Teacher Candidate

Pre-Practicum Handbook

2019 - 2020

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Contents

General Information 5 Introduction 7 Initial Licensure at Mount Holyoke College 7 Roles and Responsibilities within the Licensure Process 8

Teacher Candidate Information 9 Teaching Responsibilities and Scheduling 11 General Classroom Expectations 12 School Procedures 14 Problem Solving 14 Evaluation 14

Supervising Practitioner Information 15 Responsibilities 17

Suggested Timeline for Teacher Candidate’s Assuming Responsibilities 18 Transition to Full Student Teaching 19 Mentoring of the Teacher Candidate 19 Substitute Teaching 19 Field Trips and Excursions 20

Specific Licensure Areas 21 Early Childhood PreK-2 23 Elementary 1-6 24 English Language Learners (ELL) PreK-6 and 5-12 25 Moderate Disabilities PreK-8 and 5-12 26 Middle/Secondary 5-8, 5-12, 8-12 and All Levels 28

Additional Documents 29 Teacher Candidate Timeline 31

Fall Semester Pre-Practicum Hours 31 Spring Semester – Full day/Full week 33

Pre-Practicum for Initial Licensure Expectations Grid - Fall 2019 35 Pre-Practicum Observation Form 2019 37 Pre-Practicum Observation TC Reflection Form 2019 39 Pre-Practicum Attendance Form 41 Master of Arts in Teaching Academic Calendar 2019-2020 43 Master of Arts in Teaching Pre-Practicum Evaluation Form 45 Assessment of Professional Disposition 47 Bloodborne Pathogens: Protecting Yourself from Exposure While Student Teaching 49

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General Information

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Introduction This handbook provides Mount Holyoke College Teacher Candidates (TCs) with introductory information about the Master of Arts in Teaching (MAT) program. It specifically focuses on the requirements and guidelines necessary to enable a TC to complete the initial part of the year-long practicum experience. As such, this handbook focuses primarily on the pre-practicum experience. All Teacher Candidates (TCs) and Supervising Practitioners (SPs) are responsible for reading, understanding and following the policies, procedures, and requirements as stated in this handbook. These requirements are based both on the standards of Mount Holyoke College and the standards outlined by the Massachusetts Department of Secondary and Elementary Education (DESE). If you have any questions, please contact Ruth Hornsby or your advisor at Mount Holyoke College. A Practicum Handbook detailing the final Spring semester and the DESE Candidate Assessment of Performance (CAP) requirements will be issued to students at the beginning of the Spring semester.

Initial Licensure at Mount Holyoke College Mount Holyoke College is approved by the Massachusetts Department of Elementary and Secondary Education to offer teacher education programs leading towards an initial teacher license in the following areas: ● Teacher of Dance [All Levels] ● Teacher of Early Childhood [PreK-2] ● Teacher of Elementary Education [1-6] ● Teacher of English Language Learners [PreK-6], [5-12] ● Teacher of Foreign Language [5-12]: Chinese (Mandarin), French, Latin & Classical Humanities, Spanish ● Teacher of Middle/Secondary [5-12]: English, History, and Social Science ● Teacher of Middle School [5-8]: General Science, Mathematics, Humanities, Mathematics/Science ● Teacher of Moderate Disabilities [PreK-8], [5-12] ● Teacher of Music [All Levels] ● Teacher of Secondary School [8-12]: Biology, Chemistry, Earth and Space Science, Mathematics, Physics ● Teacher of Theater [All Levels] ● Teacher of Visual Art [PreK-8], [5-12] The teaching licenses obtained through these programs are recognized in approximately 45 other states. To become eligible for licensure in the state of Massachusetts while at Mount Holyoke College, candidates must successfully complete the requirements of a teacher licensure program, pass the Massachusetts Tests for Educator Licensure (MTEL), and submit licensure application materials and fees to the Massachusetts Department of Elementary and Secondary Education.

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Mount Holyoke College has a one year program where Teacher Candidates can take courses while simultaneously engaging in a year-long field based experience. There is also a two-year program where students can take courses and engage in a field based experience over two years.

Roles and Responsibilities within the Licensure Process The Department of Elementary and Secondary Education (DESE) requires that a TC must work under the supervision of a Supervising Practitioner (SP) during their Pre-Practicum. DESE defines the Pre-Practicum and SP as follows: Pre-practicum: Early field-based experiences with diverse student learners, integrated into courses or seminars that address either the Professional Standards for Teachers as set forth in 603 CMR 7.08 or the Professional Standards for Administrative Leadership as set forth in 603 CMR 7.10, in accordance with the Pre-practicum Guidelines. The Supervising Practitioner: The educator who has at least three full years of experience under an appropriate Initial or Professional license and has received an evaluation rating of proficient or higher, under whose immediate supervision the candidate for licensure practices during a practicum. For the educator of record, a comparably qualified educator will function as the supervising practitioner during the practicum equivalent. (http://www.doe.mass.edu/lawsregs/603cmr7.html?section=02) During the Pre-Practicum experience TCs will work as part of a team that is comprised of the TC, the SP, the Mount Holyoke College directors and their course faculty. The purpose of this team is to provide subject and grade level targeted support and mentoring to TCs. This targeted support should enables TCs to successfully progress towards licensure. During this Pre-Practicum period, TCs classroom activities are guided by the requirements of their specific grade and subject level graduate classes. Therefore, it is important to note that the Pre-Practicum experience will be unique to each TC based on their individual pathway to licensure.

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Teacher Candidate Information

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Introduction At Mount Holyoke College, TCs must undertake the initial license pre-practicum during the semester that occurs directly prior to the final student-teaching semester practicum. During the pre-practicum, all TC’s are required to spend at least 12 hours per week in an appropriate grade level and subject matter classroom. This time should be spent working under the supervision of an SP who holds the appropriate license. The purpose of the experience is to help TCs gain classroom experience over an extended period of time, as they strive to make meaning of, and to further develop, teaching competencies to enable them to enter their final practicum semester. The School Context: Each school is unique and as a result, each school has an individual social context, school environment, and culture. TCs should endeavor to learn as much as possible about their school and its surrounding community. School-based coursework assignments from Mount Holyoke College further support this goal.

Teaching Responsibilities and Scheduling Attendance and Absences: Each TC and SP will come to an agreement on a 12 hour weekly schedule that allows the TC to meet their grade level and subject level needs. Once the TC and the SP have agreed on the TC’s schedule, the TC is expected to attend school on each day of the agreed-upon schedule (that school is in session.) Attendance must be recorded on the Attendance Record Form, which should be signed by the SP at the end of each week. This form will be given to Ruth Hornsby and placed in the TC’s Permanent Record Folder at the end of the semester. In the event of illness, a snow day, or other unexpected school closing/dismissal, TCs are responsible for contacting Ruth Hornsby by email to inform her of the event and to record it on their Attendance Form. Students are responsible for making up any days/time missed. School Calendar: During the pre-practicum experience, TCs will adhere to the official calendar of the school that their placement is in, with the exception of the MHC fall mid-semester break and final days of classes (see calendar for exact dates).

