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CENTER OF PEDAGOGY: OFFICE OF FIELD EXPERIENCES AND

DEPARTMENT OF SECONDARY AND SPECIAL EDUCATION

Cooperating Teacher Packet Spring 2016

IN THIS PACKET:

“Essentials” Checklist Student Teaching Overview Student Teacher Roles and Responsibilities Assessment Overview Progress Reports and Summarized Records Rubric Sample Progress Report Observation and Conferencing Guidelines Honorarium Information Contact Information

Important Dates

Friday, February 19th Cooperating Teacher Payment Form due online Friday, April 8th 2nd Half “Split” Cooperating Teacher Payment Form Due Online Friday, May 6th Grades due from coops and mentors Friday, May 13th Last day of student teaching

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“ESSENTIALS” CHECKLIST

The cooperating teacher is the professional who models effective teaching daily, and the University and the student teacher rely on him/her to play the central role in the professional development of the student teacher while serving as an observer, guide, and evaluator. The University provides information, support, and resources to assist the cooperating teacher in this capacity. The cooperating teacher is required to:

Serve as the principal professional mentor and source of daily professional support. In this role, the cooperating teacher teaches more than evaluates, helps more than judges, and listens as well as guides.

Orient the student teacher to school and classroom procedures and routines.

Ensure that thorough lesson plans are prepared for every lesson taught by the student teacher (see Lesson

Plan Guide in this packet for the expected scope of each lesson taught).

Ensure that a certified teacher is in the classroom at all times, as per New Jersey state law. The student teacher may never be left alone with students even if she/he has a substitute license.

Conduct formal observations, each accompanied by pre- and post-observation conferences. These

observations should be scheduled in advance with the student teacher. (See page 18 for the number of required observations given the number cooperating teachers the student teacher has.)

Complete Progress Reports for each formal observation that help diagnose the student’s professional needs.

Conduct regular informal sessions and weekly planning sessions to assess progress and project goals.

Encourage the student teacher to develop self-direction in planning, understanding students, acquiring a

variety of teaching techniques, utilizing a variety of instructional materials, and disciplinary practices.

Co-teach whenever possible – classes need not be “handed over” to the student teacher and the cooperating teacher should not become an observer in his or her own classroom except during formal observations.

Provide a positive and supportive environment for the student teacher.

Conference at least once with each University mentor during the semester. This should be done with the

student teacher present, and may be part of the mentor’s pre or post-observation conference.

Inform the Center of Pedagogy Office of Field Experiences of any concerns about/on behalf of the student teacher in a timely manner.

Email the final grade to the Center of Pedagogy Office of Field Experiences by the due date provided in the Cooperating Teacher Packet. Letter grades of A, A-, B+, B, B-, C+, C, C-, D, or F may be submitted.

Submit the Summarized Record of Student Teaching form to the Center of Pedagogy Office of Field

Experiences at the end of the semester. This form must be received before the honorarium payment can be authorized. The link for this final evaluation is provided in a separate letter given to the coop by the student teacher along with this packet.

Complete an online cooperating teacher payment form—see page 26 for details.

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STUDENT TEACHING OVERVIEW: THE PROFESSIONAL SEMESTER

Student teaching is commonly referred to as the Professional Semester. During this semester, the student teacher engages in a number of professional activities as a full-time student. The following pages provide detailed information regarding the what, when, and how of these activities. This section also provides an overview of the program, as well as descriptions of the responsibilities of the cooperating teacher and the mentor. The Office of Field Experiences is happy to address any questions or concerns that may arise. The office is open daily from 8:30 a.m. to 4:30 p.m. and we can be reached at 973.655.4139.

Structure of the Program

Students must be fully admitted to the Teacher Education Program before being permitted to do either Fieldwork or Student Teaching. Interviews, evaluation of academic records, completion of requisite courses in a designated major, and a solid GPA are the key requirements for full admit status.

The semester prior to student teaching, students spend at least 60 hours in a public school under the guidance of a cooperating teacher. Fieldwork is intended to introduce prospective teachers to education within an actual school setting. At the end of the 60 hours, the cooperating teacher evaluates the student’s participation.

During student teaching, the University assigns two mentors to each student teacher: one from the College of Education and Human Services (known as the education mentor), and one from the student’s subject area department (known as the subject mentor). Each mentor visits the student teacher three times. The University mentors consult with the cooperating teacher as well as with the student teacher during each visit. At that time, the cooperating teacher is encouraged to share concerns and feedback. If you would like to have an additional conference with the University mentor or other University personnel, please tell the student teacher to inform his/her mentor, or contact our office directly.

In Fine Arts, Music, Physical Education and Dance student teachers divide their student teaching assignment between the elementary and secondary levels.

Students who are in dual certification Teacher of Students with Disabilities programs ideally are placed in inclusive settings. When this is not possible, the student may have a split assignment in two classrooms in order to have experiences working with students with IEPs and students without IEPs.

During student teaching students meet weekly after school in a class with a University faculty member for discussion and developmental work related directly to the student teaching experience.

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STUDENT TEACHING OVERVIEW

Supervised Student Teaching

The student teaching assignment lasts approximately 15 weeks. Students are expected to participate in a full day, every day and to attend according to the established school calendar. In majors requiring split-level assignments, the changeover is approximately at the halfway point.

Because of the need to prepare intensively, the student teacher should not attempt to assume the full teaching load but should concentrate instead on developing skills under the mentorship of the cooperating teacher. The quality of experience, rather than the quantity of classes taught, is the goal. The timing and method of introducing the student teacher into each successive phase should be decided by the cooperating teacher and student teacher, based on the student teacher’s individual needs. In general, it is suggested that the student teacher begin taking the lead for instructional activity in one class, and eventually take the lead for approximately three hours of instructional time per day (i.e., three 40-60 minute periods or two block periods).

Co-planning and co-teaching are encouraged regardless of whether the cooperating teacher or student teacher has assumed the primary responsibility for the lesson/unit. Student teachers need experience teaching solo at times but it is MSU’s philosophy based on the research that the more closely the candidate and the mentor teacher work together, and the more that both are actively involved in the classroom during instruction, the more beneficial it is for everyone, including the students.

A student teacher’s lesson planning format is generally suggested by his/her academic department at the University. If that is not the case, the student can either use the model introduced in the “Teaching for Learning” course or the format employed and recommended by the cooperating teacher. In addition, there is a Lesson Plan Guide provided in this packet. Lesson plans should be completed and made available to the cooperating teacher prior to the implementation of lessons.

If the student teacher is going to be absent from student teaching duties, he/she must inform the cooperating teacher as well as the Center of Pedagogy Office of Field Experiences. Additionally, if a mentor observation has been arranged for that date, the student teacher should contact the mentor directly. If the student teacher is absent more than three times, he or she should be expected to extend student teaching beyond the scheduled period. Excessive absences should be reported to the Center of Pedagogy. A joint decision will be made regarding whether the student will be permitted to continue student teaching.

Upon completion of student teaching, the student teacher will be evaluated by the cooperating teacher and the University mentors. Recommendation for certification is based upon these reports.

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STUDENT TEACHING OVERVIEW

TOP TIPS FOR A SUCCESSFUL COOP EXPERIENCE

The student teaching semester undoubtedly will be an exciting, overwhelming and exhausting one for your student teacher. Even the most organized student may be feeling a little overwhelmed. Hosting a student teacher is a significant commitment on your part as well. The CoP Office of Field Experiences and SASE department are here to help you help your student teacher—reach out to us as needed. Here are our key tips for having a great experience.

