OF THE STUDENT TEACHER

A Record of Absence form for the student teacher will be included in the cooperating teachers' packet, which is mailed to each cooperating teacher at the beginning of each semester.
x

The student teacher must inform the cooperating teacher and the university supervisor as soon as an absence is anticipated. This may mean an evening or early morning phone call is needed. Personal illness and death in the family are legitimate reasons for absence. A religious holiday is a legitimate excuse but the student teacher should share this information in advance so that the cooperating teacher can plan ahead. The date and reason for each absence should be noted on the 'Record of Absence' form. Absence for job fairs or interviews should also be noted on the form. In the event of absence, the student teacher should be sure all plans, books, and materials are delivered to the school to be available to the cooperating teacher. If a student teacher is absent more than three consecutive days due to illness, he/she must present a physician's excuse to the cooperating teacher. This medical excuse should be attached to the 'record of absence' form. This form should be filed with the final evaluation for the experience and should be signed by the cooperating teacher, the university supervisor, and the student. Excessive absences are unacceptable. The student teacher may be expected to make up days missed or may be withdrawn from student teaching. The decision to make-up excessive absences is a cooperative one between the university supervisor and cooperating teacher. The Teacher Education Office should be notified when more than three absences occur. If the cooperating teacher believes there are excessive absences and desires to speak with the university supervisor before a scheduled visit, a phone call to the university supervisor or the Teacher Education Office is appropriate. Snow Days and Prolonged Illness. It may be necessary for student teachers to have their student teaching experience extended because of days missed due to prolonged illness, unexcused absences, or excessive cancellations of classes due to inclement weather or similar emergencies. Each situation is evaluated individually with recommendations forthcoming from IUP. Any questions about absences should be referred to the Director of Field Placement Assistance or to the Associate Dean, Teacher Education.

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ABSENCES OF THE COOPERATING TEACHER

Student teachers may teach classes in the absence of the cooperating teacher only if a certified substitute is hired and is in full command of the classroom. The student teacher is expected to teach only those classes for which he/she has been assigned by the cooperating teacher, and for which he/she has prepared. Student teachers should not work with a substitute teacher for an extended period of time. If the cooperating teacher is expecting a lengthy absence, the university supervisor should be contacted. In collaboration with the Associate Dean, Teacher Education or his/her designee, a decision will be made as to an alternative placement for the student teacher. If there is a need for an alternative assignment, the cooperating teacher, and the principal and/or the district contact person will be notified.

THE BEGINNING OF THE STUDENT TEACHING EXPERIENCE ORIENTATION IN THE SCHOOL ENVIRONMENT
Early in the first week of student teaching the cooperating teacher will assist the student teacher in becoming familiar with the school. Every school district has policies and regulations regarding faculty and students. It is imperative that the student teacher understands and follows these policies and regulations. Orientation meetings for the student teacher are usually held by either an administrator or a cooperating teacher. Many school districts have handbooks that will be important for the student teacher to read in order to adhere to school policies. If there is no available handbook, the cooperating teacher should give the student teacher information relative to pupil guidance, library facilities, discipline practices, fire drills, civil defense, dress code, arrival and departure times, and overall presence in the school. The student teacher is a newcomer to the building and to the policies of the school district. During the first few days the student teacher needs to be made aware of the following:
x

The facilities and supplies that are available to him/her. The designation of a desk or table where the student teacher can organize materials is very important. If there are expectations as to how that space is to be maintained, it is best to discuss it at this time. The student teacher will need to know the appropriate place to keep outdoor wear and personal effects. Orientation to the facilities of the school which are accessible to the student teacher, the main office, the names of key personnel/staff, principal, and custodians. Student teachers should be informed of the guidelines for the use of the teachers' lounge and the library. The policies of the school and the district.

The principal is responsible for the building and all that occurs in it. In many instances, there is also an assistant or vice principal who may be charged with the day-to-day issues. Student teachers should take an early opportunity to meet these key people. The cooperating teacher is responsible for all activities to which he/she has been assigned in the school district. The student teacher must be ever mindful that the cooperating teacher is fully responsible for his/her classroom, and the instruction to meet the requirements of the approved curriculum of the school district. The student teacher is responsible, through the cooperating teacher, for supervising students and student activities throughout the school. Preparation for classes, both in planning an appropriate lesson as well as collecting materials to teach the lesson, should be done after the conclusion of the school day. Student teachers are responsible for creating a room environment, which enhances and extends the content being taught. The respect of the students is gained by having a student teacher who is well prepared for teaching interesting lessons that meet the learning styles of students, having well-organized logical lesson plans, having enthusiasm about what he/she is teaching, having consistency in behavior management, having a classroom presence while teaching as well as being an understanding teacher when students have problems,. Although the cooperating teacher has responsibility for the classroom, it must be assumed that both the teacher and the student teacher are jointly responsible for the learning activities and behavior of the students.

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The student teacher at the secondary level will be teaching students who are very close to their age and this may be a problem. Students easily form emotional attachments and the student teacher must be conscious of his/her behavior, which may contribute to this occurrence. In no instances should a student teacher fraternize with a student. Student teachers should maintain a friendly but firm pupil-teacher relationship, treating students equally and fairly. Student teachers must be aware that, at all times, they represent a teacher, and not a friend to students both at the elementary and secondary levels. This may involve both in school and out of school situations. The cooperating teacher will be able to advise the student teacher as to the best strategies for developing "teacher-distance" so that students respect the student teacher as a professional and not as a friend or buddy. It is desirable for student teachers to participate in extra-curricular activities in the school district where they are assigned. These activities constitute a part of the educational program of the school and should be given the same careful preparation demanded by classroom responsibilities. The student teacher shares the same obligation to the students and the school district as the cooperating teacher. Student teachers are expected to attend inservice programs unless excused by the university supervisor and cooperating teacher

THE FIRST CONFERENCE

The first conference that the cooperating teacher holds with the student teacher should be one in which the cooperating teacher shares his/her experience in working with the school and the students. These topics might include the following:
x x x x x x x x x

Philosophy of the school and the cooperating teacher Appropriate teaching strategies for the subject area or the type of students Selection and use of appropriate illustrative materials and the procedures for obtaining those which are available at the school Appraisal of individual differences Routine responsibilities to be assumed Schedule of classes and a projection of classes for which the student teacher will be responsible Procedures for evaluation of students' work and probable strategies for corrective measures Anticipated evaluation procedures for the student teacher's progress Acceptable behavior management strategies

RANGE OF EXPECTED EXPERIENCES FOR THE STUDENT TEACHER

The experiences and abilities of student teachers vary considerably. Teaching assignments should be based on expecting maximum growth, building upon the strengths of the student teacher while diminishing the weaknesses. For candidates in some secondary education areas, teaching two classes may constitute a normal class load to be achieved and maintained throughout the semester. However, the student teacher should begin with one class and have the second class added when the cooperating teacher determines that the student teacher is successful with teaching and managing the first class. The student teacher's assigned classes may be changed periodically so that he/she gains more experience and is able to adjust to varied class sizes, abilities, and personalities. If a student teacher is successful, he/she may benefit from teaching classes of other sections or subjects. Near the end of the semester, as success and confidence are evident, student teachers should be assigned to teach the cooperating teacher's entire schedule for a period of time, but not to exceed one week unless done in consultation with the university supervisor. The student teacher is not expected to replace the cooperating teacher from any of his/her assigned duties. Student teachers in elementary and early childhood education will assume responsibility commensurate with ability, and will probably begin teaching one class. A student teacher should maintain a reasonable schedule that will challenge him/her and be developed so that the student teacher is able to experience teaching all subjects for which the cooperating teacher is responsible.

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Candidates in health and physical education, music, art, special education, and hearing loss have two student teaching assignments during the semester. Gradual initiation into each assignment is essential to ensure a successful experience at each level. An expected teaching schedule of at least two classes should be maintained. However, the student teacher should begin with one class and have the second class added when the cooperating teacher determines that the first class is being managed satisfactorily. Assignments for teaching specific classes may change to different subjects or class periods so that the student teacher experiences different class sizes, diverse abilities, and personalities. It is expected that during the semester/quarter that the student teacher has an extensive experience with each subject/class for which the cooperating teacher is responsible. Near the end of the experience, as success and confidence are evident, the student teacher may teach the assigned cooperating teacher's entire schedule for up to one week so that the cooperating teacher may critique the student teacher's ability to maintain all aspects of a teaching schedule. It is important for student teachers to experience the variety of responsibilities of the professional teacher. Under the guidance of the cooperating teacher and university supervisor, candidates should be give opportunities to develop confidence in various aspects of the complex act of teaching. It is important that for the novice teacher who must have time for adequate preparation that he/she is not overloaded with experiences that will detract from quality teaching. It is important that during student teaching the desired outcome is on the quality of the work, not quantity of the experiences. All student teachers should have, in addition to their class schedules, other supervised experiences which may include assignments to the library, holiday programs, school publications, sports activities, school-community functions, inservice programs or other scheduled events. With the supervision of the cooperating teacher, the student teacher should have some experience with bus duty, lunchroom duty, or hall duty.

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PLANNING FOR SUCCESSFUL TEACHING

Quality education requires careful planning by teachers to assure that the educational objectives and long-range plans are accomplished. This planning includes not only daily plans or unit plans but also planning for the year. The schedule for a student teacher will need to be planned.

COOPERATING TEACHER
If possible, establish a teaching schedule and a long-term tentative schedule when other classes will be assumed by the student teacher so that he/she might begin planning ahead. This projection of an appropriate schedule needs to be flexible, depending upon the competency development of the student teacher. The lesson plans of the student teacher need to be critiqued by the cooperating teacher at least a day in advance of the teaching so that the student teacher can make adjustments in his/her plans. The cooperating teacher is ultimately responsible for the teaching-learning process for all of the students. Consistency of feedback for improvement of teaching is significant to the progress and the competency a student teacher achieves. It is important to find ways to communicate expectations and ideas to student teachers regularly. Knowing what one has done well can be as important as knowing what one needs to work on to improve.

STUDENT TEACHER
Planning for each class is an intensive and extensive activity. Interesting lessons contain a variety of teaching strategies as well as appropriate activities. Classroom management depends on well planned, well taught lessons that include activities for the varying learning styles of the students and the enthusiasm the student teacher brings to the subject and to the classroom. Planning, especially for the novice teacher, requires a lot of time but is vital to the success of the student teaching. Planning involves unit plans and daily lesson plans as well as plans for the organization of the classroom. It is important for the student teacher, after preparing the teaching plan, to reflect on it and focus on implementation. This requires anticipating student responses both verbal and non-verbal. Attention should be given to sequencing, pacing organization of materials and allowance for adjustments that may need to be made while teaching. These plans should be submitted well in advance of teaching as specified by the cooperating teacher:

LESSON PLANS
No student teacher is permitted to teach a class without a lesson plan that has been reviewed by the cooperating teacher. Daily lesson plans are not isolated entities, but parts of the whole. Student teachers are expected to write lesson plans for each lesson for which they are responsible. The cooperating teacher will critique each plan, and the university supervisor will often review plans to determine whether there continues to be a match between theory and practice. Departments differ in expectations for lesson plans both in structure and content. Additionally, some departments may require that plans be typewritten. Student teachers will follow the procedures as established by the department. 1. Objectives There is almost universal agreement that these should be written in behavioral terms - what is expected that the student will learn as a result of this class. Usually these have several facets to be included; what is to be learned, how it is to be learned, and how it is to be assessed. Considering the length of the class period, only a few objectives become the focus so that they can be attained by students and assessed by the student teacher. 2. Materials List all materials that are needed to teach the lesson. This will help the student teacher prepare materials necessary for the lesson before beginning teaching so that the lesson can proceed without interruption. This should include all necessary materials such as paper, books, media, tools needed by the student teacher or the students, or resources which will be used in the class.