PLEASE NOTE: TCs must begin their pre-practicum on the first day that teachers begin working in their district. Be aware that this date is usually prior to the first day that students return to school. It is the responsibility of the TC to provide Mount Holyoke College with this date. TCs will attend their placement full-time from the first teacher work day until Mount Holyoke College classes begin (see calendar for exact dates). Once classes begin, attendance of the Pre-Practicum reduces to the aforementioned 12 hours per week.

Substitute Teaching: Sometimes schools ask Teacher Candidates to substitute teach when the Supervising Practitioner or other teachers are absent. Mount Holyoke College policy states that after a TC has developed some expertise and confidence in working with a classroom of students, it is permissible for a TC to

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occasionally substitute for the SP. Whether or not a TC is ready for substitute teaching is a decision to be made by the SP, the Teacher Candidate, the TCs Academic Advisor, and Ruth Hornsby. Field Trips: The College requires that all school-based field trips be conducted with the SP present.

CORI and Fingerprinting: All schools require that Teacher Candidates submit CORIs and complete the required DESE Fingerprinting Procedure.

General Classroom Expectations During the year TCs will be asked to perform a number of tasks related to school business that will enhance their understanding of the school processes. For many Teacher Candidates, these tasks start early in their fall placement. If TCs change placements, they need to make sure to spend some time in January revisiting these expectations.

Establishing Relationships over the course of the year All Teacher Candidates should be sure to:

● Introduce themselves to front office staff on their first day in the school. They should leave a note of introduction for the school principal, assistant principal or other administrators if they are unable to meet them.

● Build a relationship of trust, openness, and mutual respect with their SP.

● Observe their SP’s behaviors, verbal and nonverbal cues, organization and transition strategies, language, and problem solving techniques.

● Progressively establish themselves as a teaching presence in the classroom.

● Begin to build a genuine and nurturing relationship with each student through conversations, individual one-on-one help, small group work, etc.

● Practice listening to the students and talking positively with them.

● Observe students’ behaviors and reactions. ● Visit the various departments in the school and introduce themselves – e.g. Special Ed Department,

Guidance Department, the Library, etc.

● Develop the ability to proactively use and seek resources such as curricula, educational books and materials as needed.

● Ask questions, share thoughts and concerns, communicate truthfully and tactfully.

General Expectations ● Make the classroom and the students their first priority during the school day. ● File instructional material and keep copies for their portfolio. ● Monitor students’ learning and behavior. ● Find themselves a space in the classroom to call their own. ● Meet with their SP on a regular basis to discuss learning and teaching.

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● TCs should be proactive and ask SPs what can be done to help them with classroom duties, collections, attendance, etc.

● TCs should ensure that they help to clean up or return the classroom to its usual order after using it. Keeping the classroom clean and orderly on a daily basis is an important part of being a successful teacher.

● Gather support materials from the library, science closet, etc. ● No job is too small. While the pre-practicum placement is intended for TCs to develop

proficiency as a teacher, it must be acknowledged that the teaching profession requires much preparation and maintenance work that does not look or feel like “teaching.” Good teachers know how to and are willing to “do it all.” All TCs should be prepared to demonstrate their willingness to assist in ALL aspects of running a classroom.

Behavioral, Management and Communications Expectations

● Ask for a copy of the school policies or discipline procedures and become familiar with these from the beginning of the placement.

● Work with SP’s to manage classroom behavior. ● Find out about any modifications that might need to be made for students on any form of education

or behavioral plan. ● Find out about protocols for communicating with parents.

Instructional Expectations

● Teacher Candidate’s instructional activities will be subject to the requirements of the various courses that are linked to the pre-practicum hours. For general information, please consult the specific license level and subject section of this handbook as well as the courses. For specific information of TC’s instructional activities, please see the syllabi for each individual course.

● Make initial connections with students by working in one-on-one situations and helping any students who require assistance while the teacher is busy with the class as a whole. (Ensure that the SP agrees to the approach and assistance required by the students).

● Review, plan and complete the “Pre-Practicum Expectations Grid” (see “Additional Documents”) which includes planning and teaching at least six (6) lessons/classes over the fall semester. It is incumbent upon the TC to ensure that their SP understands these requirements fully and has been given copies of the relevant syllabi outlining course requirements. The SP should then meet with the TC to support them in their planning and completing the grid.

● If appropriate, the TC should participate in meetings with parents, special education staff, or paraprofessionals to help implement IEPs and otherwise collaborate with specialists to best meet the needs of individual students and the whole group.

● Offer to re-teach any sections that students do not understand or where a student needs extra help.

● Keep a record of all teaching material.

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School Procedures TCs should speak to their SP to learn how the following issues are handled in their particular school:

● Receiving and making phone calls. ● Use of copy machines and other equipment. ● Notifying the school if they are sick or need to be absent. ● Confidentiality. ● Parking. ● Snow day procedures. ● Lunch/break procedures. ● School and office etiquette. ● Policies and procedures for videotaping and photographing.

Dress Code and Personal Hygiene: TCs are expected to dress in a manner appropriate to a professional setting. Use the SP and other teachers within the school as a guideline for what manner of dress is expected. TCs should remember that at all times, they are representatives of both Mount Holyoke College and the school within which they are working. If in doubt – ‘dress up.’

Videotaping: During both the pre-practicum and the student teaching semester TCs will be required to videotape many different stages of their lessons to discuss within their various courses. TCs should ensure that they are familiar with the school policy and procedures regarding videotaping of students. Alternative arrangements should be made with the program director if video recording is not permitted.

Health and Safety: TCs should read and familiarize themselves with the Health and Safety information included in the “Bloodborne Pathogens: Protecting Yourself from Exposure while Student Teaching” section of “Additional Documents” in this handbook.

Pre-Practicum Plan and Timeline Included in this handbook is the Pre-Practicum Expectations Grid as well as the “Teacher Candidate Timeline” in the “Additional Documents” section of this handbook.

Problem Solving Occasionally problems arise within the school setting. TCs should first look to their SP as their guide and mentor and as such, should be kept abreast of all challenges or problem areas. TCs should make a note of anything they need support with and contact Ruth Hornsby.

Evaluation At the end of the fall semester, SPs will be provided with a Pre-Practicum Form (see “Additional Documents”). The feedback and grades will be used to calculate TC’s grades in certain fall courses. Please see individual course syllabi for further details.

