WPU Education Program Handbook 2015-16

WILLIAM PEACE UNIVERSITYEDUCATION

PROGRAM HANDBOOK2015-2016

Dear Education Candidates,

It is my pleasure to welcome you to the William Peace University Education Program. Our mission is to prepare you to be a highly successful teacher in the 21st century classroom. Once you have met all the program requirements you may be recommended for licensure in Elementary Education (K-6) or dual licensure in Elementary Education (K-6) and Special Education: General Curriculum (K-12).

Your teacher education program will offer many opportunities for growth. Our expectations for you are high—just as those you will have for your own students. We are confident you will meet the challenge and we commit our support to you in this most life-shaping endeavor.

Whether you are a student beginning your first semester at WPU, returning to WPU, or transferring to WPU, you will find the information in the handbook vital as you navigate through the education program and the many experiences associated with becoming a licensed teacher in North Carolina. While in schools, you will be under the supervision of a carefully selected teacher and a Peace education professor. Your responsibility is to use each opportunity provided to learn all you can from teachers, administrators, and support staff of your assigned school. We are confident you will always represent William Peace University and its Education Program in a positive, professional manner.

Your first assignment is to read the 2015-16 Education Program Handbook. Our faculty and staff look forward to helping you reach your personal and educational goals. Our education offices are located on second floor of Flowe Building. Please contact any staff member if you have questions or require clarification. Remember, we are here to support you throughout your educational experience. Our goal is for all of our students to be prepared and ready to make a difference when they graduate. Remember, “Your Success is our Mission”.

Best wishes,

Nancy B. RiddellNancy B Riddell, Ph.D.Director of the Education Program &Department Chair

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TABLE OF CONTENTS

EDUCATIONEducation Program Description 4 Admission Requirements 4 Requirements Once Admitted to the Program 4

Courses Required for Degree Seeking & Licensure Students 6Course Descriptions 7

Conceptual Framework and Mission Statements 10The 3 R’s: Rigor, Relevance, and Relationships 10Roles 11

FIELD EXPERIENCESExpectations 12Appearance 12Attendance 12Preparation 12Absences 12Dismissal from Field Experiences 12Termination Procedures 13Readmission to Field Experience 13

PRACTICUMPracticum Procedures 13Evaluation and Grading Procedures 13Role of the Partner Teacher 14Role of the University Supervisor 14

STUDENT TEACHINGGuidelines for Student Teaching 14Legal Aspects of Student Teaching 15North Carolina Policies 15Evaluation and Grading Procedures 16Grading Criteria 17

ELECTRONIC EVIDENCESRequirements 18

PROCEDURES FOR COMPLETION OF DEGREE AND LICENSURE REQUIREMENTS Procedures 19Recommendation for Licensure 19

EDUCATION DEPARTMENT FORMS/INFORMATIONApplication for Admission to Education 20

LEA/IHE Certification for Teaching Capacity 22NC Standards and Abbreviations for Teacher Education (A Level) 25Information for Cooperating Teacher 27

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EDUCATION

William Peace University offers two programs of study leading to North Carolina licensure: The Elementary Education (K-6) and the Elementary Education & Special Education: General Curriculum (K-12) dual licensure for students who are interested in a teaching career. The dual licensure option is an innovative, undergraduate program that prepares students for teaching careers in both Elementary Education and Special Education settings. Single licensure in Elementary Education (K-6) is also available. Interested candidates must meet certain academic performance standards and apply to the Education Program (see Admission to Teacher Education “Requirements” below).

Bachelor of Arts in Education (leading to state licensure)

Phase I: Admission to Teacher Education (Transfer students please schedule meeting with the Director of Education to discuss admission to program)Requirements:

Pass the Core Academic Skills for Educators* exam (Reading-156; Writing- 162, and Math 150 or cumulative score of 468) by February 28th of their sophomore year (60 credits).

EXCEPTIONS (as per DPI website www.dpi.state.nc.us )*Prior to entering an educator preparation program at your college or university, you may be required to take the Core tests to demonstrate your qualifications. However, individuals with a total SAT® score of 1100 (Verbal and Quantitative only) are exempt from Core testing requirements for an educator preparation program administration. Individuals with a total SAT score of less than 1100 (Verbal and Quantitative

only), but a score of at least 550 on the Verbal test, are exempt from the Core tests in Reading and Writing for educator preparation program admission.