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3. Procedures a. Introduction Describe the motivation, preparation, or anticipatory set. This is necessary to interest the students in the content of the lesson as well as to prepare them for what they will be learning. This step is dependent upon the philosophy of the school district and what is expected of the cooperating teacher when writing his/her lesson plans. b. Body of the Lesson This is a step by step, detailed procedure of how the student teacher will present the content for the lesson and the activities or experiences that will be used to acquire the content c. Conclusion of the Lesson This summary, conclusion or closing assesses whether students have achieved the outcomes. It is important for the teacher to lead the students to thinking about the content that will be learned during the next class period. If students are to be responsible for additional assignments, it should be included in this step. It is important that this be allotted for concluding the lesson and student understanding of assignments, if given. d. Self-Evaluation The student teacher writes this section as soon as possible after the conclusion of the lesson. It is a time for self-reflection and evaluation. What was good about the lesson or the use of the variety of teaching strategies of the lesson? Did the students achieve the outcomes of the lesson, why or why not? What was needed for improvement of the lesson?

UNIT PLANS
Unit plans reflect a topic of content, which relates to the curriculum for the year. It permits educational outcomes to be organized around a central topic or problem and will vary in length from a few days to several weeks. In a unit plan the long-range outcomes of the total unit are stated, the subject matter is detailed, the procedures or activities to achieve the outcomes are outlined in a general way, the materials to be used are given, and the assessment procedures to be used are stated. A tentative calendar of topics may be expected. One or more unit plans may be required by the academicspecialty-area department using a prescribed format.

TEACHER WORK SAMPLE

In the fall of 2007, many programs within the Teacher Education area will pilot a new form of documenting the progress of students during the student teachers instruction. This will be discussed at cooperating teacher workshops. Questions and concerns should be directed to individual program coordinators.

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EVALUATION OF THE STUDENT TEACHER

Evaluation and provision for feedback is a necessary on-going component for the student teaching experience.

SELF EVALUATION
The student teacher should have an opportunity to observe him/herself by reviewing a videotape of a lesson taught (if this procedure does not violate district policy). The camera should be focused on the student teacher, not the students in the classroom. A purpose for this type of observation is for the student teacher to critique him/herself after teaching the lesson. At a convenient time the student teacher and the cooperating teacher can observe the lesson to give feedback. An extension of this activity is to encourage the student teacher to respond by sharing alternatives to some of the teaching behaviors that could be improved.

OBSERVATION AND EVALUATION BY THE COOPERATING TEACHER

The student teacher should be observed in many different classes and types of teaching situations. Since the student teacher is enrolled for a supervised teaching experience, the experience must be observed by the cooperating teacher so that the student teacher has the benefit of the cooperating teacher's wealth of background and experience regarding the process and the quality of the work related to the teaching situation. The cooperating teacher should document incidents as they occur, both supportive and corrective. Although the student teacher should experience all types of activities that occur during the day, e.g. classes, study halls, lunch periods, bus duty, clubs, extra curricular activities, student teachers may not be left alone or in sole charge of these types of activities. Cooperating teachers give regular oral feedback to student teachers. However, it is crucial that written feedback be given each week. Many of the discipline-area departments have observation sheets that can be used by the cooperating teacher. The university supervisor will be able to share a copy, thereby making the form for the formal observations consistent with the observation form used by the university supervisor. Regardless of the format used for the formal observation, it is important for the student teacher to have a written record to which he/she can refer.

CONFERENCES
Conferences serve as the primary means of communication between the cooperating teacher, the university supervisor and the student teacher. If these conferences are to be meaningful, it is important that all participants take an active role. The student teacher should feel free to raise questions and offer opinions or appropriate suggestions that have been carefully thought through. The conference setting can be two-way (between cooperating teacher and student teacher or university supervisor and student teacher) or three-way (between cooperating teacher, university supervisor and student). The most frequent conferences will be those between the cooperating teacher and the student teacher, discussing lessons and with the cooperating teacher providing feedback. Informal feedback sessions might be held during the cooperating teacher's free period, at the end of the day, or at a mutually convenient time. A formal written evaluation should be conducted at least once a week to review not only the lessons taught that day but a review of strengths and needed improvements so that the student teacher can plan to use these suggestions in future lessons. Consistent feedback which is both supportive and corrective is valuable in the development of the student teacher. The student teacher should be afforded the type of feedback session that faculty would expect -- a quiet meeting place with freedom from interruption, a scheduled time with a few specific topics which will strengthen and improve the teaching competency of the student teacher, and specific suggestions supported by specific recommendations for change. In conference discussions, both the cooperating teacher and the student teacher should be forthright and honest. It is important that the student teacher be self-reflective, thinking about his/her lessons noting the positive aspects of the lessons as well as the corrective aspects. The student teacher should be encouraged to reflect on the lesson of the day and to share that self-reflection before the cooperating teacher shares his/her comments. It is important that the student teacher be permitted to ask questions throughout the conference.

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THE UNIVERSITY SUPERVISOR AND THE STUDENT TEACHER

Following an observation the university supervisor has a conference with the student teacher for feedback. This includes both supportive and corrective feedback so that the observation extends and/or reinforces the observations of the cooperating teacher. The student teacher should feel free to discuss with the university supervisor the student teaching experience as well as seek information relative to the department or the university.

THE COOPERATING TEACHER, UNIVERSITY SUPERVISOR, AND STUDENT TEACHER THREE-WAY CONFERENCE
Both the cooperating teacher and the university supervisor may meet with the student teacher at various times in the semester. The purpose of this type of conference is to exchange information or to review the evaluations, either midterm or final evaluation, or both. IUP's grading scale is A to F. The grade should be decided cooperatively between the cooperating teacher and the university supervisor. The criteria for determining the grade is included in the next section. See also the removal of a student teacher section (pages 9-10).

MID-TERM EVALUATIONS
An evaluation takes place during the mid-term of the assignment using the PDE Form 430. Where student teachers are assigned for a quarter, e.g., art, health and physical education, home economics, hearing loss, special education, and music, it is advisable to conduct an informal evaluation about the fourth week of the experience. This is to assist the student teacher in being reflective as well as understanding what is expected in order to reach optimal success by the end of the quarter. This informal evaluation is to be shared with the university supervisor and student but not mailed to the university. For those candidates who have a semester assignment, the mid-term evaluation will take place about the seventh week of the experience using the PDE Form 430. This evaluation should contain a tentative grade and specific suggestions for improvement so that optimal success can be achieved by the end of the semester. This evaluation is to be completed and signed by the cooperating teacher, the university supervisor, and the student teacher during a three-way conference. The student teacher should be encouraged to reflect on his/her performance. A copy is to be sent to the Teacher Education Office where it will be placed in the student teacher's file. The evaluation is composed of three parts: Part I, a checklist of generic and specific competencies; Part II, a checklist of departmental competencies, and Part III, a page for narrative evaluative statements. After the checklist is completed, the student teacher should reflect on the competency sheets and the performance indicators for each of the competencies.

FINAL EVALUATIONS
A final evaluation conference should be scheduled with the student teacher to review Part I, Part II and Part III of the evaluation form. The purpose of this conference is to thoroughly review and explain the ratings as well as share strengths and suggestions for improvement. After consultation with the university supervisor, the grade may be given to the student teacher. A student teacher should include a personal evaluation of his/her performance on the signed evaluation form and PDE Form 430. The signature indicates that the student teacher has read, and has had an opportunity to discuss the evaluation. The university supervisor will assist the cooperating teacher in the procedures for completing and reviewing the evaluation as well as how he/she desires the evaluation be submitted to IUP, e.g., some university supervisors are available for the final conference while some review the narrative evaluation and projected grade and request the conference be completed by the cooperating teacher and the entire evaluation packet be mailed to their university address so that the university supervisor can complete it. The university supervisor is responsible for distribution of the copies to the appropriate persons or office. The evaluations submitted to the Teacher Education Office are kept on file for a period of time -- usually five years. Family Educational Rights and Privacy Act (Buckley Amendment) prohibits IUP from mailing out any student observations or evaluations to any prospective employer without the written consent of the student teacher.

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PDE EVALUATION FORM 430

In accordance with the Pennsylvania Department of Education (PDE), each student teacher must be observed and evaluated using the PDE 430 a minimum of 2 times during their student teaching experienceonce at the midpoint and once at the end. For IUP Student teacher candidates the following options will be used: 1. 2. 3. For candidates doing one semester long experience in the same setting. Once form will be completed at the midterm and one will be completed for the final conference. For candidates in split assignments one form will be completed for the final conference in each placement. For candidates doing a partial experience abroad or in some other type of atypical setting, both forms will be completed prior to that second placement.

The PDE has determined that these forms shall be completed and signed by the university supervisor and the student teacher. Additional forms may be completed at the request of either party. All completed PDE 430 Forms are considered to be formative with the exception of the final form. That form is a summative evaluation of the total experience. A satisfactory rating of a minimum of (1) in each of the 4 categories on the form must be achieved in order to achieve a passing score. The certifying officer at IUP will verify that each candidate has achieved this rating as a part of the certification process. A copy of each of the evaluations will be kept in the candidates college file. The candidate should also keep a copy of each of these evaluations. However, copies of PDE 430 should not be provided to outside agencies, perspective employers or other individuals. It is a confidential document.

GRADES
It is the policy of IUP to submit grades for the student teaching experience. The narrative section of the Student Teaching Evaluation includes both the cooperating teacher's grade as well as the grade given by the university supervisor. Continual and consistent communication between the cooperating teacher and the university supervisor should eliminate disagreements in most cases. If there is a disagreement about the final grade, the grade that is given by the university supervisor, as the instructor-of-record, will appear on the transcript.

DETERMINATION OF LETTER GRADES FOR STUDENT TEACHING

Evaluation should be an ongoing process for the growth and development of the student teacher. This responsibility is shared by the cooperating teacher, the university supervisor, and the student teacher. Evaluation focuses on identifying areas of strength and weakness and suggesting strategies and techniques for more effective teaching. The student teacher is then able to capitalize on strengths while eliminating the weaknesses. Goals need to be set and specific objectives established to enable the student teacher to have optimal development. Grading is the culmination of the evaluation process. A judgment is made concerning the degree to which a student has met specified goals and objectives, and the degree of attainment of both the generic and teaching field competencies. Although a grade for the experience is important, it is not the only indicator of the student's ability to teach, but grades do give a general indication of the quality of the student's performance. In assigning a grade, the following statements may be helpful:

Represents superior teaching signifying excellence. This signifies that the candidate exhibits teaching competencies in a continuous and spontaneous manner. Student teachers who are rated A have achieved a "higher level" of competency. These students can be expected to develop into outstanding teachers. Represents good teaching. A student teacher receiving a B has achieved a "moderate level" of competency. The candidate should be expected to maintain that level of performance and perhaps even approach excellence as he/she gains experience and is mentored to facilitate continued growth.

26

Represents minimally acceptable teaching. A student teacher rated a C has achieved a "low level" of competency. The student teacher is eligible for certification but may not carry a recommendation of professional competence. In a competitive market, the student may find it difficult to obtain a teaching position. Represents inadequate teaching skills indicated by not achieving the majority of competencies listed on the evaluation form. The student teacher WILL NOT be certified. Represents failure. No credit will be given.

D F

The cooperating teacher should work closely with the university supervisor before deciding on a final grade for the student teacher. The university supervisor is the instructor of record and has worked with student teachers in many different settings and classroom situations -- together a mutually agreeable, objective assessment of the performance can be achieved. It is statistically unlikely and unrealistic to expect that all students will meet the competency level to receive an "A" grade. A grade of "B" is quite frequently indicated. Grades of "C" and "D" occur much less frequently. Grades must honestly and professionally reflect the competency attainment of the student teacher. The letter grade is just one measure of the student's ability. Equally important to the evaluation process is the checklist of competency attainment on the evaluation form as well as the written comments, which afford the opportunity to indicate specific strengths, weaknesses, and potential of the prospective teacher.