Communicate, communicate, communicate! Outline in writing exactly what you expect from your student teacher each week and review together. Your student teacher will see what tasks they need to accomplish and will be able to prepare in advance. This will eliminate confusion about what is expected.

Be available to hear their concerns in a welcoming manner. Student teachers often feel intimidated to approach their cooperating teacher in fear of overstepping their boundaries. If something does not seem right with your student teacher’s performance in the classroom, chances are they are struggling and may be afraid to ask for help.

Give positive feedback regularly. Student teachers are often unsure of themselves and can be nervous as this is their first time “onstage”. They are often looking for feedback as a way to improve on their weaknesses, build on their strengths, and to boost their confidence. Be mindful in how constructive criticism is given as to not demoralize an already unsure student teacher.

Encourage the student teacher to develop self-direction in planning, understanding students, acquiring a variety of teaching techniques, utilizing a variety of instructional materials, and disciplinary practices.

Serve as a sounding board for reflection by the student teacher.

Become a member of MSU’s Clinical Faculty program and take advantage of the professional development opportunities it offers - see page 2 for contact information.

Avoid comparisons (in your head and out loud) with other student teachers you have hosted or in your building. Just like your own classroom students, student teachers each develop differently. While it is natural to do some benchmarking, comparisons often lead to unrealistic—and unfair—expectations.

Student Absences Experience has shown that one of the most common challenges in the coop-student relationship is tardiness or absence. It is helpful to keep in mind that:

• It is a good idea to establish clearly from the start the latest time the student should arrive *in your classroom* and the earliest time you expect the student to leave the classroom at the end of the day. Note that students are required by the University to report at LEAST by the contract reporting time of the school, and to stay at LEAST until the contract ending time of the school.

• Students must report absences to the Center of Pedagogy (973-655-4139) as soon as possible and without exception. Never make a private arrangement with a student to let an absence go unreported to MSU – you are serving in a University-appointed position as a professional teacher educator. Illness, family emergencies, etc. come up, but even in the most understandable of circumstances we must work together to ensure that students meet University/State requirements for fulfilling the required hours.

• Students must notify you of their absence as soon as possible. • Students must sign in and out at the school every day, no exceptions. If the school does not have an

appropriate log book the student should create a log to keep in the classroom. • Write down the day(s) your student teacher is absent, arrives late or leaves early. • If the student teacher is absent more than three times, she/he must extend student teaching beyond the

scheduled period or receive a lowered grade. If your student teacher is absent for more than 3 days and/or is late or leaves early more than 3 times, you should contact the Center of Pedagogy (973-655-4139).

• The only acceptable reasons for absences include illness, family illness/emergency, religious observance and bereavement. Job interviews, other employment (e.g., coaching), family trips, weather, etc. are not acceptable reasons for being late or absent, as they would not for a regular teacher at the school.

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STUDENT TEACHER ROLES AND RESPONSIBILITIES Attendance • Student teachers are required to attend their assigned placement every day for at least the same hours that contracted teachers

are required to be at the school. This is typically 7 hours a day and includes time before students arrive and after students leave. • Student teachers may not arrive late or leave early, regardless of teaching schedule (e.g., if you do not have a class last period,

the student teacher should use that time to help prepare for the next day or to visit other classrooms, etc.). There are no exceptions permitted to this policy—students may not make arrangements with cooperating teachers to come in after the contracted arrival time of school staff or to leave prior to the time that staff are contracted to leave. Any questions or concerns should be brought to the attention of the Center of Pedagogy, 973-655-4262.

• Student teachers follow the placement school’s calendar in terms of holidays, school breaks, etc. instead of the University calendar.

• Student teachers are not exempt from attendance for any MSU-related event (e.g., sports activity, SGA event, job fair, etc.), employment, family obligations, etc. and must report any absence to the Center of Pedagogy in a timely manner. Up to 3 absences due to illness or religious observance are permitted.

• Occasionally student teachers may need to stay late after school for meetings, or attend evening events related to the academic progress of the students in their classes, such as back-to-school nights.

• Student teachers are required to sign in and out each day at the placement school’s front office. If the front office does not have a sign-in location for student teachers, it is the student teacher’s responsibility to maintain a log in the classroom of arrival and departure times. Cooperating teachers are encouraged to record any absences, late arrivals or early departures.

Teaching • The student teacher should focus on planning, implementing, and evaluating instructional activities. Co-teaching is encouraged

for all certification areas and grade levels to maximize the benefit of having both a seasoned teacher and a student teacher in the classroom.

• Student teachers should take a leading role with the planning and teaching of approximately two classes by the end of the fourth week and three classes by the end of the sixth week. It is recommended that the total teaching load be 3 classes or approximately 3-4 hours per day depending on class lengths, and that the student teacher be responsible for no more than two separate subject preparations. The subject area student teacher is expected to be in school full time every day regardless of the schedule of the cooperating teacher.

• In addition to formal teaching, the student teacher may be called upon to help students with class work, homework, lab work, or remedial/ advanced work as requested by the cooperating teacher.

Lesson Plans

• The student teacher must submit plans to the cooperating teacher well in advance for each lesson to be taught and engage in weekly planning sessions with the cooperating teacher to discuss short- and long-range teaching goals and objectives.

• Lesson plan formats may vary based on certification area, grade level, school/district requirements, and cooperating teacher expectations; however, all MSU student teachers are required to write details lessons for each lesson that they teach. Lesson plans should include objectives, goals, CCCS, materials, lesson steps, accommodations, and assessments.

• The student teacher should keep a hard copy or online log of all lessons/units taught that is accessible to mentors.

• See pages 24-25 of this packet for a sample lesson plan format.

Observation

• A significant portion of non-teaching time that is not used for planning should be used to observe other teachers in the department (as well as in other departments), and other student teachers. When possible, the student teacher should spend at least one period a day observing. The purpose of such observations is for the student teacher to become more familiar with the teaching behavior and activities in the following critical areas: Planning, organization, and evaluation; Teaching strategies; Classroom management/control; Teacher attitude toward children/subject matter; Verbal and non-verbal interaction. Also, observations should be done in special areas (speech pathology, guidance, special education, student activities, etc.).

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Clerical and Professional Activities • Student teachers may be asked to file materials, type documents, record grades/assignments, make copies, and update records.

Such clerical duties are part of the learning experience when assigned for reasonable time periods. • Schools may assign student teachers cafeteria and hall duty and supervision of homerooms if accompanied by a certified teacher. • Student teachers should expect to attend faculty meetings, parent conferences, and parent meetings and participate in various

departmental functions and appropriate professional development that take place before, during, or after school hours. Leadership & Initiative • The student teacher should display enthusiasm and interest in the Professional Semester experience as well as in his/her

students. Such enthusiasm and commitment should be evident in the thorough and imaginative preparation for each class.

• The student teacher should come equipped with an adequate knowledge of basic subject matter, human growth and development, teaching techniques, and procedures.

• Develop a pattern of personal and professional growth through constant and reflective self-appraisal and acceptance of constructive criticism.

• Show initiative by attempting alternate teaching techniques in an effort to discover and develop a style of teaching suited to him/herself.

• Complete promptly all assignments required by the supervisors and the University. This includes careful study of the material in this Handbook, early conferencing with the mentor teacher prior to the Professional Semester experience, preparation of plans, and other work basic to classroom teaching as required by supervisors and the mentor teacher. Mailing or delivering to University supervisors complete schedules is a requirement. Informing them of changes in teaching schedules is essential.

Professional Growth

• The student teacher should show evidence, by the end of the Professional Semester experience, of acceptable competence in such areas as teaching skills, classroom management, strategies of instruction, and interpersonal relations.

