Student Teaching Handbook PREFACE The faculty and staff of the Education Department of the University of Maine at Presque Isle believes in the power of teachers to change lives and make the world a better place through education. Our goal is to develop, inspire and guide students who share our vision. Our faculty are dedicated teachers who are committed to students and believe that our students learn through hands-on, action study through the student teaching experience. This experience will provide you with the opportunity to further develop competencies requisite for becoming a successful professional educator.
Upon successful completion of your student teaching program, you can expect to enter the teaching profession confidently and successfully. The authors of this Handbook gratefully acknowledge that they have used the procedures and freely borrowed, adapted, modified, and used words phrases, ideas and concepts found in similar publications of the following educational institutions listed in alphabetical order: Augustana College, Arkansas State University, Columbus State University, Davidson College, Dordt College, Florida State University, Graceland University, Northern Michigan University, Plymouth State University, Reich College of Education, Wichita State University, University of Colorado, University of Maine, University of Maryland and University of North Carolina. Revised April 2020 Table of Contents Program Goals. 1 Goals of the Student Teaching Program.
1 Student Teaching Options. 2 Option A: Traditional Student Teaching Experience. 2 Option B: Two-semester Internship. 2 Placement Orientation Meeting.
2 Student Teaching Period. 3 Code of Conduct. 3 Exceptions to Guidelines. 3 Physical Contact with Students.
4 Withdrawing from Student Teaching Placement. 4 Withdrawal from a Placement by the University. 4 Unique Circumstances for Discontinuing a Placement. 4 Activities Outside of Student Teaching.
4 Student Teaching Requirements. 4 Basic Requirements of the Student Teacher. 4 What is Student Teaching All About?. 7 Reporting to Assigned School.
7 Responsibility to the Students. 7 Responsibility to the University of Maine at Presque Isle. 7 Responsibility to your Development as a Professional. 7 Relationship with the Cooperating Teacher.
7 Relationship with the University Supervisor. 8 Teacher Observation Opportunities. 8 Participation in Class and School Programs. 8 Planning and Teaching.
8 Maintain a Personal Student Teaching Binder. Your Formal Observations and Evaluations by University Supervisor and Cooperating Teacher. Student class list. Evaluation of Student Teaching Experience.
10 Forms & Instructions for Student Teaching Binder Section I Official Documentation. 11 Form A Student Teacher Attendance Log. 12 Form B Lesson Observation. 13 What to look for in the lesson observation.
15 Form C Documentation of participation in non-classroom activities. 16 Section II – Lesson Plans. 17 Rubric for Lesson Plan. 20 Lesson Plan- Short Form- D-3.
22 CCSS/MLR/National Standard:. 22 Elements of a Good Lesson Plan. 23 Section III – Reflective Journals. 24 Form E Reflective Journal.
25 Reflective Journal Tips. 26 Section IV – Formal Observations and Evaluations by University Supervisor and Cooperating Teacher. 27 Section V – Student Class List. 28 Form G-1 Regular Education Class Student Summary Form.
29 Form G-2 Special Education Class IEP Summary Form. 30 Form K - Student Teacher Documentation Checklist. 31 Tips For a Successful Student Teaching Experience. 32 Your First Day.
33 Page ii Links to Teaching Tools. 34 Take Care of Yourself. 37 UMPI Teacher Education Conceptual Framework. 38 Page iii Program Goals The University of Maine at Presque Isle student teaching program is designed to foster the principle that the knowledge, dispositions, and pedagogical skills supporting the 11 Maine Common Core Teaching Standards, Maine Common Core of Learning, and the Education Department’s Conceptual Framework can be developed most effectively when the student teacher has a continuous ‘full day’ experience with a group of learners.
Student teachers involved with major responsibilities in planning, teaching, and assessing under the competent guidance of experienced teachers and university supervisors will better understand the learning process and develop competencies for future success as professional educators. Goals of the Student Teaching Program 1. Through the implementation of planning, teaching, and assessment strategies, student teachers will achieve success with the goals and objectives of the 11 Maine Common Core Teaching Standards, Maine Common Core of Learning, and the Education Department’s Conceptual Framework. Student teachers will demonstrate pedagogical competencies for the instruction of students with diverse needs.
Student teachers will become an integral part of their placement school under the guidance and support of their cooperating teacher. Student teachers will become proficient reflective practitioners as they complete their required assignments. The experience of student teaching will initiate participants into a state of mind of lifelong learning and professional development. Placements The University of Maine at Presque Isle provides opportunities for placement primarily in schools in Aroostook County but also in schools across the State of Maine, other states, and in international schools.
The university will place students with an experienced professional educator who will serve as mentor. A university student teaching supervisor will oversee the placement. All student teaching placements are made by the Director of Student Teaching based on information from the student’s formal application for student teaching. This application is submitted upon completion of the Level 2 requirements of the teacher education program.
Factors considered in making placements are: Student’s preferences Teacher Certification being sought Community location Grade level/subject area availability University supervisor availability Cooperating teacher availability Recommendations from advisors and faculty Students are permitted to request specific schools, teachers, and grade levels. These requests will be honored whenever possible, but are not guaranteed. You should request different schools and different grade levels for a richer practicum experience. You may NOT request placements in a school where you would have relatives in the same department or in a direct line of supervision for you or your cooperating teacher.