27

CHECKLIST FOR COOPERATING TEACHERS

1. For discipline-area departments that require a period of observation, request that the student teacher submit the first week summary observation report no later than Friday during the second week. After reading the report for accurate perceptions and assumptions of the classroom and teaching strategies, submit the observation report to the university supervisor. Critique lesson plans of the student teacher prior to the teaching of the lesson(s). Complete observations and provide feedback to the student teacher. This can be done daily as anecdotal incidents are written in a notebook. Have the student teacher initial the written observations indicating he/she has read them. Encourage the student teacher to ask questions to aid improvement of teaching. It is important for the development of the student teacher that a more formal written evaluation be conducted each week. Communicate with the university supervisor. Complete a mid-term evaluation in collaboration with the university supervisor. Encourage the student teacher to be reflective in completing the appropriate narrative section. Assign a recommended grade. Discuss with the university supervisor how the mid-term and final evaluations are to be transmitted to the Teacher Education Office for placement in the student's folder. In specialty areas, this procedure varies. Complete the final evaluation in collaboration with the university supervisor who will determine how the completed evaluations are to be submitted. The absentee record is to be included with the final evaluation.

2. 3.

4. 5.

6.

7.

CHECKLIST FOR UNIVERSITY SUPERVISORS

1. 2. Make initial introductory visit to student teacher during first or second week of the experience. Briefly outline expectations to both the student teacher and cooperating teacher. Make a minimum of three additional visits, at which time formal written observations should be made of the student teacher. Post observation conferences should be held with the student teacher at this time. Discussions should be held with the cooperating teacher regarding his/her perceptions of the student teacher's progress. For student teachers in art, music, health, physical education, home economics, special education and hearing impaired, where two separate placements are made per semester (one each quarter), the requirements for observation and mid-term evaluation may need to be modified. In collaboration with the cooperating teacher complete a mid-term evaluation and assign a recommended grade and complete PDE Form 430. Forward all mid-term evaluation materials to the Associate Dean, Teacher Education (104 Stouffer Hall). Turn in a copy of all supervisor observation sheets for each student teacher to the Teacher Education Office (104 Stouffer Hall). Conduct three-way conferences with the cooperating teacher and student teacher to clarify expectations and seek to resolve conflicts. Monitor student teacher attendance through the Record of Absence. As appropriate, make recommendations for extending the student teaching experience. Monitor the student teacher's teaching load and responsibilities through the student teacher schedule card (distributed to students through the Teacher Education Office) and discussions with the cooperating teacher.

3.

4. 5. 6.

7. 8. 9.

10. Complete a final evaluation of the student teacher in collaboration with the cooperating teacher and assign a final grade (where agreement of a final grade cannot be achieved with the cooperating teacher, the university supervisor has the final word as the instructor of record)

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ETHICAL OBLIGATIONS
It is vital that student teachers understand ethical obligations relating to the students, the school district, the university, and the profession. In addition to learning the art and skill of teaching, student teachers must learn and observe professional ethics. Teachers' conduct must be above reproach at ALL TIMES if they are to successfully act as a positive role model for students. Student teachers should be guided by the following ethical obligations: The student teacher:
x x x x

is a professional guest of the school and must act accordingly does not criticize school personnel or community in any conversations knows and enforces school regulations avoids participating in any school politics, professional negotiations or strife/strikes of any kind

(When in doubt about any circumstance, the cooperating teacher should be consulted.) STRIKE OR STRIFE IN THE DISTRICT
In the event that the school schedule is interrupted because of strife/strike, student teachers should immediately notify the Teacher Education Office (104 Stouffer Hall 724 - 357 2485) and the university supervisor or department coordinator. Student teachers will remain neutral and be excused from student teaching until the problem has been resolved and the school is resumed on a normal basis. Although teaching in the school under the guidance of a cooperating teacher, student teachers are not professional employees concerned about operational policies and practices. If necessary due to the length of the strife/strike, the student teacher may be reassigned.

RELATING TO THE CLASSROOM

The student teacher:
x x x x x

exudes an acceptable, professional appearance at all times by following the dress code as established by the school district whether it pertains to students or teachers. Professional appearance is an asset to the novice teacher. uses appropriate language which reflects an educated person. Abusive, inappropriate, and/or sexually suggestive language is forbidden. is on time, even early, for all commitments and remains in school until all school obligations are met. keeps in strictest confidence any information about students and colleagues. Student teachers must observe professional ethics when there is a need to discuss students' problems with parents and other teachers. returns all materials and equipment promptly so that other faculty can have access to equipment and materials as needed.

*****

Does not accept payment from the host district either before or during the student teaching experience.

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RELATING TO THE COOPERATING TEACHER

The student teacher:
x x

Obtains approval from the cooperating teacher before imposing any disciplinary measures with students unless the infraction and resulting action has been discussed with the cooperating teacher beforehand. Notifies the cooperating teacher in a timely manner if absence from school is necessary and long before the school day is to begin. Personal illness and death in the immediate family are legitimate reasons for absence, teacher should share this information in advance so that the cooperating teacher can plan ahead. Makes arrangements for classroom observations of other teachers with the approval and through the cooperating teacher. It may be the policy of the school that arrangements to observe other teachers be cleared by the principal. The student teacher is responsible, once the approval of teachers has been given, to arrange specific time for the observation with the teacher who is to be observed. Maintains a rapport and trust relationship with the cooperating teacher which the student teacher does not violate by discussing classroom events with others.

RELATING TO THE STUDENTS

The student teacher:
x x

Does not fraternize with the students in school or out of school. Does not touch students especially students of the opposite sex. The comforting or reassuring touch may be misinterpreted.

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THE TEACHING CERTIFICATE

The teaching certification process begins with recommendations for certification after all requirements have been met.

RECOMMENDATION FOR CERTIFICATION

The requirements will be used for eligibility for certification. After a student has been cleared for graduation by the major academic adviser, indicating the completion of all university and departmental teacher education requirements for a Bachelor's of Science Degree in Education, the application process will begin.

APPLICATION FOR THE PROFESSIONAL PERSONNEL CERTIFICATION - Level I

The application for certification is in the Handbook for Student Teaching (Appendix D) Application date for December graduates is November 1st; for May graduates is April 1st; for August graduates is July 1st. The following procedures are applicable to the processing of applications for certification:
x

Payment of the current certification and processing fee (which is subject to change). This may be paid with a check or money order made payable to IUP or credit card (contact the Accounts Receivable Office 724357-7954). This payment may not be more than six months old and must be paid before the application will be processed. For first certification students, a physical examination and a physician's signature are required. This should be current, within six months of the date of submission of an application form.

If the applicant has been in the habit of using narcotic drugs in any form or excessive amounts of intoxicating beverages and is currently under indictment or convicted of a criminal offense, the applicant will have to follow established procedures by submitting a letter giving full information with the application. Failure to follow ATTESTMENT OF CANDIDATE may jeopardize being approved for a Pennsylvania teaching certificate. An application for a teaching certificate is required to have evidence of successful Praxis Exams scores (For more information contact the Office of Career Services (302 Pratt Hall - 724 -357-2235) attached to the application, before being submitted to the Pennsylvania Department of Education by the Teacher Education Office. The student will submit the completed application, including the fee, to the Teacher Education Office for processing. After grades for the semester have been recorded and the degree posted to his/her transcript the candidate is eligible for certification. Applications will be forwarded to the Pennsylvania Department of Education. The student will immediately be sent a post card indicating that his/her application has been processed and sent to the Pennsylvania Department of Education. Receipt of the teaching certificate from Harrisburg may take an additional 4 to 6 weeks after receiving this card. All eligible students should apply for their Pennsylvania teaching certificate even if they plan to teach out-ofstate, attend graduate school, or work in private industry. If this is not done and a student returns to Pennsylvania, or wishes to begin teaching at a later date and consequently wishes to obtain their teaching certificate, any new regulations that went into effect during the intervening period will need to be completed. This may take additional time and you may incur additional costs related to the additional course or testing requirements.

ELEMENTARY CERTIFICATION
Since 1969 certification for elementary teachers is for kindergarten to sixth grade. Prior to that time it was valid for kindergarten to eighth grade.

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ACT 48
IMPORTANT INFORMATION ABOUT YOUR CERTIFICATION FROM THE PENNSYLVANIA DEPARTMENT OF EDUCATION
Beginning July 1, 2000 Act 48 of 1999 requires persons holding Pennsylvania professional educator certification to complete continuing education requirements every five years in order to maintain their certificates as active. Please read carefully the information provided below. Note: in order for us to notify you regarding the status of your certificate, you must keep us apprised (in writing) of any changes to your mailing address. A. Who is affected by the requirements of Act 48? All educators holding Pennsylvania public school certification including Intern, Instructional I and II, Educational Specialist I and II, Administrative, Supervisory, Letters of Eligibility and all vocational certificates. B. When does Act 48 go into effect? The effective date is July 1, 2000. C. What does "active certification" and "inactive certification" mean? Active certification indicates compliance with the provisions of Act 48, while inactive certification will prevent an educator from serving in a professional position in the public school entities of the Commonwealth. Additionally, inactive certification may impact an individual's ability to use a certificate outside of the public schools. D. When does the five-year period begin? The five-year period begins on July 1, 2000 for all educators issued certificates prior to and including July 2000. For those issued certificates August 2000 and thereafter, the fiveyear period begins with the effective date of issuance of the initial certificate E. Can credits earned prior to July 1, 2000 be accepted to comply with Act 48 provisions? Collegiate credits and PDE-approved in-service credits earned after January 1, 2000 may be accepted. F. May credits earned in excess of those required by Act 48 be used in the next five-year period? There is no provision in the Act to carry credits over into the next compliance period. G. What are considered "public school entities"? They include school districts, intermediate units, joint school districts, area vocational-technical schools, charter schools, the Scotland School for Veterans Children and the Scranton School for the Deaf, or any of these acting jointly. H. What can educators do if they are not employed by public school entities or move out of Pennsylvania? They can either maintain their certificates as active by meeting the continuing education requirements or they may request voluntary inactive status from the PA Department of Education. If a certificate holder does nothing, the certificate will become inactive after the five-year compliance period and the holder will be disqualified from being employed by a Pennsylvania public school entity as a professional (tenured) or temporary professional (prior to gaining tenure status) employee. I. Who can request voluntary inactive certificate status? Only those educators who are not employed as professional or temporary professional staff in public school entities may apply.

How can educators request voluntary inactive certificate status? They must complete form PDE-338R available at www.pde.state.pa.us K. Will an individual who has inactive status be permitted to teach at all in public schools? With an inactive certification, an educator may be employed as a substitute teacher for us to ninety (90) days during a school year. L. Is there still a requirement to convert a Level I certificate to Level II after 6 years service? Yes, the regulations of Chapter 49 related to Level I and Level II certification remain in force. J. M. Do the provisions of Act 48 apply to educators who have not yet converted their Level I certificate to Level II status? Yes, the provisions apply to all educators holding a Pennsylvania public school certificate.