• The student teacher should continually relate the actual teaching experience to theories of child development and learning.

• The student teacher should display a professional and ethical attitude in terms of safeguarding confidential information about children, refraining from unprofessional remarks about colleagues, and observing basic rules of courtesy toward school administrators, teachers, pupils and community. This includes personal social media such as Facebook and Twitter.

• The student teacher should comply with all school regulations to which regular teachers are expected to conform, including daily attendance and attendance at regular after school meetings of the school and teaching department.

• The student teacher should demonstrate patterns of conduct and dress that are in keeping with the accepted standards of the school community (e.g., women should not show midriff or wear low-cut tops, men should not wear baseball caps).

AVOID ATTENDANCE PITFALLS!

The most common issue that comes up during the student teaching semester is attendance. You want to avoid these situations: • My student teacher had to leave for a job interview. Students are not permitted to leave during school hours for job

interviews. • I told my student teacher she could leave early. Student teachers must be at school full-time even if you are not teaching

first or last period – prep time should be used to prepare for teaching, to do observations in other classrooms, or perform other duties/tasks as assigned by you or other teachers.

• My student teacher has been late a lot (but I couldn’t tell you which days exactly). Students are required to sign in at the front office. If your school does not allow them to do so, it’s advisable for you to write down any late arrivals/early departures and days the student is absent.

• My student teacher and I made arrangements for him to make up the days he was sick, so I told him he didn’t have to report them. Again, every absence must be reported to the Center of Pedagogy. Any make-up day arrangements must be approved by the Center of Pedagogy.

• I’m fine with my student teacher arriving at/after the bell since she has to (bring child to school)(get a ride from her sister)(take a bus)(insert other reason here). As a professional, our students need to follow the same requirements as regular school staff. You would never tell your principal that you will be late sometimes/every day for a personal reason, you would need to find a way to work out your personal schedule to accommodate your job. Student teaching is no different.

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MENTOR ROLES AND RESPONSIBILITIES The Center of Pedagogy Office of Field Experiences designates two mentors for student teachers in subject area certification programs – one who serves as a general education mentor and one who serves as a subject (content) mentor. The subject mentor is assigned by the student’s major department. Each mentor conducts a minimum of three observations at sufficiently spaced and coordinated time intervals to allow for the student teacher’s growth. Thus, the student teacher is observed formally a total of six times by his/her mentors. All observations should be arranged in advance; surprise visits are not permitted. Pre- and post-observation conferences for all student teachers are held in conjunction with all formal observations. It is to each student teacher’s advantage if observations capture him/her teaching different subject matter and interacting with pupils in different ways. Each observation should last for the entire instructional period and no less than 45 minutes. The mentor-student teacher relationship should be mutually active and collaborative. Mentors serve as ambassadors for the University and as a key form of professional support for the student teacher. Mentors are required to:

Attend all scheduled mentor check-in meetings at the University. Attend the student teaching orientation to meet and greet assigned mentees. Attend a mentoring workshop (via MSU or elsewhere) at least once every 4 years. Conduct at least 3 observations of the student teacher.

NOTE: All observations must be pre-arranged – surprise visits are not permitted. Conduct a pre-observation meeting before each official observation. Conduct a post-observation meeting after each official observation. Electronically submit a copy of each progress report within 2-3 DAYS of the observation. Be available to the student teacher by email and phone as reasonably needed throughout the semester. Facilitate at least one meeting with both the cooperating teacher and the student. Verify that the student teacher is writing detailed, high-quality lesson plans for every lesson that they

teach. Review the Progress Reports completed by the other mentor (if applicable) and coop teacher(s). Inform the Center of Pedagogy Office of Field Experiences of any concerns about/on behalf of the student

teacher in a timely manner. This includes attendance concerns. Submit the Summarized Record of Student Teaching form online to the Office of Field Experiences by the

specified due date. Complete an online mentor survey at the end of the semester.

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“NEED TO KNOW” POLICIES AND PROCEDURES

During the Professional Semester, student teachers are to attend cooperating schools full-time (as designated by

their programs) and follow the district’s school calendar. This includes all holidays and vacation days, regardless of whether or not they are the same as Montclair State’s. Students must also attend the Professional Semester classes according to the university’s schedule of classes. In addition to meetings and school conferences, student teachers are encouraged to participate in co-curricular activities. If a student teacher must be absent due to illness or any other legitimate reason, the cooperating teacher and the Office of Field Experiences must be notified prior to the beginning of the school day. If an observation has been arranged, it is the responsibility of the student teacher to inform the mentor of his/her absence.

No employment or outside activity should interfere with student teaching. Outside employment is often too

taxing; creative and imaginative preparation often suffers. Student teachers may not take more than 12 credits of course work during student teaching.

According to the tradition of the University, in compliance with the policies of the cooperating school, student teachers participate co-equally with teachers in professional responsibilities. It is hoped that all mentor teachers will regard student teachers as professional colleagues. It is understood, however, that student teachers are principally responsible to, and subject to the direction of, their cooperating teacher since, according to the State Regulations, the cooperating teacher is ultimately the professional in charge.

Student teachers are encouraged to make arrangements to visit their assigned school and consult with cooperating teachers prior to the beginning of their Professional Semester.

Planned weekly conference sessions as well as informal talks between cooperating teacher and student teacher are critical to promote healthy supervision.

Mentors should be notified in advance if something comes up that interferes with a scheduled mentor observation. It is the student teacher’s responsibility to establish and maintain contact with his or her mentor.

The mentors should be regarded as professional colleagues/advisors available for discussion of problems by both student teachers and cooperating teachers. They will welcome telephone calls or email messages regarding problems that may develop.

Mentors seek to ensure that a positive relationship is developed between the student teacher and cooperating teacher. Where a conflict appears to be arising, s/he will help the student teacher to find ways of resolving the problem and adjusting to the situation. Occasionally, it may become apparent that the student teacher is having a severe problem or is in an untenable situation. Based upon the circumstances, the student may be withdrawn from student teaching or reassigned. The cooperating teacher and/or the student teacher should contact the education mentor, subject/content mentor, and/or the Center of Pedagogy Office of Field Experiences when it becomes apparent to either of them that a major problem is developing. Appropriate action will be taken by the Office of Field Experiences. Mentors will assume an active role in such instances, conferring with all concerned parties.

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LEGAL ISSUES AND PROFESSIONAL ETHICS Legal Protection of the Student teacher The student teacher, during his/her Professional Semester, is legally protected by New Jersey Statutes from prosecution arising from charges of negligence or overt action as is a licensed, fully employed teacher:

18A: 16-6. Indemnity of officers and employees against action, proceeding; exceptions. Whenever any civil or administrative action or other legal proceeding has been or shall be brought against any person holding any office, position or employment under the jurisdiction of any board of education, including any student teacher or person assigned to other professional pre-teaching field experience, for any act or omission arising out of and in the course of the performance of the duties of such office, position, employment or student teaching or other assignment to professional field experience, the board shall defray all costs of defending such action, including reasonable counsel fees and expenses, together with costs of appeal, if any, and shall save harmless and protect such person from any financial loss resulting therefrom. L.1967, c.271; amended 1977, c.216; 2001, c.178, s.2.

Personal Property and Injury Although incidents are rare, it is possible for a student to experience a loss of personal property and/or injury during a clinical field experience. The University policy regarding coverage is the same for those students enrolled in field experiences as it is for the campus community: personal property losses and personal injury are not covered under MSU’s insurance policy. Therefore, we encourage students to take out additional insurance if their personal property is not covered by their own homeowners insurance or if they do not have health insurance that covers personal injuries.