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Supervising Practitioner Information

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Introduction Mount Holyoke College appreciates the valuable mentoring role the SP plays in regards to the development of Teacher Candidates. Mentoring a TC has a multi-layered impact on a teacher’s classroom, Mount Holyoke College applauds the commitment, time, energy and expertise SPs commit to facilitating the development of our Teacher Candidates. Massachusetts Department of Elementary and Secondary Education Requirements for the appointment of Supervising Practitioners The Supervising Practitioner must be a teacher who has at least three full years of experience under an appropriate Initial or Professional license and has received an evaluation rating of proficient or higher, under whose immediate supervision the Teacher Candidate for licensure practices during a practicum. For the educator of record, a comparably qualified educator will function as the Supervising Practitioner during the practicum equivalent.

Responsibilities

During the pre-practicum semester, the SP’s primary role is to mentor and guide the TC as they explore the world of teaching, learn about the school environment, get to know the students and their learning needs and progressively take on more and more responsibility, leading up to their final practicum semester of student teaching. The pre-practicum for initial licensure consists of 12 hours per week. In the TC section of this handbook, MHC has provided a general overview of the types of duties and responsibilities that all TCs should engage in. However, during the pre-practicum semester there are also a range of course-related assignments that need to be completed as well as the “Pre-Practicum Expectations Grid” in the “Additional Documents” section of this handbook.

All SPs are requested to engage with their TCs in meaningful ways and provide individual mentoring and guidance that is subject and level specific. Some specific responsibilities include: Prior to the start of the school year:

● Work with Teacher Candidate (TC) to complete required district paperwork, including background checks and fingerprinting, so that they will be cleared to begin before the first day of the 2019-2020 school year.

● Plan for TC to attend full days for PD and classroom set-up before Fall campus classes start for the TC (see schedule for dates).

● Work with TC to arrange a reduced weekly schedule for fall semester 12 hours per week, beginning with the start of Fall campus classes for the TC (see schedule for dates).

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FALL responsibilities: from the first teacher day of each school district’s year, until Spring classes start*, TCs will attend their placement 12 hours weekly. (*Note: Early Childhood TCs will undertake a full time Kindergarten placement during January. In addition, TCs pursuing additional licenses will complete a full time internship during in January.)

● Review and plan out how the TC will meet the requirements outlined in the “Pre-Practicum Expectations Grid” over the course of the fall semester.

● Involve TC to the maximum extent possible in classroom activities and instruction. ● Support TC in making relationships with students and school professionals. ● Share curriculum materials, school-level policies, initiatives, and testing protocols. ● Attend a kick-off workshop at MHC in the fall (see schedule for dates). ● Provide opportunities for TC to complete MHC school-based classroom assignments (e.g., case

studies). SPRING responsibilities: from January until the end of the school year, TCs will attend their placement full-time (see schedule for exact dates).

● A practicum handbook will be provided with full detailed requirements needed to complete the DESE Candidate Assessment of Performance (CAP) system, along with specific requirements on the observations, meetings, and evaluations that need to be completed.

● An overview of the SP’s responsibilities for the spring semester are: ○ Support the TC in taking on more responsibilities with instruction and planning ○ Attend Spring Workshop At MHC (see schedule for exact dates). ○ Conduct three (3) formal observations, attend 3-way meetings, and assist with CAP

documentation. ○ Attend Appreciation Event in mid-June (details to be provided). ○ Allow TC to assume full responsibilities as per the given timeline. ○ Support the TC in gaining preparation needed to fully assume the teaching role. ○ Engage TCs in meetings with faculty, students, and parents.

Suggested Timeline for Teacher Candidate’s Assuming Responsibilities Every student teaching experience is unique, and these guidelines should not be seen as prescriptive but rather as a set of suggestions for the TC as they are taking over classes. A timeline as a guide for the semester can be found in the “Additional Documents” section of this handbook. During the pre-practicum phase of the year-long placement, TCs are expected to complete 12 hours per week in their placement. TCs should not be given any work to take home, as they will simultaneously be enrolled in evening courses.

Suggested Activities: Some of our experienced SPs have suggested activities, such as the following, to help introduce the Teacher Candidate to the role of the teacher:

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● After introducing the TC to the class, have them take over small tasks such as taking attendance, or collecting homework, etc.

● The TC may start one-on-one and small group interaction as per the SP’s guidance. ● TCs will all need to complete their required assignments which, in most cases will include engaging

with students in the classroom for activities such as case studies, interviews, etc.. ● TCs should work with their SPs to grade student work. ● When appropriate, the TC should start with teaching mini-lessons and team teaching. ● The SP should provide opportunities for the TC to lead small group activities within the class. ● The SP should help the TC to plan any lessons they need to do for their coursework. ● The SP should observe and write up any informal observations they have for the TC. ● The SP should conference regularly with the TC to explain their methodology, discipline procedures,

classroom management, and teaching style.

Transition to Full Student Teaching Each program provides specific guidelines for the transition to full student teaching. During the pre-practicum the TC should participate in all the various teacher roles to best prepare them for a more seamless transition.

Mentoring of the Teacher Candidate We encourage SPs to keep open communication with their TCs, sharing ideas and making suggestions throughout the year. SPs should:

● Outline their goals and teaching objectives with the TC at the beginning of the year and encourage the TC to share their goals.

● Allow the TC, if possible, to experience different levels of classes or groups. ● Set up and maintain weekly meetings with the TC to offer feedback, provide information, or to talk

generally about the students in their classes ● Prepare the TC for the types of classroom management and discipline problems they might

encounter, and discuss strategies for preventing and dealing with them. ● Suggest other teachers in the school/grade level for the TC to observe. ● Encourage the TC to learn through experience. ● Support the TC in having a growth mindset and taking risks with their learning.

Substitute Teaching After a Teacher Candidate has developed more expertise and confidence in dealing with students, Mount Holyoke College feels that it is permissible for a TC to substitute occasionally for their SP. The decision to start substituting should be made by the SP, the TC and Ruth Hornsby. In no case should substituting conflict with a TC’s learning goals. After the TC is well established in the routines of the school, they may occasionally substitute for other teachers within their academic area, as long as such service is not detrimental to the student

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teaching experience. Some TCs may feel that the student teaching commitment is already a large undertaking and therefore not feel comfortable substituting. If the TC has been asked to substitute teach, please let the Ruth Hornsby know.

Field Trips and Excursions Under no circumstances should a TC be allowed to conduct a field trip without your supervision. Mount Holyoke College requires your attendance.