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N. Can the credits earned for Level II certification or a Letter of Master's/Bachelor's Equivalency be applied toward the requirements of Act 48? Collegiate credits and PDE approved in-service credits may be applied to the continuing education requirements if earned after January 1, 2000 and related to the educator's area of assignment or certification or within a program leading to administrative certification. O. Can continuing education activities be applied toward a Level II certificate of Letter of Master's/Bachelor's Equivalency? Only the collegiate credits and PDE approved in-service credits as specified by the regulations of Chapter 49 may be accepted. P. Must educators who hold public school certification but are serving in private or nonpublic (religious) schools comply with the provisions of Act 48? Yes, the provisions of Act 48 apply to all educators holding Pennsylvania public school certificates. Those educators may maintain their certificates as active or they may request voluntary inactive status of their certificates. However, it is important to note that private and nonpublic schools may, at their discretion, require their professional staff to maintain their certificates as active by completing continuing education credits or activities. Employment by the public school entities will necessitate the completion of the Act 48 requirements. Q. How will educators who are not employed by public school entities be made aware of the requirements of Act 48? The Department will make every effort to disseminate information regarding the requirements of Act 48 through the media, school districts, colleges and universities, private and nonpublic schools, as well as the Department's Web page at www.pde.psu.edu. R. How can educators and school entities access the continuing education records? Information regarding the credits/hours earned and the continuing education status may be accessed through the Voice Response Unit at the Bureau of Teacher Certification and Preparation at 717-787-2967 or by going to the Bureau's Web pages. This information will be accessible after July 1, 2000. S. How will educators and school entities know when the five-year period is over? At least 12 months prior to the end of the five-year period, the Department will notify both the educators and the public school entities regarding the continuing education status and remaining credit/hours, if any, to be completed. Again, it is important that educators inform the Department of any change of address. T. What if circumstances prevent an educator from completing the requirements of Act 48? There is a provision for granting an extension of the five-year period due to extenuating circumstances. The Act also provides for an educator's right to appeal a notice of inactive certification. Procedural guidelines for the above provisions will be developed by the Department. U. What must be done to reactivate an inactive certificate? A person who requests voluntary inactive status will have the requirements of Act 48 suspended until he/she applies for removal of inactive status. When applying for removal of inactive status, educators must present evidence of having completed 30 hours of continuing education within the 12 months preceding their application to the Bureau. They must then complete the same number of credits/hours within the same amount of time as existed at the time inactive certification was granted. Those credit/hour and time requirements will be provided when the notice of active certification is sent to the applicant. The reference for questions concerning professional education plans, approved providers, and submission of credits/hours may be found on the PDE Home Page at www.pde.state.pa.us under Professional Development Guidelines. For information about your certificate, you may contact the Bureau of Teacher Certification and Preparation at 717-787-3356. Certification information is also available on the Department's Website. Notification of a change of address should be forwarded to: Bureau of Teacher Certification and Preparation Pennsylvania Department of Education 333 Market St. Harrisburg, PA 17126-0333 www.pde.state.pa.us

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OBTAINING PROFESSIONAL EMPLOYMENT OPPORTUNITIES THROUGH IUP'S CAREER SERVICES

The student's degree and teacher certification will open many doors, but it is the student's responsibility to obtain a teaching position or related employment. The process of obtaining employment requires preparation, organization, diligence, and perseverance. The IUP Career Services provides a variety of special services and programs to assist the student in the transition from university student to obtaining the first teaching position. These are presented below.
x

Free publications, which aid in the preparing of resumes and cover letters. After preparing a rough draft of the resume, the student may schedule an appointment with a member of the professional staff of Career Services for a critique of the resume. Publications which list all school districts in Pennsylvania and other states. The ASCUS Directory (containing the names and addresses of all public schools in the United States) and a copy of the Pennsylvania Education Directory (containing information about school districts in Pennsylvania) may be used by students by presenting their I-card for security. Video tapes on interviewing for teachers, professional dress, and other job-search topics. Outreach programs on interview techniques. The schedule of activities is available in Career Services. Mock interview sessions where students practice their interviewing skills. A trained counselor will conduct the interview as well as review the videotape for feedback of the interview. A listing of all vacancies which have come to the attention of Career Services. These listings are available to those students and alumni who register with the CAREERLINK system. Positions will be posted for touchtone telephone access twenty-four (24) hours a day, and updated twice a week. IUP Teacher Recruiting Fair, held in April, and the Pittsburgh Educational Recruiting Consortium (PERC) held in March or April at the Monroeville Expo Mart. Other regional job fairs for education majors are posted outside Career Services.

x x x

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PRAXIS TEST SERIES

In 1984, a law went into effect requiring all teacher candidates in Pennsylvania who are seeking their first Instructional I certificate to take an examination. The teaching certificate cannot be processed without evidence of passing scores. Originally the Pennsylvania Teacher Certification Program (PTCTP) was designed to meet this need, but on July 1, 1990, the authorized testing program was changed to the National Teachers' Examination, and the PTCTP test was phased out. The name of that test is now called PRAXIS.

TEST CONTENT
As of May 2003, the PRAXIS test consists of the following tests: For K-6 or K-12 certification: x Pre-Professional Skills - Reading x Pre-Professional Skills - Writing x Pre-Professional Skills - Mathematics x Fundamental Subjects Content Knowledge x Specialty Area Exam For 7-12 certification: Pre-Professional Skills - Reading x Pre-Professional Skills - Writing x Pre-Professional Skills Mathematics x Specialty Area Exam
x

The State of Pennsylvania will recognize the Communications Skills and General Knowledge sections of the PRAXIS exam for 5 years from the time that a qualifying score is achieved. Therefore, if a qualifying score has been achieved on these tests, they may be submitted to the Bureau of Teacher Certification in substitution for the new PRAXIS I(Preprofessional Skills) tests described above. As of September 1, 2000, the Communications and General Knowledge exams will no longer be given anywhere in the United States. Pennsylvania will replace those tests with the PRAXIS I which was formerly known as the Pre Professional Screening Test. There are 3 sub tests to this series; Math, Writing, and Reading.

SCHEDULE OF TESTING
A. Test Registration. Paper and pencil versions of these tests are given on scheduled Saturdays, both at IUP and at other testing sites across the country. The Registration Bulletin, which is available at IUP Career Services, details the dates of testing for each testing site, and includes costs for the various examinations. Registration for these tests can also be done on line by accessing www.ets.org. Although a person may schedule the test for the location that is convenient, it is imperative that the student designate IUP to receive a copy of the scores, in addition to designating IUP as the "attending institution." (The Recipient Code for IUP is R2652. This must be put in the #2 position in Section 12, "Agencies to Receive Score Reports, page 2). To neglect the designation of IUP as a recipient of scores will involve payment of an additional $30.00 fee to ETS, as well as a delay in the submission of a certification application to the Pennsylvania Department of Education. Tests are usually given at least three times each fall, spring, and summer and require prior registration. Registration deadlines are usually 5-6 weeks before the test date and are listed on the back cover of the Registration Bulletin.

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B. Taking the PPST on the Computer There is a computerized version of the Praxis I Tests. There are 2 options available to candidates taking the test in this manner. The first is a combination test. With this option all 3 tests are taken in one time (Reading, Writing, and Math.) This is scheduled in a 4.5 hour block of time. The second option is to sign up to link each test and then take each test separately or in a combination of 2 at one time and one at another time. There is a 2 hour allotment for each test if it is done this way, although the actual testing time is 1 hour and 15 minutes. This method allows the candidate to take tests on different days if they wish. These options are scheduled through the IUP Career Services Center in Pratt Hall. The tests are by appointment only, first come first served. If there is a need to cancel, it must be done at least 3 days in advance. In that event there will be a refund minus a processing fee. If cancellation occurs after that deadline, no fees will be refunded. Payment will be due at the time of registration. C. Scheduling the Examinations. Despite the tests being offered several times each semester, careful planning for taking the test is important. Students are the best judge of when they feel confident that they will be successful, but consideration must be given to scheduling the test so that scores will be returned to IUP before student teaching. Under the 3 Step Process, no student will be permitted to student teach until all Praxis Tests are passed. Without passing scores, the student's application for a teaching certificate cannot be processed and sent to Harrisburg. It takes six (6) to seven (7) weeks before scores are received in the Office of the Associate Dean, Teacher Education and applications for a student teaching cannot be processed until there is evidence of passing scores on all tests.

PREPARING FOR THE TEST

Study materials for the PRAXIS Core Battery tests may be obtained in local bookstores, including IUP. These books contain sample tests and tips on test taking. Additional help may be found on the Teacher Education website: www.coe.iup.edu/education.

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Changes in PRAXIS Pennsylvania Teacher Certification Testing Program Effective September 1, 2003
1. As of September 1, 2003 the Praxis Principles of Learning and Teaching (PLT) Test for K-6 or 7-12 (Test # 30522 or 30524) will no longer be required for individuals applying for Instructional Level I certification after the September 1, 2003 date. For those who graduate from December of 2003 and beyond the PDE 430 Form will be used during the student teaching experience as a means for evaluating mastery of the materials previously evaluated on the Praxis PLT Test. Those individuals, who graduated prior to December, 2003 are required to take and pass the Praxis PLT Test. 2. Elementary Education: Content Knowledge test #0014 scores for tests taken after September 1, 2003 will no longer be accepted. If you have taken this test prior to the September 1st date, and have a score of 142 or greater, the scores/test will be accepted for certification. Tests taken and passed prior to September 1, 2003 will be acceptable for 5 years. 3. Fundamental Subjects: Content Knowledge assessment must be taken by all K-6, K-12 and Early Childhood candidates as of September 2, 2003. This test is the replacement for Elementary Education: Content Knowledge assessment.

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CRIMINAL RECORD AND CHILD ABUSE CHECK A. ACT 34 CRIMINAL RECORD:

Act 34 of 1985 went into effect on January 1, 1986 and requires that prospective employees of public and private schools in Pennsylvania present evidence to a potential employer of a clearance of criminal offenses. Evidence is provided by the Pennsylvania State Police Criminal Record Check. In most school districts, the school board requires that pre-service students in education, who participate in a classroom with children, also have this clearance. Therefore, IUP has a policy that requires all education students, when they apply for Admission to Teacher Certification, to provide a clearance of Act 34 offenses to the Associate Dean, Administration and Student Affairs in the College of Education and Educational Technology. It is necessary to submit the original copy of a Criminal Record Check, indicating clearance of Act 34 offenses. A copy will be made in the Associate Dean's Office, and the original will be returned to the student. Criminal Record Checks are valid for one year after the date of the clearance. Without this clearance the student will not gain Admission to Teacher Certification. In addition, students who have been admitted to the College of Education and Educational Technology on or after September 1, 1992 are required to present a clearance for Act 34 to the Associate Dean, Teacher Education before being Admitted to Student Teaching. In most cases this means that an education major will need to get two or three different clearances during their IUP career. The immediate processing of these clearances maybe done on line at www.psp.state.pa.us. Some school districts require a new ACT 34 clearance each year. This means a total of (3) may be required. An offense under one or more of the following provisions of Title 18 of the Pennsylvania Consolidated Statues can be found in the list below. Any of these offenses is sufficient to keep a person from obtaining a Pennsylvania teaching certificate: 1. Title 18 of the Pennsylvania Consolidated Statutes (Crimes Code) Criminal Homicide Aggravated Assault Kidnapping Unlawful Restraint Rape Statutory Rape Involuntary Deviate Sexual Intercourse Indecent Assault Indecent Exposure Concealing death of child born out of wedlock Endangering the Welfare of Children Dealing in Infant Children Prostitution and Related Offenses (felony) Relating to Obscene and Other Sexual Materials Corruption of Minors Sexual Abuse of Children Chapter 25 Section 2702 Section 2901 Section 2902 Section 3121 Section 3122 Section 3123 Section 3126 Section 3127 Section 4303 Section 4304 Section 4305 Section 5902(b) Section 5903(c or d) Section 6 301 Section 6312

2. A felony under The Controlled Substance, Drug, Device and Cosmetic Act. 3. Any out-of-state or federal offense similar to those listed in clause (1) and (2) above. 4. See policy for the removal of a student teacher (pages 8-9).

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B. ACT 151 CHILD ABUSE

Act 151 of 1994 was signed into law on December 16, 1994, and amended the Department of Public Welfare's Child Protective Services Law (CPSL). Pennsylvania Law requires that workers in Child Care or Day Care Centers provide evidence of a clearance from the Department of Welfare. Act 151 indicates any offenses relating to child abuse history of the applicant. All students are required to obtain Act 151 clearance when they apply for Admission to Teacher Certification. This clearance must be submitted to Associate Dean, Administration and Student Affairs, in the College of Education and Educational Technology to be copied and placed in the student's file. Child abuse clearances are valid for one year after the date of the clearance. Without this clearance the student will not gain Admission to Teacher Certification. If a student teacher is completing an assignment in an Early Childhood Center, the student may be requested to file an application for a background check with the Department of Welfare. In addition students must submit a copy of a valid Act 151 clearance to the Associate Dean, Teacher Education, before being Admitted to Student Teaching Forms for applying for both acts are available in the Associate Dean, Teacher Education Office. Both applications require fees to be submitted by money order or certified check. It will take approximately 6-8 weeks for a reply, so the student must plan accordingly. As stated previously clearances for Act 34 can now be obtained on-line immediately with a credit card. The clearances must be in the office before Admission to Teacher Certification and Admission to Student Teaching is attained.