School/District Procedures The student teacher should ask the cooperating teacher to review the school’s Teachers’ Handbook. Becoming informed about the procedures regarding fire drills, emergencies, affirmative action, and reporting child and substance abuse is part of a teacher’s job. The description of student teaching in this manual is a guide for a student teacher while in the host school. However, in addition, s/he is expected to adhere to school policy and appropriate provisions in the Teachers’ Handbook, as well as in the local teachers’ contract. If unsure of how to react to a particular situation, the student teacher should contact the Center of Pedagogy Office of Field Experiences immediately.

Professional Ethics As a prospective teacher in a democratic society, the student teacher has an ethical responsibility to the profession. As a representative of the Teacher Education Program, he/she is a reflection of Montclair State University. It is expected that the student teacher will conduct himself/herself ethically, upholding the standards of the profession. Likewise, he/she should be accorded the regard associated with being a professional. If there are questions related to professional ethics, the Office of Field Experiences should be contacted.

Child Abuse The New Jersey Code 6:29-92 requires that “school personnel who have reasonable cause to believe that a child has been subjected to child abuse.....shall immediately report to the Department of Children Protection and Permanency (formerly known as DYFS.” Student teachers are considered to be a part of the “school personnel” and are liable for reporting suspected abuse to DCP&P. Legally, it is not sufficient for a student to simply tell you or an administrator and let them handle it. However, given students’ presumed inexperience with identifying the signs of possible abuse, the sensitive nature of their position as a guest in the school and the reality that each district has its own system for handling such matters, we advise them to notify you or a school administrator as soon as possible for advice and assistance.

Reportable Incidents Any situation or incident where legal action is possible, and a student teacher is involved in or witnesses the action, should be reported to the Office of Field Experiences within 24 hours of the occurrence.

Criminal History Review New Jersey law requires that all public school employees complete a criminal history background check. Increasingly school districts across the state have begun to require that students complete a criminal background check and/or acquire a substitute license. Under state law, the University cannot legally require a student to disclose their criminal history background since the University is not an employer.

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STUDENT TEACHING ASSESSMENT

OVERVIEW

In addition to the informal assessment and feedback that cooperating teachers provide to student teachers on a daily basis, there are formal assessments that the cooperating teacher completes as a representative of Montclair State University’s Teacher Education Program: Progress Reports and the Summarized Record of Student Teaching. The formal assessments have been designed to fit into a larger picture of student assessment that begins with admission to the program and the first Teacher Education Program course students take and ends with their program completion. The criteria for assessment are based on the MSU Standards, which articulate the learning outcomes—including knowledge, skills, and dispositions—we expect candidates to demonstrate proficiency by the time they complete the Program. These Standards guide the design, implementation, and evaluation of curriculum and field experiences for candidates as well as the assessment of candidates throughout the program. The Standards, in turn, are derived from the Portrait of a Teacher. The Portrait reflects the commitment of the Teacher Education Program’s faculty and staff, as well as the members of the Montclair State University Network for Educational Renewal, to the preparation of skillful and humane teachers.

Montclair State University’s PORTRAIT OF A TEACHER

The Montclair State University community is committed to the continuing development of teachers who exemplify the dispositions, knowledge, and skills reflected in this portrait. They:

1. Have expert knowledge of the disciplines they will teach and can use various strategies, including media and technology, for creating learning experiences that make the subject matter accessible and meaningful to all students.

2. Understand how children and adolescents learn and develop in a variety of school, family and community contexts, and can provide learning opportunities that support their students’ intellectual, social, and personal development.

3. Understand the practice of culturally responsive teaching. They understand that children bring varied talents, strengths, and perspectives to learning; have skills for learning about the diverse students they teach; and use knowledge of students and their lives to design and carry out instruction that builds on students’ individual and cultural strengths.

4. Plan instruction based upon knowledge of subject matter, students, families, communities, and curriculum goals and standards; and taking into account issues of class, gender, race, ethnicity, language, sexual orientation, age, and special needs in designing instruction.

5. Understand critical thinking and problem solving, and create learning experiences that promote the development of students’ critical thinking and problem solving skills and dispositions.

6. Understand principles of democracy and plan and carry out instruction that promotes democratic values and communication in the classroom.

7. Understand and use multiple forms of assessment to promote the intellectual, social, and physical development of learners and to inform instruction.

8. Create a community in the classroom that is nurturing, caring, safe, and conducive to learning.

9. Are reflective practitioners who continually inquire into the nature of teaching and learning, reflect on their own learning and professional practice, evaluate the effects of their choices and actions on others, and seek out opportunities to grow professionally.

10. Build relationships with school colleagues, families, and agencies in the community to support students’ learning and well-being, and work to foster an appreciation of diversity among students and colleagues.

11. Possess the literacy skills associated with an educated person; can speak and write English fluently and communicate clearly.

Portrait of a Teacher

MSU Standards

Course-embedded

assessments

Student Teaching Progress Report and Summarized

Record of Student Teaching

Fieldwork Assessment

Admissions Evaluation

Scale

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12. Develop dispositions expected of professional educators. These include belief in the potential of schools to promote social justice; passion for teaching; and commitment to ensuring equal learning opportunities for every student, critical reflection, inquiry, critical thinking, and life-long learning, the ethical and enculturating responsibilities of educators, and serving as agents of change and stewards of best practice.

STUDENT TEACHING ASSESSMENT

STRUCTURE

Progress Reports for all certification areas include the following five categories:

Planning for Student Learning: Focuses on the student teacher’s ability to state clear and meaningful learning goals/objectives, organize subject matter, and design creative and appropriate learning activities and materials.

Teaching for Student Learning: Deals with the student teacher’s skills in delivering instruction. This includes his/her ability to make content comprehensible to students, monitor students’ understanding and adjust instructional activities accordingly, use media and other technology, promote critical thinking, and use democratic practices.

Assessing Student Learning: Centers on the student teacher’s competence in using a variety of assessment tools and results to inform instruction.

Creating a Positive Environment for Student Learning: Targets the student teacher’s ability to create a classroom community, establish and maintain proper classroom behavior, provide a safe physical environment conducive to learning, and use instructional time effectively.

Professionalism: Includes the important qualities of expressing ideas clearly, communicating with others in the school and community to support student learning, and reflecting on teaching.

A total of 15 criteria are included in the five categories that are common to all certification areas. The rubric describes performance on each criterion at three levels—does not meet expectations, meets expectations, and exceeds expectations. After each formal observation, complete a Progress Report based on the information gathered through your communication with the student teacher in the pre- and post-observation conferences, observation of his/her teaching, and review of the corresponding lesson plan. Make sure you consult the rubric to determine the appropriate rating. For your convenience, the rubric for each criterion is provided in the online system as well as in this packet. The student teacher will be familiar with the rubric. Please note that the rating of 5 on this 5-point scale is reserved for a performance considered extraordinary for a student teacher and should be used sparingly.

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STUDENT TEACHING ASSESSMENT

GUIDELINES FOR COLLECTING INFORMATION TO FORMALLY ASSESS STUDENT TEACHERS

Progress Reports are based on specific pre-planned observations vs. ongoing overall progress. As such, more formal structures should be used than might be used for ongoing day-to-day feedback.