Individuals with a total SAT score of less than 1100 (Verbal and Quantitative only), but a score of at least 550 on the Math test, are exempt from the Core test in Mathematics for educator preparation program admission.

Likewise, individuals with a composite ACT® score of 24 are exempt from Core testing requirements for educator preparation program admission.

Individuals with a composite ACT score of less than 24, but with a score of at least 24 on the English test, are exempt from the Core tests in Reading and Writing for educator preparation program admission.

Individuals with a composite ACT score of less than 24, but a score of at least 24 on the Math test, are exempt from the Core test in Mathematics for educator preparation program admission.

Achieve cumulative GPA of 2.5 or higher in college coursework at the time of program entry.

Earn a “C” or better in EDU 201. Interview with the Education Department faculty.

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http://www.dpi.state.nc.us/

Request two recommendations: One recommendation from WPU Liberal Studies faculty and one recommendation from Education faculty (both must be satisfactory for admission).

Complete EDU 250 and THREE of the following required courses by the end of sophomore year (60 credits):1. HIS 2012. HIS 2023. MAT 1204. MAT 1215. PSY 211 or 310

(Remaining required courses above must be completed by the end of junior year [90 credits]in order to continue in the program. Failure to do so will result in removal from the program. It is highly recommended that ALL required courses listed above are completed before entering the education program.)

Complete ENG 112 and 200-level English Literature course, as part of Liberal Education requirements.

Must complete COM 101.

Phase II: Prior to Field Placements:Requirements:

1. Submit a Criminal Records Check the semester before first practicum placement.2. Submit a Health Form the semester prior to student teaching.3. Maintain a 2.5 or higher cumulative GPA throughout the program.4. Earn a C or better in all Education courses. 5. Successfully complete (pass) the following Pearson and Praxis II exams.

a. Foundations of Reading testi. Taken after completion of EDU 460-Literacy II

b. General Curriculum test (two subtests)i. Mathematics Subtest

1. Taken after completion of MAT 120, MAT 121, and EDU 304ii. Multi-subjects test

1. Taken prior to EDU 452-21st Century Teacher Leadershipc. Special Education: Core Knowledge and Mild-to-Moderate Applications

i. Taken Prior to student teaching6. Update Criminal Records Check prior to student teaching.

Phase III: Exit from the Program & Recommendation for NC LicensureRequirements:In order to be granted certification in the State of North Carolina, the following must be met:

1. William Peace University’s Director of Education recommends the student to North Carolina Department of Public Instruction (NCDPI). The recommendation is made if the student has:

a) Completed the requisite licensure exams, as outlined for licensure by NCDPI. Information can be found at www.nc.nesinc.com and/or www.ets.com .

b) Passed the Student Teaching field experience and seminar.c) Completed all degree requirements for the Bachelor of Arts in Education or

completed coursework for endorsement.d) Submit required documents to “Live Text” – Integrated Unit, Impact on Student

Learning Project, Leadership Project, and Research Paper. (These requirements are subject to change and William Peace University will remain in accordance with NCDPI).

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http://www.ets.com/

http://www.nc.nesinc.com/

Total Credit Hours for the Bachelor of Arts in Education (Licensure):

120 credit hours

Liberal Education Curriculum: 49 credit hours

Critical Thinking about Culture and Society1. Required for Education majors: HIS 201: History of the US I and HIS 202:

History of the US II2. Required for Education majors: PSY 310: Child and Adolescent Development or

PSY 221: Life Span Development Writing

1. Required for Education majors: ENG 314: Professional Writing

Education Core Courses (depends on licensure choice): 52 – 59 credit hours

Students must complete the core courses outlined below in either the dual or elementary licensure program.

Special Education And Elementary Education Dual Licensure Core Courses:

59 credit hours

• EDU 201: Early Experiences for Prospective Teachers• MAT 120: Foundations of Elementary Math I• MAT 121: Foundations of Elementary Math II• EDU 250: Exceptionalities in Education • EDU 302: Literacy Methods I• EDU 303: Social Studies Methods• EDU 304: Mathematics Methods• EDU 305: Science Methods• EDU 310: Instructional Technology• EDU 325: Effective Programs & Learning Strategies• EDU 330: Practicum for Special Education (1 credit hour)• EDU 331: Practicum for Elementary Education (1 credit

hour)• EDU 351: Classroom Organization and Management• EDU 402: Testing and Measurements• EDU 452: 21st Century Teacher Leadership• EDU 460: Literacy Methods II• EDU 496: Student Teaching and Seminar (15 credit hours)