C. ACT 114 FINGERPRINTING

Act 114 ( 24 PS 1-111 as amended ) includes background check requirements for student teacher candidates, defined as an individual participating in a classroom teaching, internship, clinical or field experience who, as part of a program for the initial or advanced preparation of professional educators, performs classroom teaching or assists in the education program in a public or private school, Intermediate Unit (IU) or Career and Technology Center (CTC) under the supervision of educator preparation program faculty. IUP teacher candidates are required to obtain this clearance during Step 1. This clearance will remain valid as long as they are continuously enrolled in IUP's educator preparation program. A new Federal criminal history record and PA State Police Criminal History Record is required if the individuals enrollment at IUP's educator preparation program is interrupted or if that candidate transfers to another educator preparation program. However, if the first background check is less than one year old, it may be used for the new program. A new background check is required if the individual transfers from one program to another. However, if the first background check is less than one year old, it may be used for the new program. Additional information about the finger printing process can be found at https://www.pa.cogentid.com/index_pde.htm

39

TIPS FOR THE INTERVIEW PROCESS

The next step in the development of the professional is to obtain a teaching position. The impression a candidate makes during the initial interview may make a difference in being considered for the position. This impression must be immediate, as many preliminary interviews may be no longer than 10 to 30 minutes. The prospective teacher will have a very short time to make an impression for consideration as a candidate. The impression that a candidate for a position makes will determine whether he/she is called for a second interview or considered for the position. The IUP Career Services [(724) 357-2235] offers several services which help the prospective teacher gain skills for the interview process by making video tapes for interviewing available and conducting mock interviews where a member of the staff assists the student in improving his/her skills. The following guidelines are important as a prospective teacher begins the interview process:

A.

PREPARATION IS OF UTMOST IMPORTANCE

x

Before the interview spend time researching and planning for the interview.

1.

Research the School District Check web sites and other reliable sources! What is the philosophy of the school district? x What is the organizational structure of the schools? Administrative Structure? Grade-level Structure? x What are the names of the administrators who will be conducting the interview?
x

2.

Anticipate the questions that might be asked and think about the answers beforehand
x x x x x x x x x x x x x x x x

What are the strategies you would use to motivate students? What can you say about high stakes testing? How will the No Child Left Behind Act affect your classroom? Describe your technological skills. Discuss some behavior management techniques. Tell us about yourself. Why did you select teaching as a profession? Why do you want to teach in school district? How would you organize a class? What is meant by inclusion? How would you organize your class to teach inclusion students? What books or periodicals do you read? What issues are of major concern in education? What are your strengths? What are your weaknesses? What are your unique interests?

B. ARRIVE PROMPTLY
It is important that a candidate not be late for an interview. This also takes preparation. Determine the distance to the school and make a preliminary trip to gauge the time it will take. You may want to make an exploratory trip to the destination a day or two in advance to be sure of traffic patterns, parking, etc. Arrive early so that your composure is intact before the interview.

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C. MAKE A PROFESSIONAL APPEARANCE

x x x x x x

Wear a conservative suit or dress, which is neatly pressed, and clean. The length of the dress may be important. Be conservative about jewelry. How will the district administrators feel about a male candidate wearing an earring? Or a female candidate wearing a tie? The use of language is very important. Do not use slang or incorrect grammar. Do not chew gum or smoke during the interview. Keep materials neat, organized and within easy access.

D.

BE CONFIDENT BUT KEEP PRIDE UNDER CONTROL

x x x x x x x x

Use a firm handshake. Be sincere. Keep eye contact. Smile. Know yourself. Take conversational cues from the interviewers. Listen carefully and ask a question if something is unclear - don't fabricate answers. Maintain a confident posture.

E.

BE ANIMATED BUT DO NOT BECOME AN ACTOR/ACTRESS

x x x x

Be natural. Project enthusiasm for the profession and the position that is being sought. Keep your voice lively and use pleasant tones. Respond with specific and concise examples.

F. THE CONCLUSION OF THE INTERVIEW

If time permits or if the interviewers ask if you have any questions, be prepared beforehand. These questions might take the form of the following:
x x

What are the discipline policies of the school district? What type of inservice programs will be available so that I can improve my teaching?

Within three (3) days of the interview a typewritten letter of appreciation, conforming to accepted business style, should be written indicating appreciation for the opportunity of an interview.

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Appendix A Student Teacher Personal Data Form

42

STUDENT TEACHING PERSONAL DATA FORM

_____________
Date ______________________ Dept. ______________________ ___________________ Major IUP Banner Number ( ) ______________________ Home Phone # _________________ Zip

_____________________________________________________ Last Name First Name MI. ______________________________________________________ Home Address ____________________________________ Campus Address

____________ State

______________________ __________________________ Campus Phone E-Mail Address

EDUCATIONAL BACKGROUND ___________________________________ ____________________________

Elementary School Location

___________________________________ ____________________________
Secondary School Location

___________________________________ ____________________________
Other Schools / Colleges Location

___________________________________ ____________________________
Other Majors at IUP Reasons for school/dept. change

PROFESSIONAL PREPARATION
____________________________________________________________________________________________ Major Minor Areas of Concentration

Pre-Student Teaching Experiences(list schools):

EDUC 242:__________________________________________________________________________________ School Grade EDUC 342:__________________________________________________________________________________ School Grade

List Scholastic Honors and Recognitions:

____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________

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GENERAL EXPERIENCE
Indicate employment and military experience (List most recent first) 1. Employer Job Duties Length of Employment

2. Employer

Job Duties

Length of Employment

3. Employer

Job Duties

Length of Employment

PRESENT MEMBERSHIP IN ORGANIZATIONS

Social: ____________________________________________________________________________________________ Professional: _______________________________________________________________________________________ Community Service: ________________________________________________________________________________

GENERAL
List the departmental, college, or university activities in which you were involved while at IUP:

List all experiences that you had working with children / adolescents and the age of the group / individual: Activity e.g., Coached Little League Baseball Age of Student(s) 7-9

List the special strengths / talents that you bring to this pre-student teaching experience: (attach separate sheet if necessary)

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Appendix B Cooperating TeacherStudent Teacher Signature Form

45

SUBJECT: TO: FROM:

Cooperating Teacher-Student Teacher Interview Cooperating Teacher Associate Dean Teacher Education

The last step in the process of finalizing the student teaching placement is for the prospective student teacher to set up an interview with the cooperating teacher. The purpose of the conference is to become acquainted with each other and to determine whether the placement will be a satisfactory one. It also enables you to discuss with the student teacher what they will be teaching, as well as giving them any books or materials they will need to prepare themselves for the first weeks of teaching. If, as a result of the interview, you have any concerns about the placement, please contact the Teacher Education Office at (724) 357-2485. If the assignment meets with your approval, please sign on the appropriate line and return the letter in the enclosed envelope. We appreciate your willingness to work with IUP students and look forward to working with you during the Fall/Spring Semester. -----------------------------------------------------------------------------------------------------------------Student Teacher (please print)

Student Teacher (signature)

Cooperating Teacher (please print)

Cooperating Teacher (signature)

Date

Please return this form to: Teacher Education Office 104 Stouffer Hall This will become part of your permanent file.

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Appendix C Observation Guide

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Observation Guide
Date: Class observed:__________________________________

A. How did the teacher begin the lesson: 1. Arouse the students' interest? _______________________________________________________________ _______________________________________________________________ 2. Relate to previous learning? _______________________________________________________________ _______________________________________________________________ B. How did the teacher make the purpose and relevance of the lesson apparent? ________________________________________________________________ C. What procedures were incorporated into the body of the lesson? 1. Lecture?________________________________ 2. Discussion? _____________________________ 3. Audiovisual presentation?__________________ 4. Demonstration?__________________________ 5. Student research?_________________________ 6. Small group work?________________________ D. What materials were used in the course of the lesson? 1. Textbooks? ______________________________ 2. Supplementary books? _____________________ 3. Audio tapes? _____________________________ 4. Videotapes/Films/Filmstrips?________________ 5. Television? ______________________________ 6. Concrete objects?__________________________ 7. Illustrations? _____________________________ 8. Models?_________________________________ 9. Computers/Software?______________________ 10. Other? (Specify) __________________________ E. On what was the textbook lesson based? Did the teacher show a broad knowledge of the subject area? __________ Were resources beyond the textbook used? Did he/she relate the subject matter to other content the students had studied, to current events, or to students' personal needs? ____________ If so, how was this accomplished? _______________________________________________________________________ _______________________________________________________________________ 48

F. What provisions and/or accommodations were made for individual differences?

1. Student/teacher conferences?_____________________ 2. Small group work?_____________________________ 3. Individualized assignments?______________________ 4. Differentiated reading materials?__________________ 5. Other? (Specify)_______________________________ G. What classroom management techniques did the teacher use? 1. Light flipping?________________________________ 2. Penalty points?________________________________ 3. Deprivation of privileges?_______________________ 4. Student self-management?_______________________ 5. Other? (Specify)_______________________________ H. How did the teacher's personal qualities help advance the lesson? 1. Dressed appropriately, so that appearance did not distract from the subject matter? _______ 2. Displayed no distracting mannerisms?_____________________ 3. Used correct grammar?_________________________________ 4. Used appropriate voice volume and pitch? __________________ 5. Evidence of enthusiasm?_________________________________ 6. Displayed genuine interest in students?______________________ I. How did the teacher end the lesson? 1. Summarized the day's learning?________________________________________ 2. Assigned homework? If so, specify the kind of assignment.___________________ 3. Was any work collected at the end of the period?____________________________ 4. Other? (Specify) ______________________________________________________ J. What assessment techniques did the teacher use in the course of the lesson? 1. Oral questions?_______________________________________________________ 2. Written questions?_____________________________________________________ 3. Observation of students' verbal responses?__________________________________ 4. Observation of students' application skills?__________________________________ 5. Quiz?_______________________________________________________________ 6. Recording results of conferences with the students?___________________________ 7. Written work?________________________________________________________ 8. Other? (Specify)_______________________________________________________

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K. What components of Danielsons Framework for Teaching were observed? Cite some

specific examples.

In a summary paragraph specify five techniques that were modeled that you plan to incorporate in your teaching. Indicate the value of each technique for enhancing learning.