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Specific Licensure Areas

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Early Childhood PreK-2 During the Pre-Practicum phase, Early Childhood TCs are required to divide their time (12 hours per week) between a PreK and a Grade 1 or 2 classroom. The details of this will be negotiated when Ruth Hornsby meets with the TC and SP. For the month of January, all Early Childhood TCs will work full time in a Kindergarten classroom. After a two-day training period in late January, the TC will transition into the Grade 1 or 2 classroom until the last day of the district school year. X.Educ 461: Developing Literacy in Early Childhood Classrooms (4 credits)

Through a balanced and integrated approach, students will learn to develop literacy in early childhood/elementary schools. Class members will learn about emergent literacy, diagnosing language needs, integrating phonics skills in a literature-based program, the teaching of process writing, children's fiction and nonfiction literature, and a variety of formative and summative ways to assess learning. Course required for spring semester practicum students. Course evaluation is based on written and oral work done individually and in groups. Requires a pre-practicum.

X.Educ 470: Developing Math / Science / Technology Instruction and Curriculum (4 credits)

Students will learn about inquiry-based science/math curriculum and use of technology in PreK-6 classroom. They will construct more extensive understandings of science/math instruction by developing lessons that implement the Massachusetts Frameworks incorporating the Common Core State Standards for Mathematics. They will teach a minimum of three lessons to students in their pre-practicum setting. Emphasis will be on learning diverse management and instructional practices, such as the use of manipulatives, problem solving, cooperative learning, and project-based learning. Students will also become more adept at developing effective approaches to using assessment to guide instruction.

X.Educ 463: Teaching English Language Learners (4 credits)

This course addresses core competencies outlined in the Massachusetts Department of Education English Language Learner certificate requirement. Readings in language acquisition theory, language learning and teaching, effective lesson design and assessment, Sheltered Instruction Observation Protocol and knowledge of intercultural learners are covered. Students will have experience developing and adapting lessons and curriculum to address the needs of students in their pre-practicum settings.

X.Math 400 & X.Math 401: Developing Mathematical Ideas: Special Topics in Math (2 credits each)

This course will draw on two modules of the Developing Mathematical Ideas (DMI) series. DMI is a curriculum designed to both help think through the major ideas of K-8 mathematics and examine how children develop those ideas. The first four sessions will parallel the first four sessions of Making Meaning for Operations. The remaining nine sessions will be based on the Reasoning Algebraically about Operations module. This module focuses on how children's study of operations leads into articulation of generalizations in the number system and justification of such generalizations. Participants will explore and understand how such work in the early grades relates to algebra studied in later grades.

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Elementary 1-6 Elementary TCs are required to spend the entire 12 hours per week for their initial license Pre-Practicum in a classroom where they complete work that is integrated into their courses and that address the Professional Standards for Teachers, in accordance with the Pre-Practicum Guidelines. While TCs are assigned to one specific classroom, they may also observe teachers across the levels / range of the elementary license with the SPs guidance and permission. X.Educ 461: Developing Literacy in Early Childhood Classrooms (4 credits) Through a balanced and integrated approach, students will learn to develop literacy in early childhood/elementary schools. Class members will learn about emergent literacy, diagnosing language needs, integrating phonics skills in a literature-based program, the teaching of process writing, children's fiction and nonfiction literature, and a variety of formative and summative ways to assess learning. Course required for spring semester practicum students. Course evaluation is based on written and oral work done individually and in groups. Requires a pre-practicum. X.Educ 470: Developing Math / Science / Technology Instruction and Curriculum (4 credits) Students will learn about inquiry-based science/math curriculum and use of technology in PreK-6 classroom. They will construct more extensive understandings of science/math instruction by developing lessons that implement the Massachusetts Frameworks incorporating the Common Core State Standards for Mathematics. They will teach a minimum of three lessons to students in their pre-practicum setting. Emphasis will be on learning diverse management and instructional practices, such as the use of manipulatives, problem solving, cooperative learning, and project-based learning. Students will also become more adept at developing effective approaches to using assessment to guide instruction. X.Educ 463: Teaching English Language Learners (4 credits) This course addresses core competencies outlined in the Massachusetts Department of Education English Language Learner certificate requirement. Readings in language acquisition theory, language learning and teaching, effective lesson design and assessment, Sheltered Instruction Observation Protocol and knowledge of intercultural learners are covered. Students will have experience developing and adapting lessons and curriculum to address the needs of students in their pre-practicum settings. X.Math 400 & X.Math 401: Developing Mathematical Ideas: Special Topics in Math (2 credits each) This course will draw on two modules of the Developing Mathematical Ideas (DMI) series. DMI is a curriculum designed to both help think through the major ideas of K-8 mathematics and examine how children develop those ideas. The first four sessions will parallel the first four sessions of Making Meaning for Operations. The remaining nine sessions will be based on the Reasoning Algebraically about Operations module. This module focuses on how children's study of operations leads into articulation of generalizations in the number system and justification of such generalizations. Participants will explore and understand how such work in the early grades relates to algebra studied in later grades.

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English Language Learners (ELL) PreK-6 and 5-12 During the Pre-Practicum phase, ELL TCs are required to spend their 12 hours per week under the supervision of their SP, participating in all aspects of the ELL teaching role. This includes supporting students in both inclusive and resource room settings, as well as participating in the referral, assessment, TEAM meeting, and progress monitoring processes. TCs should plan to document the time they spend observing and assisting in inclusive and resource room settings, with the goal of experiencing both environments. X.ELL 421 Linguistics for Teachers (2 Credits) This course provides teacher candidates with an in-depth analysis of the structural and functional components of language: syntax, phonetics, phonology, morphology, semantics, register, and genre. Teacher candidates will apply concepts to language teaching and learning. The course will also include an in-depth look at functional linguistics and critical genre theory, focusing on how language functions in academic speech and writing. X.ELL 426 Methods in Teaching PK-12 English Language Learners (4 credits) This course focuses on applying theories, principles, and evidence based methods of second language acquisition to the development of materials, lessons, and curricula for teaching disciplinary English to K-12 speakers of other languages. Teacher candidates will cultivate skills in the design and delivery of contextualized lesson plans, develop expertise in the selection and evaluation of materials such as textbooks, computer assisted materials, and realia, and demonstrate their understanding of critical issues in teaching ELLs. Teacher candidates must simultaneously be participating in pre- practicum observations. X.Educ 461: Developing Literacy in Early Childhood Classrooms (4 credits) Through a balanced and integrated approach, students will learn to develop literacy in an early childhood setting. Class members will learn about emergent literacy, diagnosing language needs, integrating phonics skills in a literature-based classroom, the teaching of process writing, children’s fiction and nonfiction literature, and the use of multiple forms of assessment and the effective use of data to inform instruction. Course evaluation is based on written and oral work done individually and in groups. Requires a pre-practicum. X.Educ 463: Teaching English Language Learners (4 credits)

This course addresses core competencies outlined in the Massachusetts Department of Education English Language Learner certificate requirement. Readings in language acquisition theory, language learning and teaching, effective lesson design and assessment, Sheltered Instruction Observation Protocol and knowledge of intercultural learners are covered. Students will have experience developing and adapting lessons and curriculum to address the needs of students in their pre-practicum settings.