1. Pre-Observation Conference: Hold a pre-observation conference to review your student teacher’s instructional

and assessment plans and prepare for the observation. Review the instructional plan for the lesson/learning experience you will formally observe. 1a, 1b, and 1c

Review the unit from which the lesson to be observed is taken. 1b and 3a

Ask your student teacher questions such as the following: • What makes the stated learning objectives for this lesson appropriate for the students? 1a

• Are there any English language learners (ELLs) in the class I will observe? What are their levels of proficiency in

English? What accommodations, if any, will you be making in this lesson for them? 1c, 2a, 2b, 2d, 2e

• Are there any students with disabilities in the class I will observe? What are their special needs? What accommodations, if any, will you be making in this lesson for them? 1c, 2a, 2b, 2d, 2e

2. Classroom Observation: The observation should allow you to make professional judgments about, and give

feedback to your student teacher relative to items 2a-e, 4a-c, 5a

3. Post-Observation Conference: Take the opportunity to allow your student teacher to reflect on his/her teaching and explore how he/she uses assessments and communicates with others to promote student learning. In addition to hearing from the student, you are expected to provide specific feedback to your student teacher on the learning and teaching strategies you observed.

Ask your student teacher questions such as the following:

• How do you feel the lesson went? What do you think worked well in the lesson? What did not work well? Did students learn what you wanted them to learn? How do you know this? 5c

• If you had this lesson to do over again, what would you do differently, if anything? 5c

• Have you communicated with others (e.g., mentors, administrators, other school personnel, students’

families) to support student learning and/or well-being? What did you learn from these sources? 5b

Review your student teacher’s grade book and other evidence of student learning he/she can provide. 3b

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STUDENT TEACHING SCORING RUBRIC

1. Planning for Student Learning

Criteria Does not meet expectations (1) (2)

Meets expectations (3) (4)

Exceeds expectations (5)

1.a. Stating clear and meaningful learning goals/objectives (3e, 4)

Lesson plan lacks clear and meaningful learning goals/objectives or those included are inappropriate for the students. Goals/objectives tend to be written as student or teacher activities. Identified goals/objectives are not consistently aligned with the NJ Core Curriculum Content Standards.

Lesson plan includes mostly clear and meaningful learning goals/objectives that are appropriate for the students. Identified goals/objectives are appropriately aligned with the NJ Core Curriculum Content Standards.

Lesson plan consistently includes clear and meaningful learning goals/objectives that are appropriate for the students and are appropriately aligned with the NJ Core Curriculum Content Standards. The student teacher provides a well thought out explanation of why the identified goal/objectives are appropriate for the students.

1.b. Organizing subject matter for student learning (1a, 1b, 4)

Student teacher is unable to explain how the target lesson relates to the content of previous or future lessons, or the explanation given is illogical or inaccurate. The planned content shows important errors or uneven understanding of the subject matter.

Student teacher accurately explains how the content of the lesson relates to the content of previous or future lessons. The planned content shows an understanding of the subject matter.

Student teacher accurately explains how the content of the lesson relates to the content of previous or future lessons and how this content fits within the structure of the discipline. The planned content reflects an in-depth understanding of the subject matter.

1.c. Designing creative and appropriate learning activities and materials (1b, 2, 3d, 3e, 3f, 4, 12a, 12b, 12c, 12f, 12g)

Planned activities do not advance the identified learning goals/objectives or fail to take into account students’ background knowledge and experiences. No accommodations are made for students with special needs (e.g., students with disabilities and English language learners (ELLs)) or planned accommodations are inappropriate. Materials are mostly culturally irrelevant to the students. The lesson has organizational problems that make it difficult to implement.

Planned activities advance most of the identified learning goals/objectives and take into account students’ background knowledge and experiences. Activities are developmentally appropriate to the students. Activities offer some appropriate accommodations for students with special needs (e.g., students with disabilities and ELLs). Materials are culturally relevant to most students. The lesson is well organized from introductory to closing activities, although some sequencing problems may be evident.

Planned activities advance all of the identified learning goals/objectives, take into account students’ background knowledge and experiences; they are varied, creative, and developmentally appropriate to the students. They consistently provide appropriate accommodations for students with special needs (e.g., students with disabilities and ELLs). Materials are culturally relevant to the students. The lesson is well organized and well paced from introductory to closing activities.

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STUDENT TEACHING SCORING RUBRIC

2. Teaching for Student Learning

Criteria Does not meet expectations (1) (2)

Meets expectations (3) (4)

Exceeds expectations (5)

2.a. Making content comprehensible to students (1b, 3e, 3f, 4, 12c)

Student teacher makes little or no effort to build on students’ prior knowledge and experiences in order to make content meaningful to them. He/she does not communicate content clearly. He/she gives little or no attention to students with special needs (e.g., students with disabilities and ELLs). Overall, the students are disengaged from lesson content and do not appear to understand it.

Student teacher makes efforts to activate and build on students’ prior knowledge and experiences in order to make content meaningful to all students, including students with special needs (e.g., students with disabilities and ELLs). He/she communicates content clearly through the use of such strategies as explanations, descriptions, examples, analogies, metaphors, and discussions. Gene-rally, the students are engaged with the content of the lesson and appear to understand it.

Student teacher routinely activates ands builds on students’ prior knowledge and experiences in order to make content meaningful to all students, including students with special needs (e.g., students with disabilities and ELLs). He/she communicates content clearly through the use of varied strategies such as visual and auditory representations, advanced organizers, explanations, descriptions, examples, analogies, metaphors, and discussions. Students are engaged with the content of the lesson and demonstrate a clear understanding of it. The lesson as a whole has a logical and coherent structure.

2.b. Monitoring student understanding, providing feedback, and adjusting instruction (1b, 3e, 7,12e)

Student teacher does not monitor students’ understanding of the content throughout the lesson and gives students little or no feedback. He/she gives little or not attention to students with special needs (e.g., students with disabilities and ELLs).

Student teacher monitors students’ understanding of the content through most of the lesson and gives them feedback. He/she attempts to make instructional adjustments when necessary. He/she accommodates materials to students with special needs (e.g., students with disabilities and ELLs).

Student teacher monitors students’ understanding of the content throughout the lesson and gives them substantive and specific feedback. He/she makes appropriate instructional adjustments when necessary. He/she accommodates materials to students with special needs (e.g., students with disabilities and ELLs).

2.c. Using media and other technology in appropriate ways (1b, 2)

Lesson integrates media and/or other technology in meaningless and inappropriate ways.

Use of media or other technology is not applicable to this lesson, or media and other technology are used in developmentally appropriate ways.

Media and other technology are integral to the lesson and are used in meaningful and developmentally appropriate ways.

2.d. Promoting critical thinking (5, 12h)

Student teacher does not encourage students to think critically, independently, or creatively in the context of the content being studied or discourages them from doing so.

Student teacher encourages students to think critically, independently, and/or creatively in the context of the content being studied. He/she raises problems and questions which require resolution.

Critical thinking is integral to the entire lesson. Student teacher encourages students to think critically, independently, and creatively in the context of the content being studied. He/she raises problems and questions which require resolution and encourages students to be aware of their own thinking.

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STUDENT TEACHING SCORING RUBRIC

2. Teaching for Student Learning, cont’d

Criteria Does not meet expectations (1) (2)

Meets expectations (3) (4)

Exceeds expectations (5)

2.e. Using democratic practices (3b,3e, 3f, 6, 8a, 12a, 12b, 12f, 12g)

Student teacher does not create a classroom climate that fosters fairness, trust, risk-taking and experimentation. He/she does not share responsibility with students for their own learning and discourages (or does not promote) involvement and interaction among students. He/she makes little or no effort to render content comprehensible to all students and to help each feel valued.

Student teacher creates a classroom climate that fosters fairness, trust, risk-taking and experimentation. He/she encourages students to take some responsibility for their own learning and promotes involvement and interaction among students. He/she strives to make content comprehensible to all students, including students with special needs (e.g., students with disabilities and ELLs).