Elementary Education Licensure Core Courses: 52 credit hours

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• EDU 201: Early Experiences for Prospective Teachers• MAT 120: Foundations of Elementary Math I• MAT 121: Foundations of Elementary Math II• EDU 250: Exceptionalities in Education • EDU 302: Literacy Methods I• EDU 303: Social Studies Methods• EDU 304: Mathematics Methods• EDU 305: Science Methods• EDU 310: Instructional Technology• EDU 331: Practicum for Elementary Education (1 credit

hour)• EDU 351: Classroom Organization and Management• EDU 452: 21st Century Teacher Leadership• EDU 460: Literacy Methods II• EDU 496: Student Teaching and Seminar (15 credit hours)

General Electives: 12 - 19 credit hours

Students should choose general elective courses outside of the Education program.

EDUCATION COURSES

EDU 201: Early Experiences for Prospective Teachers 3 credit hoursThis course is designed to provide an introduction to a career as an educator. Students will engage in reflective activities that will focus on the conceptual framework of the teacher education program and current trends in the field of education. Students meet for classes arranged around specific topics pertinent to the field of education. Offered fall

EDU 250: Exceptionalities in Education3 credit hoursThis course is a general introduction to the characteristics of exceptional learners and their education. It focuses on terminology, etiology, characteristics, interventions and programs for students with special needs. The course focuses on fundamental background knowledge of the field of special education as well as current information on how students with disabilities are served within the inclusive schools. Offered spring

EDU 302: Literacy Methods I3 credit hours: For education majors onlyThis course gives an overview of research based literacy instruction. Students learn the various parts of a balanced literacy program. Attention will be given to early literacy development, appropriate teaching techniques and differentiation. Offered fall.

EDU 303: Social Studies Methods 3 credit hours: For education majors onlyThis course addresses the major social studies concepts for the elementary learner. Students evaluate a variety of instructional materials for teaching social studies. Students learn how to implement effective instruction in social studies. Offered spring.

EDU 304: Mathematics Methods 3 credit hours: For education majors only

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This is an exploration of the processes of learning mathematics concepts through the eyes of a young learner. Students study, practice, and demonstrate the elements of a comprehensive elementary school mathematics program and become familiar with management strategies for its implementation. An emphasis is placed on constructivist based assessment-informed instruction. Offered fall.

EDU 305: Science Methods3 credit hours: For education majors onlyThis course examines the processes of learning to investigate science, as well as specific science content for the elementary teacher. Students study, practice, and demonstrate scientific inquiry and become familiar with management strategies for its implementation and assessment. Offered spring.

EDU 310: Instructional Technology3 credit hours: For education majors onlyThis course is designed to help pre-service teachers master the instructional technology competencies required by the North Carolina Department of Public Instruction and to learn strategies to teach more effectively and efficiently using technology.

EDU 325: Effective Programs and Learning Strategies3 credit hours: For education majors onlyThe course covers the following areas in working with students with disabilities: 1) an overview of the process and procedures for providing special education services, 2) current advances in instructional and assistive technology, and 3) preparation of IEPs. Offered spring.

EDU 330: Practicum for Special Education1 credit hour: For education majors onlyDuring this field experience, students spend a minimum of 45 hours in a middle or high school under the direction of an experienced special education partner teacher. In addition to a weekly schedule, teacher candidates will attend several school meetings and events before and after school hours. Offered spring.

EDU 331: Practicum for Elementary Education1 credit hour: For education majors onlyStudents spend a minimum of 45 hours in an elementary school under the direction of an experienced partner teacher. In addition to a weekly schedule, students will attend several school meetings and events before and after school hours. Offered fall.

EDU 351: Classroom Organization and Management3 credit hours: For education majors onlyStudents will gain an understanding of classroom management strategies. This includes a theoretical foundation, application activities, various forms of behavioral assessment and data collection techniques, and strategies in positive behavioral support, cognitive behavior management, self-management strategies, conflict/stress management, and anger management. Offered fall.

EDU 402: Testing and Measurements3 credit hours: For education majors onlyThis course provides an overview of a variety of assessment techniques in order to determine instructional content, procedures, and documentation of student learning and progress in grades K-12. The course is designed to prepare students to select and interpret formal and informal assessment instruments and techniques. Offered fall.