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Moderate Disabilities PreK-8 and 5-12 During the Pre-Practicum phase, Moderate Disabilities TCs are required to spend their 12 hours per week under the supervision of their SP, participating in all aspects of the special education teaching role. This includes supporting students in both inclusive and resource room settings, as well as participating in the referral, assessment, TEAM meeting, and progress monitoring processes. TCs should plan to document the time they spend observing and assisting in inclusive and resource room settings, with the goal of experiencing both environments. The details of this will be negotiated when Ruth Hornsby meets with the TC and SP. TCs are also encouraged to spend time, as negotiated with their SPs, observing other district-level programs that serve students with disabilities so they can gain an understanding of the continuum of services provided to students in special education. X.Sped 421: Assistive Technology (1 credits) This course provides an introduction to teaching with technology and, more specifically, how assistive technologies can be used by individuals with disabilities, PreK-12, to enhance the teaching and learning experience. Students will have the opportunity to explore a range of devices, applications, software, etc. that enhance access to academic and non-academic learning in schools. Course assignments will help students develop an understanding of how to assess student assistive technology needs, employ and monitor interventions, and improve teaching through the use of technology. X.Sped 447: Assessment and Instruction for Exceptional Learners (3 credits) In this class, students will examine legal policies and ethical principles of measurement and assessment related to special education referral, eligibility, and placement for individuals with exceptionalities, including those from culturally and linguistically diverse backgrounds. Through course activities students learn to: administer psychoeducational and achievement tests; explore formal and informal assessments that minimize bias; interpret results and use data to guide educational decisions for individuals with exceptionalities; make collaborative, data-based decisions with and about learners; monitor the learning progress of individuals with exceptionalities. X.Educ 461: Developing Literacy in Early Childhood Classrooms (4 credits) Through a balanced and integrated approach, students will learn to develop literacy in an early childhood setting. Class members will learn about emergent literacy, diagnosing language needs, integrating phonics skills in a literature-based classroom, the teaching of process writing, children’s fiction and nonfiction literature, and the use of multiple forms of assessment and the effective use of data to inform instruction. Course evaluation is based on written and oral work done individually and in groups. Requires a pre-practicum. X.Educ 470: Developing Math / Science / Technology Instruction and Curriculum (4 credits) Students will learn about inquiry-based science/math curriculum and use of technology in the classroom. They will construct more extensive understandings of science/math instruction by developing lessons that implement the Massachusetts Frameworks. At the Hitchcock Center for the Environment in Amherst, MA, and in classes on campus, emphasis will be on learning diverse management and instructional practices, such as the use of manipulatives, problem solving, cooperative learning, and project-based learning. Students will become more adept at developing effective approaches to using assessment to guide instruction.

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X.Educ 463: Teaching English Language Learners (4 credits) This course addresses core competencies outlined in the Massachusetts Department of Education English Language Learner certificate requirement. Readings in language acquisition theory, language learning and teaching, effective lesson design and assessment, Sheltered Instruction Observation Protocol and knowledge of intercultural learners are covered. Students will have experience developing and adapting lessons and curriculum to address the needs of students in their pre-practicum settings.

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Middle/Secondary 5-8, 5-12, 8-12 and All Levels Middle, Secondary and All Level TCs are required to spend the entire 12 hours per week for their initial license pre-practicum in a classroom where they complete work that is integrated into their courses and that address the Professional Standards for Teachers, in accordance with the Pre-Practicum Guidelines. While TCs are assigned to one specific classroom and or grade level, they may also observe teachers across the levels / range of middle or high school classrooms with the SPs guidance and permission. X.EDUC 460: Subject-Specific Methods 1 for Middle and Secondary Teachers (2 credits) This course is the first of two methods courses. Firmly embedded within the EL Education Model, it will provide opportunities for participants to explore the links among the theoretical underpinnings of expeditionary learning, experiential learning, and project-based learning through an interdisciplinary approach, with a focus on arts integration. Students will engage with the Understanding by Design (UBD) model of curriculum development, focusing on universal access to content for a full range of learners. Students will connect theory with practice and reflect on their practice. X.EDUC 462: Subject-Specific Methods 2 (2 credits) This advanced course builds on the design Subject-Specific Methods 1, and focuses on the development of subject specific curriculum units. Firmly embedded within the EL Education Model, links will be made between the theoretical underpinnings of subject specific pedagogy, differentiated learning, sheltered immersion, assessment, and the community/school/classroom/students. Students will connect theory with practice through their work with subject-specific experts from the field and through reflecting on their practice. X.Educ 430: The Process of Teaching & Learning in Middle and Secondary Schools (4 credits) This course is intended to help prepare prospective secondary and middle school teachers for effective classroom instruction. The focus of this course is to explore a range of philosophies of education and existing classroom practices. The course uses the current educational landscape in order for teacher candidates to examine culturally relevant teaching and learning practices, teaching in multicultural settings, establishing the classroom climate, choosing instructional approaches, and attending to the needs of a range of learners. X.Educ 463: Teaching English Language Learners (4 credits) This course addresses core competencies outlined in the Massachusetts Department of Education English Language Learner certificate requirement. Readings in language acquisition theory, language learning and teaching, effective lesson design and assessment, Sheltered Instruction Observation Protocol and knowledge of intercultural learners are covered. Students will have experience developing and adapting lessons and curriculum to address the needs of students in their pre-practicum settings. Upper Level Content Area Course (4 credits) e.g. 300-level History course

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Additional Documents

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Teacher Candidate Timeline

Fall Semester Pre-Practicum Hours August 23th to August 30th * – Teacher Candidates are expected to be in the classroom all day, Monday through Friday, when their school is open and their supervising practitioners are there. September 3rd to January 22nd – Teacher Candidates are in the classroom for 12 hrs per week during the specific times and days agreed upon with the SPs (not inclusive of any internship hours for additional licenses). Please note that if the TC is an Early Childhood teacher candidate, they switch to their Kindergarten placement full time from January 2-22th, 2020. (Note: TCs pursuing additional licenses will complete a full time internship during in January.) * Please check with your SP/placement for the first date you are expected to be in your placement. Phase One: Assist your SP, plan for the semester

Week of Responsibilities of the Teacher Candidate

8/23 – 8/30 ● Attend school from the first teacher work day and work with your SP on a full time basis. (Check your district calendar for specific days/times.)