Student teacher creates a classroom climate that fosters fairness, trust, risk-taking and experimentation. He/she shares responsibility with students for their own learning and promotes high quality and quantity involvement and interaction among them. He/she consistently makes content comprehensible to all students, including students with special needs (e.g., students with disabilities and ELLs), and helps each feel valued.

3. Assessing Student Learning

Criteria Does not meet expectations

(1) (2) Meets expectations

(3) (4) Exceeds expectations

(5) 3. Recording and using assessment results (7, 12e)

Student teacher does not keep clear and up-to-date records of student learning and/or cannot provide evidence of student progress. It is unclear how assessment data could assist in planning for instructional modification.

Student teacher keeps clear and up-to-date records of student learning and can provide evidence of student growth. He/she periodically reviews assessment results and generally makes instructional modifications when needed.

Student teacher keeps clear and up-to-date records of student learning and can provide evidence of student growth. He/she continuously reviews assessment results and consistently makes appropriate instructional modifications when needed.

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STUDENT TEACHING SCORING RUBRIC

4. Creating a Positive Environment for Student Learning Criteria Does not meet expectations

(1) (2) Meets expectations

(3) (4) Exceeds expectations

(5) 4.a. Establishing and maintaining appropriate standards of classroom behavior (8b)

Student teacher makes few or no attempts to respond to disruptive behavior, or his/her response is inadequate and/or does not demonstrate respect for the students. Students are not held accountable for their behavior.

Most students appear to understand the standards of classroom behavior. The lesson flows smoothly, or student teacher generally responds to disruptive behavior in ways that demonstrate respect for the students. However, his/her responses may reflect some inconsistency. For the most part, students are held accountable for their behavior.

Students appear to understand the standards of classroom behavior. The lesson flows smoothly, or student teacher responds to disruptive behavior in ways that are consistent and that demonstrate respect for students. Students are held consistently accountable for their behavior.

4.b. Providing a physical environment that is safe and conducive to learning (8c)

Student teacher permits the physical environment to be unsafe or to interfere with student learning.

Student teacher creates a physical environment that is safe and does not interfere with learning.

Student teacher creates a physical environment that is safe and uses it as a resource to facilitate and encourage learning for all students.

4.c. Using instructional time effectively (8d)

During the observed lesson, a substantial amount of time is spent on activities of little instructional value, or the pacing of the lesson is inappropriate to the content and/or the students.

During the observed lesson, non-instructional matters do not consume an excessive amount of time. The lesson is appropriately paced for most of the students.

During the observed lesson, non-instructional matters consume a minimal amount of time. Non-instructional procedures are carried out efficiently. The lesson is appropriately paced for all students.

5. Professionalism 5.a. Expressing ideas clearly and personal attributes (11)

Student teacher is unable to express ideas and concepts clearly in writing and/or speaking. He/she lacks voice quality and/or personal appearance appropriate to teaching environment.

Student teacher expresses ideas and concepts clearly both in writing and speaking. He/she has acceptable voice quality and personal appearance appropriate to teaching environment.

Student teacher has exceptional writing and/or speaking abilities. He/she can clearly articulate positions regarding teaching and learning. He/she also has very good voice quality and personal appearance appropriate to teaching environment.

5.b. Communicating with others to support student learning (10)

Student teacher communicates rarely if ever with teachers, administrators, other school personnel, students’ families, and/or community members to support student learning and well-being.

Student teacher communicates with teachers, administrators, other school personnel, students’ families, and/or community members to support student learning and well-being.

Student teacher actively seeks out resources and communicates regularly with teachers, administrators, other school personnel, students’ families, and community members to support student learning and well-being.

5.c. Reflecting on instructional efforts (9, 12h)

Student teacher cannot accurately identify strengths and weaknesses of lesson taught.

Student teach er identifies strengths and weaknesses of lesson taught and describes in general terms how such a lesson could be improved for the future.

Student teacher identifies in detail strengths and weaknesses of lesson taught and describes in very specific terms how such a lesson could be improved in the future.

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STUDENT TEACHING ASSESSMENT

LOGISTICS

Progress Reports are submitted online at https://taurus.montclair.edu so that the results can be shared between and amongst coops, mentors, students and Office of Field Experiences staff. During the semester students receive 3 progress reports from their education mentor, who is a generalist who may not have a background in the subject area being taught, and 3 progress reports from their subject mentor, who has extensive knowledge in the content area. Students should receive the following from you:

If you are only cooperating teacher for entire semester: 3 official progress reports If two cooperating teachers (split semester, or split days): 2 official progress reports from each coop If more than two cooperating teachers: at least 1 official progress report from each coop

Progress reports should only be submitted collaboratively by cooperating teachers if you observe the same lesson, since progress reports are for specific lessons, not overall progress.

The Summarized Record of Student Teaching contains all of the criteria in the Progress Report plus a space at the end for a final letter grade. It is completed by the education mentor, subject mentor and cooperating teacher online at https://taurus.montclair.edu. In cases where there are multiple cooperating teachers, the coops each can submit a Summarized Record or can submit one together. You are required to share your evaluation with the student prior to completing the online form as this should be a transparent process that involves clear communication between all parties involved – the Summarized Record results and final grade should not be a surprise under any circumstances. The Summarized Records are due by May 6th.

How progress reports and summarized records are submitted online Effective Fall 2014, progress reports and summarized records will be submitted to the Taurus database. For progress reports you will go to https://taurus.montclair.edu , click on “Cooperating Teachers” then on “Student Teaching (Subject Areas) Progress Report” and log in. Next to your student’s name you will click on “Fill out progress report.” For summarized records you will go to https://taurus.montclair.edu , click on “Cooperating Teachers” then on “Student Teaching Summarized Record of Student Teaching” and log in. Next to your student’s name you will click on “Fill out summarized record.” Viewing submitted progress reports In Taurus you will see that you can view all reports that you’ve entered as well as those entered by the education and subject mentors. Mentors and cooperating teachers are encouraged to take time to review others’ submissions.

Using soft or hard copy assessments in lieu of the online system If you cannot access Taurus from school, contact Pat Gagnon to determine the best alternative method for submitting the assessments. While it is most beneficial for the Center of Pedagogy to receive assessments online, we understand that this is not feasible for some cooperating teachers and we want the process to be as “user friendly” as possible.

Using hard copy forms as a resource Only online progress report submissions are official unless otherwise arranged with the Center of Pedagogy, but you should use a hard copy of the form when conducting post-observation meetings. A copy of the form is provided as a separate document in this cooperating teacher packet.

The Summarized Records of Student Teaching are now subject specific for most subject areas – the sample on the next page only includes the criteria that all subject areas have in common. A sample form and rubric will provided to your student teacher to give to you after the student

teaching orientation. You can also access this information on Taurus.

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Student Teaching Progress Report CENTER OF PEDAGOGY Criteria Common to All Subject Areas

*** UNOFFICIAL COPY *** Only online submissions are official University records. This form is for

informational purposes only. Many subject areas have additional subject-specific criteria not shown here.

Cooperating teachers: Each progress report you submit should be based on a specific, pre-arranged lesson that you observe, not based on the student teacher’s “overall progress” in your classroom. See previous page to determine how many reports you are required to submit.

Does not meet expectations Meets expectations Exceeds expectations

(1) (2) (3) (4) (5)

Each criterion listed below should be assessed using the RUBRIC on the previous pages.