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Appendix D Teacher Certification Application and Instructions

51

PROFESSIONAL PERSONNEL CERTIFICATE APPLICATION IN STUDENT TEACHING HANDBOOK DIRECTIONS FOR COMPLETING THE PROFESSIONAL PERSONNEL CERTIFICATE APPLICATION In Student Teaching Handbook
Application Date for Submitting Professional Personnel Certification Application: Fall Semester Student Teacher Spring Semester Student Teacher Summer Student Teacher November 1st April 1st July 1st

Completed Professional Personnel Certification Application Should be Sent To: Teacher Education Office IUP, 104 Stouffer Hall Indiana, PA 15701

DO NOT FOLD APPLICATION

Current Fee: $100.00 (subject to change) Check Made Payable to IUP (Personal Check or Money Order) Return payment to the Teacher Education Office attached to your application DIRECTIONS:
x x x x x x x x x x x x x x x x x x Read through enclosed packet and familiarize yourself with the process and instructions. Enclose a copy of your PRAXIS Score Report Sheet with your Certification Application. Print in CAPITAL letters. Use DARK BLUE or BLACK pen. DO NOT USE PENCIL. Print inside the boxes. Do not fold the forms, staple or paper clip them together. If you have more than 14 characters for your name(s) list the characters you want to appear on the certificate. Print your complete address and zip code. (Do not use your campus address) Enter your Social Security Number. Enter your Date of Birth (Month, Day and Year example 03/10/81). Print M or F in the appropriate box for Male or Female. Enter your telephone numbers (Home and Daytime make sure to include area code). Enter the Month/Year and print the College/University from which you received/will receive you bachelors degree. List Subject Area for which you are applying. Health Certificate must be completed by a U.S. licensed physician (not a nurse or physicians assistant). Physicians signature is good for six months only. Statement of Applicant Read carefully and print yes or no in the appropriate boxes. Answer the Pennsylvania certification question by printing yes or no. Answer ALL the moral character questions by printing yes or no. If you answer yes to any question(s) you must attach a letter of explanation and certified court documents. Sign and date the application. Your signature verifies that all of the information provided is correct and true. Falsification of any statement or document may result in the revocation of your Pennsylvania certificate and other binding legal consequences. If you are adding a certification area attach a copy of your current PA certificate. Include copy of first page of PRAXIS scoring report

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Subject Area for Programs

Art K-12 Business/Computer/Information Technology K-12 Citizenship Education 7-12 Cooperative Education 7-12 Early Childhood N-3 Elementary Education K-6 English 7-12 Family and Consumer Sciences K-12 French K-12 German K-12 Health and Physical Education K-12 Mathematics 7-12 Music K-12 Reading Specialist K-12 Safety Education/Driver Education 7-12 Science Biology 7-12 Science Chemistry 7-12 Science Earth and Space Science 7-12 Science General Science 7-12 Science Physics 7-12 Social Studies 7-12 Spanish K-12 Special Education Hearing Impaired K-12 Special Education N-12 Special Education Speech and Language Impaired K-12 Instructional Technology Specialist Vocational Intern Vocational Instructor I Vocational Instructor II Elementary School Counselor K-6 School Psychologist K-12 Secondary School Counselor 7-12 Comprehensive Vocational Education Supervisor Curriculum and Instruction Supervisor Principal K-12 Vocational Administrative Director District Superintendent (Letter of Eligibility) 53

Appendix E Generic Outcomes & Performance Indicators

54

Generic Student Teaching Competencies and Performance Indicators (2-24-02)

Principle #1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Knowledge x The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of central to the discipline(s) s/he teaches. knowing that are

The teacher understands how students' conceptual frameworks and their misconceptions for an area of knowledge can influence their learning. The teacher can relate his/her disciplinary knowledge to other subject areas.

Dispositions x The teacher realizes that subject matter knowledge is not a fixed body of facts but is complex and ever-evolving. S/he seeks to keep abreast of new ideas and understandings in the field. The teacher appreciates multiple perspectives and conveys to learners how knowledge is developed from the vantage point of the knower. The teacher has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday life. The teacher is committed to continuous learning and engages in professional discourse about subject matter knowledge and children's learning of the discipline.

x x

Skills x The teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and links them to students' prior understandings. The teacher can represent and use differing viewpoints, theories, "ways of knowing" and methods of inquiry in his/her teaching of subject matter concepts. The teacher can evaluate teaching resources and curriculum materials for their comprehensiveness, accuracy, and usefulness for representing particular ideas and concepts. The teacher engages students in generating knowledge and testing hypotheses according to the methods of inquiry and standards of evidence used in the discipline. The teacher develops and uses curricula that encourage students to see, question, and interpret ideas from diverse perspectives. The teacher can create interdisciplinary learning experiences that allow students to integrate knowledge, skills, and methods of inquiry from several subject areas.

Principle #2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

Knowledge x The teacher understands how learning occurs--how students construct knowledge, acquire skills, and develop habits of

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mind--and knows how to use instructional strategies that promote student learning. x The teacher understands that students' physical, social, emotional, moral and cognitive development influence learning and knows how to address these factors when making instructional decisions. The teacher is aware of expected developmental progressions and ranges of individual variation within each domain (physical, social, emotional, moral and cognitive), can identify levels of readiness in learning, and understands how development in any one domain may affect performance in others.

Dispositions x The teacher appreciates individual variation within each area of development, shows respect for the diverse talents of all learners, and is committed to helping the learner develop self-confidence and competence. The teacher is disposed to use students' strengths as a basis for growth, and their errors as an opportunity for learning.

Skills x The teacher assesses individual and group performance in order to design instruction that meets learners' current needs in each domain (cognitive, social, emotional, moral, and physical) and that leads to the next level of development. The teacher stimulates student reflection on prior knowledge and links new ideas to already familiar ideas, making connections to students' experiences, providing opportunities for active engagement, manipulation, and testing of ideas and materials, and encouraging students to assume responsibility for shaping their learning tasks. The teacher accesses students' thinking and experiences as a basis for instructional activities by, for example, encouraging discussion, listening and responding to group interaction, and eliciting samples of student thinking orally and in writing.

Principle #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
Knowledge x The teacher understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes, and can design instruction that helps use students' strengths as the basis for growth. x The teacher knows about areas of exceptionality in learning--including learning disabilities, visual and perceptual difficulties, and special physical or mental challenges. The teacher knows about the process of second language acquisition and about strategies to support the learning of students whose first language is not English. The teacher understands how students' learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family and community values. The teacher has a well-grounded framework for understanding cultural and community diversity and knows how to learn about and incorporate students' experiences, cultures, and community resources into instruction.

Dispositions x x The teacher believes that all children can learn at high levels and persists in helping all children achieve success. The teacher appreciates and values human diversity, shows respect for students' varied talents and perspectives, and is committed to the pursuit of "individually configured excellence." The teacher respects students as individuals with differing personal and family backgrounds and various skills, talents, and interests. The teacher is sensitive to community and cultural norms. The teacher makes students feel valued for their potential as people, and helps them learn to value each other.

x x

Skills x The teacher identifies and designs instruction appropriate to students' stages of development, learning styles, strengths, and needs. The teacher uses teaching approaches that are sensitive to the multiple experiences of learners and that address different learning and performance modes.

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The teacher makes appropriate provisions (in terms of time and circumstances for work, tasks assigned, communication and response modes) for individual students who have particular learning differences or needs. The teacher can identify when and how to access appropriate services or resources to meet exceptional learning needs. The teacher seeks to understand students' families, cultures, and communities, and uses this information as a basis for connecting instruction to students' experiences (e.g. drawing explicit connections between subject matter and community matters, making assignments that can be related to students' experiences and cultures). The teacher brings multiple perspectives to the discussion of subject matter, including attention to students' personal, family, and community experiences and cultural norms. The teacher creates a learning community in which individual differences are respected.

x x

Principle #4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
Knowledge x The teacher understands the cognitive processes associated with various kinds of learning (e.g. critical and creative thinking, problem structuring and problem solving, invention, memorization and recall) and how these processes can be stimulated. The teacher understands principles and techniques, along with advantages and limitations, associated with various instructional strategies (e.g. cooperative learning, direct instruction, discovery learning, whole group discussion, independent study, interdisciplinary instruction). The teacher knows how to enhance learning through the use of a wide variety of materials as well as human and technological resources (e.g. computers, audio-visual technologies, videotapes and discs, local experts, primary documents and artifacts, texts, reference books, literature, and other print resources).

Dispositions x The teacher values the development of students' critical thinking, independent problem solving, and performance capabilities. The teacher values flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs.

Skills x The teacher carefully evaluates how to achieve learning goals, choosing alternative teaching strategies and materials to achieve different instructional purposes and to meet student needs (e.g. developmental stages, prior knowledge, learning styles, and interests). The teacher uses multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem solving, and performance capabilities and that help student assume responsibility for identifying and using learning resources. The teacher constantly monitors and adjusts strategies in response to learner feedback. The teacher varies his or her role in the instructional process (e.g. instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of students. The teacher develops a variety of clear, accurate presentations and representations of concepts, using alternative explanations to assist students' understanding and presenting diverse perspectives to encourage critical thinking.

x x

Principle #5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and selfmotivation.
Knowledge x The teacher can use knowledge about human motivation and behavior drawn from the foundational sciences of psychology, anthropology, and sociology to develop strategies for organizing and supporting individual and group work. x The teacher understands how social groups function and influence people, and how people influence groups.

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The teacher knows how to help people work productively and cooperatively with each other in complex social settings. The teacher understands the principles of effective classroom management and can use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom. The teacher recognizes factors and situations that are likely to promote or diminish intrinsic motivation, and knows how to help students become self-motivated.

Dispositions x The teacher takes responsibility for establishing a positive climate in the classroom and participates in maintaining such a climate in the school as whole. x The teacher understands how participation supports commitment, and is committed to the expression and use of democratic values in the classroom. The teacher values the role of students in promoting each other's learning and recognizes the importance of peer relationships in establishing a climate of learning. The teacher recognizes the value of intrinsic motivation to students' life-long growth and learning. The teacher is committed to the continuous development of individual students' abilities and considers how different motivational strategies are likely to encourage this development for each student.

x x

Skills x The teacher creates a smoothly functioning learning community in which students assume responsibility for themselves and one another, participate in decision making, work collaboratively and independently, and engage in purposeful learning activities. x The teacher engages students in individual and cooperative learning activities that help them develop the motivation to achieve, by, for example, relating lessons to students' personal interests, allowing students to have choices in their learning, and leading students to ask questions and pursue problems that are meaningful to them. The teacher organizes, allocates, and manages the resources of time, space, activities, and attention to provide active and equitable engagement of students in productive tasks. The teacher maximizes the amount of class time spent in learning by creating expectations and processes for communication and behavior along with a physical setting conducive to classroom goals. The teacher helps the group to develop shared values and expectations for student interactions, academic discussions, and individual and group responsibility that create a positive classroom climate of openness, mutual respect, support, and inquiry. The teacher analyzes the classroom environment and makes decisions and adjustments to enhance social relationships, student motivation and engagement, and productive work. The teacher organizes, prepares students for, and monitors independent and group work that allows for full and varied participation of all individuals.

Principle #6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Knowledge x x x x The teacher understands communication theory, language development, and the role of language in learning. The teacher understands how cultural and gender differences can affect communication in the classroom. The teacher recognizes the importance of nonverbal as well as verbal communication. The teacher knows about and can use effective verbal, nonverbal, and media communication techniques.

Dispositions x x The teacher recognizes the power of language for fostering self-expression, identity development, and learning. The teacher values many ways in which people seek to communicate and encourages many modes of communication in the classroom. The teacher is a thoughtful and responsive listener.

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The teacher appreciates the cultural dimensions of communication, responds appropriately, and seeks to foster culturally sensitive communication by and among all students in the class.

Skills x The teacher models effective communication strategies in conveying ideas and information and in asking questions (e.g. monitoring the effects of messages, restating ideas and drawing connections, using visual, aural, and kinesthetic cues, being sensitive to nonverbal cues given and received). The teacher supports and expands learner expression in speaking, writing, and other media. The teacher knows how to ask questions and stimulate discussion in different ways for particular purposes, for example, probing for learner understanding, helping students articulate their ideas and thinking processes, promoting risk-taking and problem-solving, facilitating factual recall, encouraging convergent and divergent thinking, stimulating curiosity, helping students to question. The teacher communicates in ways that demonstrate sensitivity to cultural and gender differences (e.g. appropriate use of eye contact, interpretation of body language and verbal statements, acknowledgment of and responsiveness to different modes of communication and participation). The teacher knows how to use a variety of media communication tools, including audio-visual aids and computers, to enrich learning opportunities.

x x

Principle #7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Knowledge x The teacher understands learning theory, subject matter, curriculum development, and student development and knows how to use this knowledge in planning instruction to meet curriculum goals. The teacher knows how to take contextual considerations (instructional materials, individual student interests, needs, and aptitudes, and community resources) into account in planning instruction that creates an effective bridge between curriculum goals and students' experiences. The teacher knows when and how to adjust plans based on student responses and other contingencies.

Dispositions x x The teacher values both long term and short term planning. The teacher believes that plans must always be open to adjustment and revision based on student needs and changing circumstances. The teacher values planning as a collegial activity.