9/3– 9/6 ● Reduce your pre-practicum hours to 12 hours per week. ● Start attending classes at MHC.

9/9– 9/20 ● Continue in your placement for 12 hours per week. ● Initial 3-Way Meeting (Teacher Candidate, Supervising Practitioner, MHC Director). ● Assist your SP as much as possible and make a plan for teaching at least six (6) lessons and complete the

“Pre-Practicum Expectations Grid” over the semester.

Phase Two: Assist your SP, co-teach/co-plan lessons, and visit other classrooms

Week of Responsibilities of the Teacher Candidate

9/23 – 10/11 Tuesday, September, 24 4:30-5:30

● Assist your SP as much as possible. ● Continue in your placement for 12 hours per week. ● Take the opportunity to visit other classes/grade levels. ● Be sure to stay on top of coursework with field expectations. ● Take increased responsibility for teaching and planning. ● Continue to complete the “Pre-Practicum Expectations Grid” over the semester. ● Plan for SP formal observation in mid October.

SP (Supervising Practitioner) to attend a mentoring meeting with TC (Teacher Candidate) at Mount Holyoke College.

10/12-10/15 Mid-semester break for MHC students – please notify your SP (Supervising Practitioner) that you will not be in school that Tuesday 10/15

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Phase Three: Complete “Expectations Grid” and teach lessons required for coursework

Week of Responsibilities of the Teacher Candidate

10/16 – 11/26

● SP to complete formal observation of TC and provide written feedback. ● Mid-way 3-way email check-in with TC and SP. ● Complete the “Pre-Practicum Expectations Grid” by end of fall semester.

11/27 – 12/1 Thanksgiving week - Make sure to let your SP know the dates you will not be at your placement.

12/2-12/17 Final phase of Pre-Practicum. ● Continue to assist your SP as much as possible. ● Continue to plan and teach as much as possible. ● Final 3-Way Meeting in December. ● Evaluation by SP in December.

12/18-1/2 Winter Break

1/2-1/22 Final phase of Pre-Practicum (continued) ● Continue to assist your SP as much as possible. ● Continue to plan and teach as much as possible. ● Final 3-Way Meeting in December. ● Evaluation by SP in December.

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Spring Semester – Full day/Full week The following table shows the Teacher Candidate’s anticipated progression as responsibilities increase in the classroom. These are, however, only a general guideline, specific dates and responsibilities will be determined by the SP and the TC over the course of the semester. The anticipated weekly schedule, observation responsibilities, and formal documentation will be included in the Spring Practicum Handbook. Orientation

Date Activity

1/23 & 1/24 TCs attend a workshop at MHC – full days (8am-4pm)

1/23 4-6pm Supervising Practitioners and Program Supervisors join the Candidates for an afternoon workshop at MHC.

Teach, assist, co-teach with SP; Collect CAP evidence, artifacts; Follow CAP guidelines

Date Activity

Jan 27 to mid-March

● Teacher Candidates assist and teach in schools. ● Full day, full commitment. Attend meetings and other formalities.

● Follow school district calendar – including school vacations. ● Attend weekly seminar at MHC.

● Gradually take on responsibility for teaching daily lessons in 2 subject areas. ● Follow Candidate Assessment of Performance (CAP) guidelines.

Teach, co-teach and take full responsibility for classes/subject; Collect evidence, artifacts; Follow CAP guidelines and complete CAP documentation

Date Activity

March to the endof the district’s academic year

● E/EC: Gradually take over daily lessons in multiple subject areas. Assist the SP in all other subjects/classes● E/EC: Prior to lead teaching, practice assisted lead teaching for all lessons for two-three days. ● E/EC: Take on full responsibility for all lessons/subjects in April for two weeks (minimum).

● M/S: Gradually take over one class* (February) while assisting, co-teaching in others. ● M/S: Gradually take over second class (March) while assisting, co-teaching in others.

● M/S: Gradually take over third class (April) and teach all three classes fully through June. ● ALL TCs: Collect evidence, artifacts, and complete CAP documentation/forms to illustrate how you are

meeting the Essential Elements (part of the PSTs) according to DESE and MHC requirements. *If your school has block scheduling speak with the Ruth Hornsby.

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Pre-Practicum for Initial Licensure Expectations Grid - Fall 2019 Gateway Task #1

Section I: Completed by Supervising Practitioner (SP) by December 20, 2019.

Did the TC complete the following expectations during the Pre-Practicum semester:

Yes / No Evidence

Learn about components of the daily/class schedule, including both instructional and non-instructional aspects. (Safe Learning Environment) 

Share assignments from all coursework – discuss what’s relevant to your placement. Be sure your SP is clear with the teaching expectations (6-8 lessons taught in the fall semester).

Plan teaching schedule for semester including one formal written observation by the SP in late October/early November.

Observe your SP teaching and reflect on their classroom management and teaching practices (both proactive and responsive). (Well-Structured Lessons, Reflective Practice, High Expectations)

Meet regularly with your SP to discuss their beliefs about teaching and learning, the individual learners as well as their feedback on your interaction and lessons in the classroom. (Reflective Practice)

Assist with planning and implementation of instruction at the direction of your SP. (Well-Structured Lessons, Meeting Diverse Needs, Safe Learning Environment) 

Practice/begin teaching with opening of lessons (i.e. DO NOW, Morning Meeting or equivalent). (Meeting Diverse Needs, Safe Learning Environment)

Gain experience handling transitions in the classroom/school. (Safe Learning Environment)

Implement small group lessons, designing some on your own and some with the input of the classroom teacher. (Well-Structured Lessons, Meeting Diverse Needs, Safe Learning Environment, High Expectations)

Implement whole class lessons using the SPs plans (Well-Structured Lessons, Meeting Diverse Needs, Safe Learning Environment, High Expectations) 

Co-plan and co-implement whole class lessons with the support of the SP (Well-Structured Lessons, Meeting Diverse Needs, Safe Learning Environment, High Expectations) 

Plan and teach whole class lessons on your own (Well-Structured Lessons, Meeting Diverse Needs, Safe Learning Environment, High Expectations) 

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Reflect on teaching and student learning after one announced observation. (Reflective Practice, Adjustments to Practice)

Observe in at least one other classroom, write a reflection to share with your SP (co teaching model if possible) (Reflective Practice, High Expectations)

Use content knowledge flexibly to support lesson design and delivery. (Well-Structured Lessons)

Supervising Practitioner _________________________________________Date___________________

Section II: Completed by Teacher Candidate by December 20, 2019.