1. PLANNING FOR STUDENT LEARNING a. Stating clear and meaningful learning goals/objectives: 1 2 3 4 5 b. Organizing subject matter for student learning: 1 2 3 4 5 c. Designing creative and appropriate learning activities and materials: 1 2 3 4 5 2. TEACHING FOR STUDENT LEARNING a. Making content comprehensible to students: 1 2 3 4 5 b. Monitoring understanding, providing feedback, and adapting activities: 1 2 3 4 5 c. Using media and other technology in appropriate ways: 1 2 3 4 5 d. Promoting critical thinking: 1 2 3 4 5 e. Using democratic practices: respect for child’s culture and language 1 2 3 4 5 3. ASSESSING STUDENT LEARNING a. Recording and using assessment results to inform instruction: 1 2 3 4 5 4. CREATING A POSITIVE ENVIRONMENT FOR STUDENT LEARNING a. Establishing and maintaining appropriate standards of classroom behavior: 1 2 3 4 5 b. Providing a safe physical environment conducive to learning: 1 2 3 4 5 c. Using instructional time effectively: 1 2 3 4 5 5. PROFESSIONALISM a. Expressing ideas clearly and personal attributes: 1 2 3 4 5 b. Communicating with others to support student learning: 1 2 3 4 5 c. Reflecting on instructional efforts: 1 2 3 4 5

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OBSERVATION AND CONFERENCING GUIDELINES

The following guidelines are designed to help structure the feedback that students receive from cooperating teachers and mentors.

The primary purpose of serving as a cooperating teacher or university mentor should be to provide formative information. The goal is the improvement of instructional skills. A collaborative effort to achieve effective instruction should take precedence over an objective that focuses on summative judgments.

Observation is designed to help promote improvement. Therefore, an observation report is not synonymous with an evaluation.

Mentoring should be a process of mutually active involvement between the cooperating teacher, university mentors and the student teacher. The experience should emphasize the spirit of collaboration.

The cooperating teacher and mentors should teach more than evaluate, assist more than judge, and listen as much as they talk.

Pre-observation data, to minimally include the objective(s) and instructional methods for a lesson, should be made available to the cooperating teacher and mentors before an observation.

A written record of an observation should be maintained by the cooperating teacher and mentors for reference during post-conferences.

All observations should be followed by a post conference with the student teacher, at which time the completed Progress Report is shared with the student. Post-observation conferences should focus upon:

a. Description more than evaluation;

b. The specific and concrete observations rather than general and abstract impressions;

c. Instructional alternatives rather than one approach;

d. The relationship between the instructional methods used and the achievement of lesson objectives.

A minimum of one full instructional period (45 minutes or more) should be the basis of a formal observation made by a cooperating teacher, education mentor, or subject mentor. The series of observations should cover a variety of the courses (subjects) taught by the student teacher.

Observations should be scheduled according to the Observation Schedule to ensure that students are formally observed approximately every other week. On rare occasions observations (e.g., coop and education mentor) may occur in back-to-back weeks. Observations should never occur in the same week and may not take place on the same day.

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STUDENT TEACHING ASSESSMENT

DETERMINING A FINAL GRADE FOR STUDENT TEACHING

The grade assigned by a mentor/cooperating teacher is at his/her discretion and should reflect the quality of work demonstrated in the formal assessments and ongoing communication of progress throughout the semester. Please note the following: Final grades must be submitted to the Center of Pedagogy online by Friday, May 6th. Late grades can delay the student teacher’s certification and graduation.

The grade you assign is at your discretion, but the grade should reflect the quality of work demonstrated in the formal assessments and ongoing communication of progress throughout the semester. Please note:

• There is deliberately no defined correlation between the numerical ratings and the final letter grade. 5s do not equal As, 4s do not equal Bs, and so on. We want mentors and cooperating teachers to feel that they have flexibility regarding final grades. Students who average 3.5 or better on the rubric and who have no 2s usually receive a grade in the A range. Students who average just above/below a 3 usually receive a grade in the B range. Students with an average of 2.5 or lower usually receive a grade in the C range.

• If a student receives a grade of C+, C, or C- from a mentor or cooperating teacher, follow up is conducted by the Center of Pedagogy to determine why the student merited a grade that is considered by the Center of Pedagogy to be minimally passing.

• In the case of a grade below a C-, i.e. a non-passing grade, contact Caroline Murray, Assistant Director of the Center of Pedagogy, to discuss (973-655-7802, murrayc@mail.montclair.edu). While it is our goal and desire to fully support and prepare each student teacher to be successful in his/her own classroom, ultimately it is our collective responsibility to ensure that graduates of our program are individuals who we believe will have a positive impact on the lives of schoolchildren.

• Cooperating teachers and mentors should openly share their final grade with students. Students should not be surprised by the final letter grade they receive, even if they do not agree with that grade.

• The final grade should reflect abilities and progress as a student teacher who is preparing for classroom responsibilities, not at a comparable level with a first-year teacher.

A or A- Final attainment of “excellent” in most respects, and unsatisfactory in none. Student has received mostly 4s or higher on progress reports and Summarized Record. In your opinion, student is a highly desirable candidate for any school system. It is not necessary to give a student 5s in order to give them an A grade.

B+, B or B- Satisfactory but not outstanding performance in all respects, and unsatisfactory in none. Student has received mostly 3s on progress reports and Summarized Record. Grades range from “average” to “excellent” in all factors evaluated.

C+, C or C- Adequate performance in almost all areas with some areas of improvement still needed. Shows no major areas of weakness which would seriously handicap his/her teaching effectiveness. Student has received mostly 3s but some 1s or 2s on progress reports and Summarized Record. Any specific reservations should be stated in the comments section.

D+, D or D- Unsatisfactory in one or more critical respects. Not recommended for teaching without extensive remedial work in a number of important areas. Student has received mostly 2s on progress reports and Summarized Record. This is not a passing grade.

F Failure. In your opinion, the student does not yet have the competence for effective teaching.

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ASSESSMENT SUBMISSION FAQ

What if I make a mistake on an online form or want to make a change? Email or call Pat Gagnon and she will assist you in making the change, however small or large. I cannot access your site from our school computer. How do I submit the form? If you need an electronic document instead, please email Pat Gagnon and she will send you the form you need. I am not sure about what grade to give. Who should I speak to? You can either contact Caroline Murray or Scotta Van Dross. Is it OK to share my evaluations with the student teacher? Absolutely – in fact we expect that there will be a conversation about all Progress Reports and the Summarized Record and final grade. Students should not be surprised by their grade or any assessment ratings/comments. Is it OK to talk to the other evaluators about what grade they are going to give? Absolutely. In some cases cooperating teachers and mentors work together to determine a grade they feel is fair, and both assign the same grade on their Summarized Record forms. This process can be especially useful for new cooperating teachers and new mentors so that they can "norm" their expectations for the student teaching grade. What if there is more than one cooperating teacher working with a student at the same time? For each student in a single assignment, at least 3 formal observations (inc. pre/post meeting and formal observation) should be done. If there is more than one cooperating teacher involved, the teachers. The person can be different each time. For split placements, each cooperating teacher completes 2 Progress Reports and a Summarized Record of Student Teaching.