Skills x As an individual and a member of a team, the teacher selects and creates learning experiences that are appropriate for curriculum goals, relevant to learners, and based upon principles of effective instruction (e.g. that activate students' prior knowledge, anticipate preconceptions, encourage exploration and problem-solving, and build new skills on those previously acquired). The teacher plans for learning opportunities that recognize and address variation in learning styles and performance modes. The teacher creates lessons and activities that operate at multiple levels to meet the developmental and individual needs of diverse learners and help each progress. The teacher creates short-range and long-term plans that are linked to student needs and performance, and adapts the plans to ensure and capitalize on student progress and motivation. The teacher responds to unanticipated sources of input, evaluates plans in relation to short- and long-range goals, and systematically adjusts plans to meet student needs and enhance learning.

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Principle #8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

Knowledge x The teacher understands the characteristics, uses, advantages, and limitations of different types of assessments (e.g. criterion-referenced and norm-referenced instruments, traditional standardized and performance-based tests, observation systems, and assessments of student work) for evaluating how students learn, what they know and are able to do, and what kinds of experiences will support their further growth and development. The teacher knows how to select, construct, and use assessment strategies and instruments appropriate to the learning outcomes being evaluated and to other diagnostic purposes. The teacher understands measurement theory and assessment-related issues, such as validity, reliability, bias, and scoring concerns.

Dispositions x The teacher values ongoing assessment as essential to the instructional process and recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning. The teacher is committed to using assessment to identify student strengths and promote student growth rather than to deny students access to learning opportunities.

Skills x The teacher appropriately uses a variety of formal and informal assessment techniques (e.g. observation, portfolios of student work, teacher-made tests, performance tasks, projects, student self-assessments, peer assessment, and standardized tests) to enhance her or his knowledge of learners, evaluate students' progress and performances, and modify teaching and learning strategies. The teacher solicits and uses information about students' experiences, learning behavior, needs, and progress from parents, other colleagues, and the students themselves. The teacher uses assessment strategies to involve learners in self-assessment activities, to help them become aware of their strengths and needs, and to encourage them to set personal goals for learning. The teacher evaluates the effect of class activities on both individuals and the class as a whole, collecting information through observation of classroom interactions, questioning, and analysis of student work. The teacher monitors his or her own teaching strategies and behavior in relation to student success, modifying plans and instructional approaches accordingly. The teacher maintains useful records of student work and performance and can communicate student progress knowledgeably and responsibly, based on appropriate indicators, to students, parents, and other colleagues.

Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
Knowledge x The teacher understands methods of inquiry that provide him/her with a variety of self- assessment and problem-solving strategies for reflecting on his/her practice, its influences on students' growth and learning, and the complex interactions between them. The teacher is aware of major areas of research on teaching and of resources available for professional learning (e.g. professional literature, colleagues, professional associations, professional development activities).

Dispositions x x x The teacher values critical thinking and self-directed learning as habits of mind. The teacher is committed to reflection, assessment, and learning as an ongoing process. The teacher is willing to give and receive help.

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The teacher is committed to seeking out, developing, and continually refining practices that address the individual needs of students. The teacher recognizes his/her professional responsibility for engaging in and supporting appropriate professional practices for self and colleagues.

Skills x The teacher uses classroom observation, information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for experimenting with, reflecting on, and revising practice. The teacher seeks out professional literature, colleagues, and other resources to support his/her own development as a learner and a teacher. The teacher draws upon professional colleagues within the school and other professional arenas as supports for reflection, problem-solving and new ideas, actively sharing experiences and seeking and giving feedback.

Principle #10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
Knowledge x The teacher understands schools as organizations within the larger community context and understands the operations of the relevant aspects of the system(s) within which s/he works. The teacher understands how factors in the students' environment outside of school (e.g. family circumstances, community environments, health and economic conditions) may influence students' life and learning. The teacher understands and implements laws related to students' rights and teacher responsibilities (e.g. for equal education, appropriate education for handicapped students, confidentiality, privacy, appropriate treatment of students, reporting in situations related to possible child abuse).

Dispositions x x The teacher values and appreciates the importance of all aspects of a child's experience. The teacher is concerned about all aspects of a child's well-being (cognitive, emotional, social, and physical), and is alert to signs of difficulties. The teacher is willing to consult with other adults regarding the education and well-being of his/her students. The teacher respects the privacy of students and confidentiality of information. The teacher is willing to work with other professionals to improve the overall learning environment for students.

x x x

Skills x x The teacher participates in collegial activities designed to make the entire school a productive learning environment. The teacher makes links with the learners' other environments on behalf of students, by consulting with parents, counselors, teachers of other classes and activities within the schools, and professionals in other community agencies. The teacher can identify and use community resources to foster student learning. The teacher establishes respectful and productive relationships with parents and guardians from diverse home and community situations, and seeks to develop cooperative partnerships in support of student learning and well being. The teacher talks with and listens to the student, is sensitive and responsive to clues of distress, investigates situations, and seeks outside help as needed and appropriate to remedy problems. The teacher acts as an advocate for students.

x x

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EVALUATION OF THE STUDENT TEACHER

____________________________________________________________________________________ Evaluation should be an ongoing process for the growth and development of the student teacher. The Cooperating Teacher, the University Supervisor and the Student Teacher share this responsibility. Evaluation focuses on identifying areas of strength and weakness and suggesting strategies and techniques for more effective teaching. The student teacher is then able to capitalize on strengths while eliminating the weaknesses. Goals need to be set and specific objectives established to enable the student teacher to have optimal development. Grading is the culmination of the evaluation process. A judgment is made concerning the degree to which a student has met specified goals and objectives and the degree of attainment of both the generic and teaching field competencies. Although a grade for the experience is important, it is not the only indicator of the student's ability to teach but grades do give a general indication of the quality of the student's achievement. In assigning a grade, the following statements may be helpful: A - Represents superior teaching signifying excellence. This signifies that the candidate exhibits teaching competencies in a continuous and spontaneous manner. Student teachers who are rated A have achieved a "higher level" of competency. These students can be expected to develop into outstanding teachers. B - Represents good teaching. A student teacher receiving a B has achieved a "moderate level" of competency. The candidate should be expected to maintain that level of performance and perhaps even approach excellence as he/she gains experience and is mentored to facilitate continued growth. C - Represents minimally acceptable teaching. A student teacher rated a C has achieved a "low level" of competency. The student teacher is eligible for certification but may not carry a recommendation of professional competence. In a competitive market, the candidate may find it difficult to obtain a teaching position. D - Represents inadequate teaching skills indicated by not achieving the majority of competencies listed on the evaluation form. The student teacher WILL NOT be certified but will be able to graduate from IUP without certification. F - Represents failure. No credit will be given. Please work closely with the University Supervisor before deciding on a final grade for your student teacher. Your University Supervisor is the instructor of record and has worked with student teachers in many different settings and classroom situations -together a mutually agreeable, objective assessment of the performance can be achieved. It is statistically unlikely and unrealistic to expect that all candidates will meet the competency level to receive an "A" grade. A grade of "B" is quite frequently indicated. Grades of "C" and "D" occur much less frequently. Grades must honestly and professionally reflect the competency attainment of the student teacher. The letter grade is just one measure of the candidate's ability. Equally important to the evaluation process is the checklist of competency attainment on the evaluation form as well as the written comments which afford the opportunity to indicate specific strengths, weaknesses, and potential of the prospective teacher. The evaluation form and performance indicators for both the Minimal Generic Teacher Education Competencies (green sheet) and the Minimal Teaching Field Competencies (yellow sheet) will assist you in your evaluation process. Work closely with your student teacher to develop the competencies and with your University Supervisor to evaluate the competencies.

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MID-TERM EVALUATIONS
An evaluation takes place during the mid-term of the assignment using the PDE Form 430. Where student teachers are assigned for a quarter, e.g., art, health and physical education, home economics, hearing loss, special education, and music, it is advisable to conduct an informal evaluation about the fourth week of the experience. This is to assist the student teacher in being reflective as well as understanding what is expected in order to reach optimal success by the end of the quarter. This informal evaluation is to be shared with the university supervisor and student. For those candidates who have a semester assignment, the mid-term evaluation will take place about the seventh week of the experience using the PDE Form 430. This evaluation should contain a tentative grade and specific suggestions for improvement so that optimal success can be achieved by the end of the semester. This evaluation is to be completed and signed by the cooperating teacher, the university supervisor, and the student teacher during a three-way conference. The student teacher should be encouraged to reflect on his/her performance. A copy is to be sent to the Teacher Education Office where it will be placed in the student teacher's file. The evaluation is composed of three parts: Part I, a checklist of generic and specific competencies; Part II, a checklist of departmental competencies, and Part III, a page for narrative evaluative statements. After the checklist is completed, the student teacher should reflect on the competency sheets and the performance indicators for each of the competencies.

FINAL EVALUATIONS
A final evaluation conference should be scheduled with the student teacher to review Part I, Part II and Part III of the evaluation form. The purpose of this conference is to thoroughly review and explain the ratings as well as share strengths and suggestions for improvement. After consultation with the university supervisor, the grade may be given to the student teacher. A student teacher should include a personal evaluation of his/her performance on the signed evaluation form and PDE Form 430. The signature indicates that the student teacher has read, and has had an opportunity to discuss the evaluation. The university supervisor will assist the cooperating teacher in the procedures for completing and reviewing the evaluation as well as how he/she desires the evaluation be submitted to IUP, e.g., some university supervisors are available for the final conference while some review the narrative evaluation and projected grade and request the conference be completed by the cooperating teacher and the entire evaluation packet be mailed to their university address so that the university supervisor can complete it. The university supervisor is responsible for distribution of the copies to the appropriate persons or office. The evaluations submitted to the Teacher Education Office are kept on file for a period of time -- usually five years. Family Educational Rights and Privacy Act (Buckley Amendment) prohibits IUP from mailing out any student observations or evaluations to any prospective employer without the written consent of the student teacher.

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Appendix F EDUC 421, 431 and/or 441: Student Teaching Course Syllabus

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Course Syllabus
EDUC 421, 431 and/or 441 Student Teaching
Course Description: Experience in teaching at the elementary or secondary level; coordination and visitation by a university faculty member with daily supervision by a cooperating teacher. Efforts are made to provide opportunities for Candidates to work with students who have special needs and/or who come from diverse cultural backgrounds. Conceptual Framework Relation This capstone culminating experience is one that calls for the candidate with guided independence to integrate the components of the Danielson Framework-Professional Responsibilities, Planning and Preparation, Instruction, and Classroom Environment into the environment of the classroom where student teaching occurs. Pre-Requisites for the Course Candidates enrolled in student teaching have met all requirements of the first two steps of the IUP Three Step Process to Teacher Certification including: x x x x x x x x x x x x Admitted to the Teacher Certification Program Attainment of Step 2 in the IUP 3 Step Process Satisfactory completion of at least 91 semester hours Cumulative grade point average of 3.0 or higher Completion of liberal studies requirement courses with a "C" or better Completion of all required professional education courses with a minimum grade of "C" in each these include: COMM 301 or departmental equivalent, EDUC 442, EDUC 242, EDUC 342, EDSP 477 Completion of the Special Education Competency course EDEX 300/301 Current Clearance for Act 34 and Act 151 FBI Fingerprinting Liability insurance Negative TB Test verification Affirmative recommendation by the student's major departmental adviser or program coordinator

Course Outcomes The outcomes and performance indicators listed below are the generic outcomes for all education majors. In addition to these outcomes there are separate outcomes and performance indicators for each of the 20 certification programs available at IUP.

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Appendix G Generic Evaluation Part I and Part III

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Part I

Teacher Education: Evaluation of Student Teaching

Student's Name ___________________________________ Banner ID @___________________ Date__________________________ IUP Department _____________________________Grades Taught _____________________ Subjects or Program _____________________

School District _________________________________________ School Building __________________________________________________

Check Appropriate Blocks

1st Experience

2nd Experience

Midterm

Final

Based on observation of your student teachers performance and/or examination of his/her records and other product outcomes, please assess his/her development of the following competencies as an entry level teacher. Please make heavy black marks in the squares for the rating of the competency level. Refer to the suggested list of performance indicators on the separate outcomes sheet to assist in the evaluation process. These performance indicators are not finite. Superior (SU) -- -Beyond what is expected at this point in the program Needs Improvement (NI)-- -Less than expected at this point in the program Satisfactory (S)---As expected at this point in the program NOTA---- No Opportunity To Assess

Minimal Generic Teacher Education Outcome 1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students. 2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development. 3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners. 4. The teacher understands and uses a variety of instructional strategies to encourage students development of critical thinking, problem solving, and performance skills. 5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. 7. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals. 8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner. 9. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. SUMMARY - OVERALL RATING
The original to: Teacher Education Office - 104 Stouffer Hall. Photocopies should be provided to the following: Student Teacher/Cooperating Teacher/University Supervisor.