1. Reflect on your PK-12 Pre-Practicum expectations and comments above:

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

2. What is one area that you want to improve upon as you think ahead to the practicum semester?

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

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Pre-Practicum Observation Form 2019

Name of Teacher Candidate (TC): Date of Observation:

Grade Level:

Content Topic and Lesson Objective:

Name of Observer:

Whole Group

Small Group

One-on-One

Observer completes this section with focused, constructive feedback for the TC What pedagogical skills, strategies, and/or strengths did the TC demonstrate? Did the TC demonstrate one or more of the following:

❏ Well Structured Lessons ❏ Meeting Diverse Needs ❏ Adjustment to Practice ❏ High Expectations ❏ Safe Learning

Environment

Did the TC demonstrate knowledge and understanding of the content they were teaching? Did the TC demonstrate one or more of the following:

❏ Well Structured Lessons ❏ Meeting Diverse Needs ❏ Adjustment to Practice

What refinements should the TC focus on in the future?

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Pre-Practicum Observation TC Reflection Form 2019

Name of Teacher Candidate (TC): Date of Observation:

Grade Level:

Content Topic and Lesson Objective:

Name of Observer:

Whole Group

Small Group

One-on-One

Teacher Candidate completes this reflection with detailed notes What pedagogical skills, strategies, and/or strengths did I demonstrate? Did I demonstrate one or more of the following:

❏ Well Structured Lessons ❏ Meeting Diverse Needs ❏ Adjustment to Practice ❏ High Expectations ❏ Safe Learning Environment

How was I intentional in connecting theory to practice? Did I demonstrate one or more of the following:

❏ Well Structured Lessons ❏ Meeting Diverse Needs ❏ Adjustment to Practice ❏ High Expectations ❏ Safe Learning Environment

Did I demonstrate knowledge and fluency of the content I was teaching? Did I demonstrate one or more of the following:

❏ Well Structured Lessons ❏ Meeting Diverse Needs ❏ Adjustment to Practice

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What refinements should I focus on in the future?

❏ Reflective Practice

NOTE: After the observer’s written feedback and the TC’s reflection is completed, it is expected that the Observer

and the TC share their comments and meet in a timely manner to discuss feedback and reflections. 40

Pre-Practicum Attendance Form

Name: Phone:

School: Email:

All students are required to attend their practicum site each week – for a minimum of 12 hours. Supervising Practitioner (SP) should initial this form each week.

Week # Week of: Monday Tuesday Wednesday Thursday Friday Total

Hours SP Initials

8/26

1 9/3 Labor Day

2 9/9

3 9/16

4 9/23

5 9/30

6 10/7 MHC Fall Break

7 10/14 MHC Fall Break

8 10/21

9 10/28

10 11/4

11 11/11 Veterans Day

12 11/18 Thanksgiving Break

13 11/25

14 12/2

15 12/9

16 12/16 12/20- LAST DAY Before winter break

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12/23 Winter Break

17 12/30 1/2- FIRST DAY After winter break

18 1/6

19 1/13

20 1/20 MLK Day 1/22- LAST DAY Pre-Practicum/ Additional licensure placement

Practicum Orientation

Practicum Orientation

21 1/29

Total Pre-Practicum Hours:

Students are required to make up any days missed. To report an absence: call the school front office, your Supervising Practitioner, and Ruth Hornsby, (413-461-8179).

Supervising Practitioner: (full signature): _____________________________________Date: ____________________

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Master of Arts in Teaching Academic Calendar 2019-2020

Summer 2019

Summer Session 1: Classes Begin Tuesday, May 28

Last day to drop a Summer Session 1 course without “W” recorded Tuesday, June 4

Last day to withdraw from a Summer Session 1 course with “W” recorded Friday, June 14

Last day of Summer Session 1 classes Monday, July 1

Independence Day – No classes Thursday, July 4

Summer Session 2: Classes Begin Monday, July 8

Introductory meetings for Summer 2 courses Monday – Tuesday, July 8 - 9

MAT Orientation week Wednesday – Friday, July 10 - 12

Grades due for Summer Session 1 Monday, July 15

Last day to drop a Summer Session 2 course without “W” recorded Monday, July 15

Last day to withdraw from a Summer Session 2 course with “W” recorded Friday, July 26

Last day of Summer Session 2 classes Friday, August 9

Full-time pre-practicum begins at school sites Start of district calendar (Aug 23 or 26)

Pre-Practicum orientation Monday, August 26, 4 – 6pm

Full-time pre-practicum begins at school sites Start of district calendar (Aug 23 or 26)

Fall 2019

Online registration opens for add/drop period Wednesday, August 28

Pre-practicum hours reduced to 12 hours per week Week of September 2

MAT Cohort Meeting #1 Tuesday, September 3, 4:30 – 6:30pm

MHC classes begin Wednesday, September 4

Last day to add classes Tuesday, September 17

Last day to withdraw from a course without “W” notation recorded Tuesday, September 24

MAT Cohort Meeting #2: TC & SP mentoring meeting at MHC Tuesday, September 24, 4:30 – 5:30pm

MAT Cohort Meeting #3 Wednesday, October 9, 4:30 – 5:30pm

Mid-semester break Saturday – Tuesday, October 12 - 15

Degree conferral for summer term finishers October TBA

Academic advising period Monday – Friday, October 28 – Nov 1

Online Spring registration period Monday – Friday, November 4 - 15

MAT Cohort Meeting #4 Thursday, November 7, 4:30 – 5:30pm

Last day to withdraw from a course with “W” notation recorded Thursday, November 14

Thanksgiving recess Wednesday – Sunday, Nov 27 - Dec 1

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Last day of classes Tuesday, December 10

MAT Cohort meeting #5 – Program Supervisors and Reflections Tuesday, December 17, 4:30 – 7:30pm Grades due for Fall Thursday, January 2

January Term 2020

Pre-Practicum continues OR Additional Licensure immersion Thursday - Wednesday, January 2 – 22

January classes - start and end dates Thursday - Friday, January 2 - 17

Martin Luther King Jr. Day – School closed Monday, January 20

Spring 2020

Online registration opens for add/drop period Wednesday, January 15

MHC Classes begin Tuesday, January 21

Practicum orientation – FULL DAYS, 8-4pm Thursday – Friday, January 23 - 24

MAT Cohort Meeting #1: SP, PS, TC practicum workshop Thursday, January 23

Practicum begins Monday, January 27

Last day to add classes Monday, February 3

Last day to withdraw from a course without “W” notation recorded Monday, February 10

PK -12 Winter Break Monday - Friday, February 17-21

Degree conferral for fall/winter term finishers March TBA

Academic advising period Monday – Friday, March 30 - April 3

Online registration period for Fall Mount Holyoke courses Monday – Friday, April 6 - 24

Last day to withdraw from a course with “W” notation recorded Monday, April 6

PK-12 Spring Break Monday - Friday, April 20 - 24

Last day of classes Tuesday, April 28

Grades due for Spring Thursday, May 7 (noon)