Contact Information for Student Teaching Assessment Questions

Center of Pedagogy main number: 973-655-4262 Center of Pedagogy fax number: 973-655-7776 Pat Gagnon, Center of Pedagogy Secretary

gagnonp@mail.montclair.edu

Caroline Murray Assistant Director, Center of Pedagogy &

Director of Field Experiences 973-655-7802

murrayc@mail.montclair.edu

Scotta Van Dross Program Specialist,

Subject Area Certification 973-655-7635

fryesc@mail.montclair.edu

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LESSON PLANS

Student teachers are expected to plan thoroughly in advance for each lesson being taught. While veteran teachers may not need to write out comprehensive lesson plans for every lesson, this process provides invaluable practice for student teachers and ensures that cooperating teachers know in advance what will be taking place during instruction. In addition to instruction in lesson planning which takes place during courses at MSU, students are also provided with the following summary of expectations/guidelines for lesson plans for the student teaching semester. Lesson Rationale and Context: Statement articulating why you are teaching this particular lesson to this particular group of students. Situate this lesson within a larger unit or long term learning plan. What has already come, what will follow? How does this lesson address district and school learning goals and curricular plans?

Goal Statement: Statement that identifies the general purpose for the lesson. How does the goal statement relate to the essential questions?

Objectives: Articulation of the expected student learning outcomes (skills and knowledge). List 3-5 learning outcomes. What knowledge will students acquire? What will students be able to do at the end of the lesson? Be sure your objectives are reflected in the lesson procedure and that they link to the assessment.

CCCS: List of NJ Core Curriculum Content Standards addressed in the lesson through discussions, readings, activities, and assessment. Include the standard number, title, strand and specific text applicable to your lesson. Only cite those standards that are primary to the lesson (list no more than 3–5 standards).

Materials: List of materials and resources used for the lesson. Create two lists: materials for teacher and materials for students. Articulate the arrangement of the classroom specific to the lesson.

Anticipatory Set: Used as a motivational, introductory or transitional period. How will you get the students’ attention? Can be connected to the lesson or it can be a separate activity to refocus attention.

Lesson Procedure: Sequence of specific activities/tasks within the lesson. What is being taught? How? By whom? Work from a 4-point instructional model:

1. Modeling/demonstration – teacher directed 2. Joint participation – teacher is still primary but students join in 3. Guided practice – students are primary but teacher assists when needed 4. Independent practice – students do all the work with varying levels of support

What are the essential questions guiding this lesson? Be clear as to what will be expected of the students – activity, work process, learning, etc. Break down the activities/tasks and offer a task analysis for each – what do students need to know and be able to do

to successfully complete this activity? What are the strategies that you and the students will engage in? Be sure to address diverse learning styles within your lesson activities. Show how you are incorporating democratic practices into the lesson.

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LESSON PLANS What decisions/input will students have? How are students’ interests and knowledge incorporated? In what way is the lesson student-centered? Clarify expectations for student behavior and responsibility.

Demonstrate how students are constructing their own knowledge while building on existing knowledge. Demonstrate culturally responsive teaching and learning in your lesson. Articulate how you will draw the lesson’s purpose and activities together (closure – not assessment).

Assessment: Process that informs the teacher and the student specific to what has been learned. What evidence do you have that each student has met the expected objectives/student outcomes? How will the students demonstrate what they have learned? What criteria will you use to evaluate student learning? How will the students participate in evaluating their learning?

Adaptations: Teaching and learning needs to meet students’ needs. This section demonstrates your ability to create meaningful learning experiences for all students. Be sure you address the diverse learning styles of all your students and the specific learning needs of special education and ELL students. How does this lesson address various learning styles? Provide a context for each student specific to learning adaptations and explain why the adaptation was made. How will you adjust the lesson to address children with special needs? Consider: Learning objectives/expectations Learning/work structure and process Assessment adaptations Classroom environment

How have you ensured the meaningful participation and learning of all students? Evaluation: Reflection on the lesson from a teaching and learning standpoint. How was this lesson successful? How do you know? What did you learn from teaching this lesson? About teaching? About student learning? About planning?

What did your students learn? What will you change next time? What will remain the same? Why? How might you engage your students in this lesson evaluation? In what ways does this lesson reflect culturally responsive teaching and learning?

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HONORARIUM Due date to apply: February 19, 2016

The University provides a $400 honorarium to cooperating teachers who have worked with a student teacher for the full semester. The amount is prorated when 2 or more coops work with the same student.

• You must complete the online payment form for each student you host. • You must complete the online payment form before you submit any evaluations for your student. • Due to University budget rules, we cannot honor requests for payment made after the semester ends. • If your name or address changes, you must submit a new W-9 and VendorCreate form as per federal law. • W-9 and VendorCreate forms (banking info) must be submitted directly to MSU’s Procurement Services office.

Online Honorarium Registration:

1. If you are new to the Taurus database, complete a one-time registration process by going to https://taurus.montclair.edu/ and clicking on “Cooperating Teacher Registration Form.”

2. Once we approve you manually, you will receive a message indicating that your registration has been finalized. Then you can file an honorarium request by going to https://taurus.montclair.edu/ and clicking on “Cooperating Teacher Payment.”

If you experience any difficulties or have any questions about this process, please contact Pat Gagnon at gagnonp@mail.montclair.edu .

Required Paperwork: W-9 Form Requirement (Due February 19th) The University requires that a W-9 form be on file for each cooperating teacher. If you have served as a cooperating teacher in the past 6 months this information should be in our system and you do not need to resubmit a new form. HOWEVER, if there are virtually any changes in your name, address or banking information, a new W-9 and VendorCreate form is needed in order to process your honorarium. The W-9 form is located at http://www.irs.gov/pub/irs-pdf/fw9.pdf?portlet=3 VendorCreate Form (Banking Information Requirement) (Due February 19th) MSU only issues honorariums electronically to bank accounts now. If you have not already done so, you will need to complete a VendorCreate form so that the University has your bank information on file. W-9 forms and VendorCreate forms should be sent to Procurement Services by February 19th.

· Fax to: 973-655-5468 Attn: Procurement Services/Vendor Create Group · Email to: vendorcreate@mail.montclair.edu

If there are any changes in the assignment, or the amount of time a cooperating teacher is spending with a student teacher, notify the Office of Field Experiences as soon as possible. Honorarium adjustments will be made accordingly. For questions or concerns regarding… Honorarium/PD Hours: pedagogy@mail.montclair.edu

Your student teacher’s field placement: Ms. Scotta Van Dross, Program Specialist, fryesc@mail.montclair.edu, 973-655-7635

Your student teacher’s progress during the semester: Student’s assigned mentor and/or Ms. Scotta Van Dross

Professional Development opportunities and/or Clinical Faculty application/status: MSU Network for Educational Renewal, 973-655-5231

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TEACHER EDUCATION PROGRAM CONTACT INFORMATION

Name Title Phone number Email Center of Pedagogy

Main number Directory 973.655.4262 pedagogy@mail.montclair.edu

Dr. Jennifer Robinson

Director 973.655.7691 robinsonj@mail.montclair.edu

Ms. Caroline Murray

Assistant Director 973.655.7802 murrayc@mail.montclair.edu

Office of Field Experiences

Ms. Scotta Van Dross

Program Specialist (Subject areas)

973.655.7635 fryesc@mail.montclair.edu

Ms. Jennifer Amabile

Program Specialist (ECELE)

973.655.5246 amabilej@mail.montclair.edu

Ms. Pat Gagnon Secretary 973.655.4139 gagnonp@mail.montclair.edu Ms. Gina Martino Program Specialist

(Mentors, School Partnerships)

973.655.7693 martinog@mail.montclair.edu

Montclair State University for Educational Renewal (MSUNER)

Dr. Concetta Donvito

Director 973.655.5231 donvitoc@mail.montclair.edu

Department of Secondary and Special Education

Ms. Deanna Wolowitz

Secretary 973.655.5187 wolowitzd@mail.montclair.edu

Dr. Jeremy Price Chair 973.655.5187 pricej@mail.montclair.edu