SU

NI

NOTA

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Indiana, Pennsylvania 15705

Part III

Name (Please Type)

Department ________________________________________________

Cooperating Teacher: ________________________________________________________

______________________________________ Signature of Cooperating Teacher

_______________ Date

_____________________ Recommended Grade

University Supervisor: ________________________________________

________________________________________ Signature of University Supervisor

______________ Date

____________________ Midterm/Final Grade

Student Teacher: ____________________________________________

I have had the opportunity to meet with my cooperating teacher and university supervisor to discuss this evaluation. ______________________________________________ Signature of Student Teacher GENERIC.EVL REV 7/02 ____________________________ Date

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Appendix H Guest Host Form

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TEACHER EDUCATION
STUDENT TEACHING

GUEST-HOST RELATIONSHIP FORM

The College of Education works with a large number of school districts each year in connection with field experiences for pre-student teaching and student teaching programs. In each instance, we are able to place teacher education candidates in a particular district because the district has invited us to place prospective teachers and has agreed to work cooperatively with us in a particular segment of the teacher education program. Consequently, both pre-student teachers and student teachers participating in field experience activities in a school district do so as guests of the school district. Each school district has regulations, procedures, institutional practices, and professional expectations for school district personnel, which will apply to pre-student teachers and student teachers assigned to a field experience in a school district. It is the responsibility of each pre-student teacher and student teacher to become aware of the expectations, rules and codes of conduct for teachers and student teachers. A teacher education candidate enrolling in a course which requires an assignment to a field experience as a pre-student teacher and/or as a student teacher must understand that he/she will be in a school district as a guest of that district. Further, the acceptance of a pre-student teacher or student teaching assignment indicates an understanding of this guest/host relationship and an understanding that the teacher education candidate is expected to abide by the regulations, procedures, institutional practices, and professional expectations of the particular school district in which an assignment has been accepted. _________________________________________________________________________ As a teacher education candidate, I understand and agree to the principles governing field experiences. Further, I understand and agree that if my conduct or performance as a pre-student teacher or student teacher is not compatible with the regulations, policies, institutional practices, or professional expectations of the host school district or the university, my assignment may be terminated upon request of either the University or the school district.
_______________________________ Date _______________________________ Candidate Signature _______________________________ Please Print Name

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Appendix I PA Standard Application & Directions

(Application is interactive on the PDE website at: www.pde.state.pa.us)

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STANDARD APPLICATION

For Teaching Positions in Pennsylvania Public Schools

(PLEASE PRINT OR TYPE)
Position(s) Desired Name
LAST FIRST MIDDLE SOCIAL SECURITY NUMBER1

Present Address
STREET CITY STATE (AREA CODE) TELEPHONE ZIP CODE

PERMANENT ADDRESS
STREET CITY STATE (AREA CODE) TELEPHONE ZIP CODE

E-MAIL ADDRESS (IF AVAILABLE) LIST, IN ORDER OF PREFERENCE, THE GRADES, SUBJECTS AND/OR POSITIONS FOR WHICH YOU ARE APPLYING:
1. 2. 3.

CERTIFICATION
(LIST ALL AREAS IN WHICH YOU HOLD VALID PENNSYLVANIA AND/OR OUT-OF-STATE TEACHING CERTIFICATES. NOTE: APPLICANTS HOLDING A CERTIFICATE FROM ANOTHER STATE MUST OBTAIN A PENNSYLVANIA CERTIFICATE IN ORDER TO TEACH IN PENNSYLVANIA PUBLIC SCHOOLS.)

AREA OF CERTIFICATION

ISSUING STATE

DATE ISSUED

HAVE YOU ACQUIRED TENURE IN PENNSYLVANIA? IF YES, IN WHAT SCHOOL DISTRICT? DATE AVAILABLE FOR EMPLOYMENT IF YOU ARE NOT EMPLOYED FULL TIME, ARE YOU INTERESTED IN BEING PLACED ON OUR SUBSTITUTE LIST? LONG-TERM SHORT-TERM YES NO

YES YES

NO NO

7373 45 Federal Privacy Act [5 U.S.C.552A NOTE] Statement. Authority for requesting social security account numbers: Public School Code of 1949 [24 P.S. 12-1212, 24 P.S. 1224] Principal Purpose: To verify certification. Other Purposes: Identification and collection of criminal/disciplinary records for certified educators. Disclosure: Mandatory. Failure to provide the Social Security Number will result in an applicant not being considered for employment. 73

EDUCATIONAL BACKGROUND
School or Institution and Location Major/ Minor DIPLOMAS, DEGREES OR CREDITS EARNED GRADE POINT Average (GPA)

HIGH SCHOOL COLLEGE/UNIVERSITY COLLEGE/UNIVERSITY GRADUATE STUDY GRADUATE STUDY

EXPERIENCE
Dates From To (Area Code) Telephone: Work Performed: (PRESENT OR MOST RECENT FIRST) Name of Employer and Address Your Title

Reason for Leaving:

Name & Title of Supervisor: Dates From To

Final Yearly Salary: Name of Employer and Address Your Title

(Area Code) Telephone: Work Performed:

Reason for Leaving:

Name & Title of Supervisor: Dates From To

Final Yearly Salary: Name of Employer and Address Your Title

(Area Code) Telephone: Work Performed:

Reason for Leaving:

Name & Title of Supervisor:

Final Yearly Salary:

Please list activities that you are qualified to supervise or coach:

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If you have not been previously employed in a teaching position, please complete the following:
STUDENT OR PRACTICE TEACHING
GRADE OR SUBJECT TAUGHT NAME AND ADDRESS OF SCHOOL 1. 2. COLLEGE SUPERVISOR COOPERATING TEACHER

1.

2.

1.

2.

Student Teaching References: Please attach photocopies of letters of reference and/or evaluations from college/university student teacher supervisor and cooperating teacher(s).
REFERENCES

References should include superintendents, principals or professors who have first-hand knowledge of your professional competence and your personal qualifications. Experienced teachers should include the superintendent and principal of the two most recent schools in which employed. If any person(s) listed should not be contacted for reference at the present time, indicate in the left-hand margin the date contact(s) may be made.
NAME POSITION ADDRESS TELEPHONE

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OTHER QUALIFICATIONS
Summarize special job-related skills and qualifications acquired from employment or other experiences (including U.S. military service) and/or state any additional information you feel may be helpful in considering your application, i.e. honors, awards, activities, technology skills or professional development activities:

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GENERAL BACKGROUND INFORMATION

You must give complete answers to all questions. If you answer "Yes" to any question, you must list all offenses, and for each conviction provide date of conviction and disposition, regardless of the date or location of occurrence. Conviction of a criminal offense is not a bar to employment in all cases. Each case is considered on its merits. Your answers will be verified with appropriate police records. Criminal Offense includes felonies, misdemeanors, summary offenses and convictions resulting from a plea of "nolo contendere" (no contest). Conviction is an adjudication of guilt and includes determinations before a court, a district justice or a magistrate, which results in a fine, sentence or probation. You may omit: minor traffic violations, offenses committed before your 18th birthday which were adjudicated in juvenile court or under a Youth Offender Law, and any convictions which have been expunged by a court or for which you successfully completed an Accelerated Rehabilitative Disposition program.

Were you ever convicted of a criminal offense? Are you currently under charges for a criminal offense? Have you ever forfeited bond or collateral in connection with a criminal offense? Within the last ten years, have you been fired from any job for any reason? Within the last ten years, have you quit a job after being notified that you would be fired? Have you ever been professionally disciplined in any state?
Professional disciplined means the annulment, revocation or suspension of your teaching certification or having received a letter of reprimand from an agency, board or commission of state government, such as the Pennsylvania Professional Standards and Practices Commission.

Yes Yes Yes Yes Yes Yes

No No No No No No

Are you subject to any visa or immigration status, which would prevent lawful employment?

Yes

No

Note: If you answered "Yes" to any of the above questions, please provide a detailed explanation on a separate sheet of paper, including dates, and attach it to this application. Please print and sign your name on the sheet, and include your social security number.

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ACT 34 COMPLIANCE (Background Check of Prospective Employees)

Each applicant must submit with the employment application a State and Federal criminal history report or a copy of the completed form/request. ************************************************

ACT 151 (PA Child Abuse History Clearance)

Each candidate must submit with his/her employment application a copy of an official clearance statement obtained from the Pennsylvania Department of Public Welfare or a statement from the Department of Public Welfare that no record exists. The clearance statement must be no more than one (1) year old. The applicant MUST submit the ORIGINAL report prior to employment. *******************************************

ESSAY
Please write an essay as described on page six. For your convenience, you may attach a sheet; however, your essay may not exceed one page. At the bottom of the attachment, please print and sign your name. ******************************************* CERTIFICATION AND RELEASE AUTHORIZATION I certify that all of the statements made by me are true, complete and correct to the best of my knowledge and belief, and are made in good faith. I further certify that I am the sole author of the essay. I understand that any misrepresentation of information shall be sufficient cause for: (1) rejecting my candidacy, (2) withdrawing of any offer of employment, or (3) terminating my employment. I hereby authorize any and all of my previous employers and/or supervisors to release any and all of my personnel records, and to respond fully and completely to all questions that officials of____________ (school district) may ask regarding my prior work history and performance. I will hold such previous employers and/or supervisors harmless of any and all claims that I might otherwise have against them with regard to statements made to this school district. I further authorize these officials to investigate my background, now or in the future, to verify the information provided and release from liability all persons and/or entities supplying information regarding my background. However, I do not authorize the production of medical records or other information, which would tend to actually identify a disability nor do I authorize inquiries which would include information related to any medical condition or medical history. Further, I do not waive any rights which I may have under state or federal law related to my right to challenge the disclosure of unlawful or inaccurate information, whether by the school district or by entities or persons providing such information to the school district, including any and all claims concerning allegations of employment discrimination because of race, color, sex, religion, national origin, ancestry, age or disability.
Date Signature of Candidate (in ink) [Must be original]

Pennsylvania school districts shall not discriminate in their educational programs, activities or employment practices based on race, color, national origin, sex, disability, age, religion, ancestry or any other legally protected classification. This policy is in accordance with state and federal laws, including Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Sections 503 and 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, the Americans with Disabilities Act of 1990 and the Pennsylvania Human Relations Act. Information relative to special accommodation, grievance procedure, and the designated responsible official for compliance with Title VI, Title IX, and Section 504 may be obtained by contacting the school district.

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80 ESSAY
We are interested in your ability to organize and express thoughts on a specific topic in a succinct manner. Please select one of the following topics and write an essay in the space provided on this page. 1. The Most Important Qualities of an Outstanding Educator. 2. My Philosophy of Student Discipline. 3. The Importance of Continuing Professional Development and How I Plan to Incorporate It Throughout My Career. 4. Essential Elements of Instruction, Administration or Area of Certification. 5. How Information Technology (i.e., computers, Internet) Can Be Integrated into the Instructional Process and Curriculum.

Signature

Name

Note to applicants: This application can be downloaded from the Department of Education's home page which is accessible at: http://www.state.pa.us. This application was developed, in accordance with Section 1204.1 of Act 107 of 1996, by the Pennsylvania Department of Education is consultation with organizations representing school administrators, including personnel administrators, teachers and school boards. Questions should be referred to PDE School Services Unit at Voice Telephone (717) 787-4860, Text Telephone TTY (717) 783-8445 or FAX (717) 783-6802. If you need accommodation in completing this application, including alternate format, please contact the school district.

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