Alumni Welcome Ceremony & Commencement Rehearsal Friday, May 15

Laurel Parade Saturday, May 16

Commencement Sunday, May 17

Candidate Assessment of Performance (CAP) documents due Friday, May 29

Portfolio Presentations and Exit Interviews Tues or Wed, June 2 or 3 (3-7pm)

MAT Appreciation Event and Presentation of Diplomas Tuesday, June 9 (5-7pm)

Practicum semester ends June, last district school day Accurate as of 7/1/19

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Master of Arts in Teaching Pre-Practicum Evaluation Form Dear Pre-Practicum Supervising Practitioner: We hope that you will provide us with some feedback regarding your pre-practicum Teacher Candidate’s performance this semester. We developed this brief form in consultation with Supervising Practitioners (like yourself) who suggested that the form reflect our expectations for students at the pre-practicum site. Please circle a number for each category below (#4 being the highest) that best approximates the Teacher Candidate’s performance and include any comments as you feel necessary. We also invite your comments on how we might fine-tune this form for the future. Catherine Swift Director, Master of Arts in Teaching Program Teacher Candidate’s name: ____________________________________________________________________________ Supervising Practitioner’s name: _____________________________________________________Date:______________ School_______________________________________________________________ Grade/Subject_________________

ATTENDANCE The Teacher Candidate was prompt, present when expected, provided adequate notice for any missed sessions, and made up missed sessions when possible. 1 2 3 4 Comment:

PERSONAL APPEARANCE AND PROFESSIONALISM (Meets Professional Responsibilities) The Teacher Candidate was appropriately dressed for the classroom and interacted in a professional manner with all members of the school community 1 2 3 4 Comment:

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PLANNING AND REFLECTION (Essential Element: 1.A.4. Well Structured Lessons; 1.B.2. Adjustment to Practice; 4.A.1. Reflective Practice) When planning or co-planning lessons, or sections of lessons, the lessons are well-structured. The teacher candidate is reflective and open to improving instruction. 1 2 3 4 Comment:

TEACHING ALL STUDENTS (Essential Element: 2.A.3. Meeting Diverse Needs) Considers and works to accommodate differences in learning styles, interests, needs of learners, including English language learners and students with disabilities. 1 2 3 4 Comment:

CLASSROOM MANAGEMENT (Essential Element: 2.B.1. Safe Learning Environment; 2.D.2. High Expectations) Works to help create a safe physical and intellectual environment where expectations are clear, modeled and reinforced. 1 2 3 4 Comment:

OTHER: Feel free to add any other comments regarding the pre-practicum Teacher Candidate’s ability to be an effective classroom teacher.

TOTAL ____/20

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Teacher Candidate: ________________________________________ Date:_____________

Assessment of Professional Disposition

To be completed by each student’s advisor, supervising practitioner, mentor teacher, and if required, faculty member, each semester.

Disposition Rating

Takes responsibility for own learning and growth

Completes tasks in a timely manner

Is consistently present and engaged in courses, seminar and fieldwork

Uses appropriate professional language and tone in written and oral communication with peers, faculty, and supervisors

Is a thoughtful and responsive listener and observer

Is respectful and positive in interactions with peers, faculty, supervising practitioners and mentor teachers

Manages and uses technology appropriately (including appropriate use of cell phones and computers during classes, seminars and field placements)

Dresses in a manner appropriate to a professional setting

Demonstrates ethical behavior with children and families

Manages stress and difference of opinion professionally

Is positive and reflective in response to feedback

Models behaviors that demonstrate respect for differences in others

2 = On Target 1 = Concern

Assessor: ___________________________________________________________________

Assessor’s Signature: __________________________________________________________

Notes:

Sources: AACTE Presentation by H. Merk, B. Weitzel, J. Carroll, J. Waggoner; University of Portland, Candidate Support Through Assessment of Professional Dispositions C. Wickham, A Coll for Mindful Teaching: Cultivating Pre-Service Teachers' Dispositions CTEP, Program Standards for Professionalism and Appropriate

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Student Teacher Conduct

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Bloodborne Pathogens: Protecting Yourself from Exposure While Student Teaching

Blood-borne Pathogens are disease-causing agents present in human blood and other body fluids. As a student teacher, you may encounter students with cuts, scrapes or bloody noses. While you are not expected to provide first aid as part of your assignment, you need to recognize the risks and know how to protect yourself should you decide to help in an emergency. This fact sheet is designed to provide you with basic information on blood-borne pathogens, their transmission, and how to protect yourself from exposure. Each school should have a plan for providing first aid services, including a list of those individuals designated to provide first aid, and the location of protective equipment such as gloves. You should ask about those procedures in your school so that you know who to call in an emergency. Blood-borne Pathogens A number of disease-causing agents may be present in blood and other body fluids. They include: hepatitis viruses including Hepatitis-B, a serious liver disease and HIV which causes AIDS. These pathogens may be present in sufficient quantities to cause infection in blood, and non-intact body tissue. Transmission Routes Blood-borne pathogens may enter the body through direct contact with blood or other body fluids of an infected person, or indirect contact with contaminated objects such as bandages. To become infected, the pathogen must enter the body. Entry can occur through breaks in the skin (e.g., cut, abrasion) and mucous membrane contact (e.g., splashing into mouth). These viruses are not transmitted through casual contact, such as by shaking hands, or by contact with objects such as drinking fountains. Universal Precautions The overriding philosophy in protecting from exposure is called Universal Precautions. Because it is not possible to determine who is a carrier of blood-borne pathogens, all human blood and other potentially infectious material must be handled as if it is infectious. Protective Equipment In providing first aid, protective equipment serves as a barrier between blood-borne pathogens and your body. The most common protective equipment is gloves. Gloves should always be worn when providing first aid or handling any potentially infectious material. In cases where there is splashing or large quantities of blood, masks, goggles and protective clothing may also be necessary. To protect against transmission when providing cardiopulmonary resuscitation, a resuscitation mask must be used. Personal Hygiene

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Always wash hands with soap and water immediately upon contamination or after removing gloves. Do not eat, drink, apply cosmetics or lip balm, or handle contact lenses in contaminated areas. Remove any contaminated clothing as soon as possible and launder separately. Cleanup and Decontamination Trained personnel should be relied upon to properly clean and disinfect contaminated areas. The Hepatitis B virus can exist on contaminated surfaces for at least a week, so thorough disinfection is important. Broken glass should not be picked up by hand; a mechanical device should be used. Hepatitis-B Vaccination A vaccination effective against the Hepatitis-B virus is available and highly effective at preventing infection. You should have received this vaccination before entering college. If you have questions about the vaccination contact the MHC Health Center.

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