DO NOT contact schools, teachers, or building administrators regarding placements without prior authorization from the Director of Student Teaching. Once a tentative placement has been confirmed by the Director of Student Teaching, the student is expected to contact the principal and the cooperating teacher at the assigned school to request an interview. Upon completion of the interview, if either party has a concern about the placement, the Director of Student Teaching must be notified immediately in order to arrange another tentative placement. Page 1 Student Teaching Options Option A: Traditional Student Teaching Experience UMPI's traditional student teaching experience rounds off a quality professional preparation by allowing students to do their practice teaching within two classroom settings, where they put learned theory into practice under the supervision of experienced classroom teachers and university staff.
Different schools and different grade levels are recommended to provide experience with a range of skills in varied learning environments over the course of one semester. Option B: Two-semester Internship UMPI has formulated partnerships with local K-12 schools who accept two-semester interns to work closely with mentor teachers. Interns spend one day per week in the school during the fall semester getting to know faculty, staff, and students while taking course work, including the EDU 395 Practicum class. During the spring semester, interns complete their student teaching in the same setting.
This experience is an exceptional opportunity to grow professionally and forge long term relationships with colleagues. Students file an application with the Director of Student Teaching by January 31 for participation in the following school year and are selected through an interview process. (See Appendices for a more detailed description.) Option C: Ten-month International Experience with Stipend For students seeking an international professional growth experience, UMPI has a long-standing partnership with the Lertlah School in Bangkok, Thailand. The student signs a ten-month contract to team teach with a Thai teacher, providing instruction in English to Thai children in a private school setting using a North American curriculum.
During the first 15 weeks of this contract, the student completes student teaching and is supervised by a resident university supervisor and a member of the Lertlah administrative staff. The Lertlah School reimburses round-trip air fare and provides a stipend and housing allowance to cover living expenses for the ten-month contract. For further information, contact UMPI’s Director of Student Teaching and Field Experience. Remote Placement: Any student seeking a variation of the traditional student teaching placement must submit a written request and meet with the Director of Student Teaching to discuss the details and placement feasibility.
Students will be responsible for any additional cost incurred by the university as a result of the remote placement. Such cost will be factored into the student’s tuition rate. Factors in determining the feasibility of such placements include verification that the school is accredited (in the case of private and international schools), the school’s use of a North American curriculum, availability of a classroom placement and supervision by a qualified education professional. The supervisor must be from outside of the placement school in all but extreme circumstances.
Placement Orientation Meeting An orientation meeting will be held for candidates for student teaching near the end of the semester prior to placement. These meetings are typically held in early December and mid-April. Students will be provided with specific information regarding their placement expectations at the meeting. Student Teaching Period The student teaching experience will be a minimum of 75 days.
Attendance documentation will be recorded on Form A Student Teacher Attendance Log. It is the student teacher’s responsibility to notify the cooperating teacher and the university supervisor of any absences. Students having absences will be required to make up the missed days. In the case of excessive absences or multiple days missed due to weather conditions, the Director of Student Teaching will determine an appropriate course of action upon review.
The calendar of the placement school will be observed by the student teacher. The student teacher will be expected to attend and participate in any school activity required of the cooperating teacher. Documentation of such activities will be recorded on Form C- Documentation of Participation in Non-classroom Activities. Professional seminars, Page 2 conferences and workshops provided by the placement school or the university will be counted as part of the 75 day requirement.
School Day Student teachers have the same school arrival and departure time as dictated by the placement school policy. This should be viewed as a ‘minimum’ requirement. It is expected that a student will arrive earlier and leave later as the need arises. Code of Conduct As a representative of the University you are expected to: 1.
Remember that you are a guest of the school and behave at your personal/professional best. Be punctual, reliable, and responsible when you are expected to be somewhere or perform a task. Demonstrate interest, courtesy, and appreciation for the expertise and opportunities made available to you through your host school by being attentive, and congenial. Turn off all electronic devices.
Respect opinions, feelings and abilities of students, faculty, and staff. Familiarize yourself with host school rules and district policies. Use appropriate (formal, professional) language at all times. Demonstrate awareness and respect for issues of confidentiality and privacy.
Jewelry will not be worn in a visible pierced area other than the ear. Be a role model and exemplify the highest standard of appearance for a teacher by demonstrating proper grooming, hygiene and attire. Females: Dress pants or skirts and tops. Hemlines for skirts and dresses should be long enough not to be distracting.
Halters, tank tops, see-through garments, or clothing with revealing/provocative necklines, bare backs, bare midriff, or spaghetti straps will not be permitted. Males: The expectation will be to wear dress pants (not jeans) and collared shirts or other appropriate professional attire. Clothing with symbols, phrases, or slogans advertising tobacco, alcohol products, controlled substances, inappropriate behaviors, or proselytizing messages are unacceptable. If shirttails are made to be worn tucked in, they must be tucked in.