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EDU 452: 21st Century Teacher Leadership 3 credit hours: For education majors onlyIn EDU 452, candidates create an integrated unit of study emphasizing the development of lessons that meet the needs of diverse learners and formative assessment data to drive future instruction. Teacher candidates integrate mathematics and literacy with science, social studies, arts and technology to design a balanced unit of study. Offered fall.

EDU 460: Literacy Methods II3 credit hours: For education majors onlyPrerequisite: EDU 302This course will provide an in-depth study to balanced literacy in the K-6 classroom. Diagnostic tools for the assessment of literacy will be introduced and used to write lesson plans to meet the needs of diverse learners. Concentration will be given to the integration of technology in literacy classrooms and 21st century learning. Offered spring.

EDU 496: Student Teaching & Seminar15 credit hours: For education majors onlyPrerequisite: For Dual Licensure all education courses required; for Elementary Licensure all elementary education courses requiredTeacher candidate will student teach for 15 weeks in a public school setting. This course is required to earn a license to teach in the public school classroom. Both a clinical teacher and a university supervisor will plan the observation and teaching schedule for the teacher candidate, leading to an assumption of total responsibility for instruction and for other tasks normally performed by the clinical teacher. Teacher candidates are required to work in the assigned classrooms for the entire day during the 15 week student teaching experience. They adhere to the public school’s schedule, not William Peace University’s calendar, and are not excused during University breaks. Seminars convene weekly on campus in the late afternoon. The purpose of these seminars is for reflection on practice and address topics relevant to the role of educators.

Conceptual Framework and Mission StatementOur conceptual framework and mission statement are aligned with the mission statement of William Peace University as stated in the university catalog.

William Peace University Mission Statement:

“The mission of the University is to prepare students for careers in the organizations of tomorrow. Rooted in the liberal arts tradition, the student develops an appreciation for life-long learning, a focus on meaningful careers, and skills for ethical citizenship.”

The Education Department Mission Statement:

“The Mission of the Education Department is to cultivate effective leaders ready to lead active roles as leaders, collaborators, facilitators, and learners.”

The model below depicts our program's conceptual framework, incorporating William Peace University’s oldest and historical campus building, Main. The conceptual framework is based upon

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three commitments: a commitment to rigor and high expectations, a commitment to relevance of curriculum and learning, and a commitment to strong relationships that support effective teachers in their active roles as leaders, collaborators, facilitators and learners.

The 3 R’s: Rigor, Relevance, and RelationshipsThe 3 R’s represent program commitments, which are central to our conceptual framework.

Rigor. William Peace University Education Department candidates are well grounded in the liberal arts with a strong knowledge base. The education department complements this, contributing its own forms of rigor.

Having participated in best instructional practices as modeled by their university instructors and accomplished National Board Certified partner teachers, candidates are able to integrate them into their own teaching, demonstrating best practices during fieldwork. In addition, rigor is reflected in the quality teaching and high standards of the Education faculty members.

Relationships. The program was designed as a collaborative partnership between William Peace University (WPU) and the Wake County Public School System (WCPSS). Relationshipsare fostered in our program, including but not limited to: relationships between WCPSS teachers and their WPU candidates, between WCPSS students and WPU candidates, between WPU and WCPSS faculty, and between elementary and special educators. In addition, the low student-teacher ratio contributes to the mentoring of candidates by WPU faculty. Mentoring continues after graduation, with free consultation services available during the first years of teaching.

Relevance. Relevance has been an underlying principle since the department’s s inception— a grass-roots development involving WCPSS and WPU professionals interested in innovative approaches to education. The shared vision is to produce pre-service teachers who are fully prepared to address the complex needs of students.

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Our teaching candidates are actively engaged with students during their learning throughout the program. Field-based learning provides training in best practices and classroom realities in practicum(s) and student teaching. It strengthens the connection between theory and practice, content knowledge and teaching methods, and instructional practices and student learning.

RolesIn preparing candidates to become teachers, we emphasize four major roles.

Teacher as collaborator. Teacher as learner. Teacher as facilitator. Teacher as leader.

These roles and the accompanying dispositions we expect our candidates to demonstrate are presented below:

Collaborator Engages comfortably in a variety of co-teaching models of instruction. Expresses ideas during co-planning activities with peers (methods courses), partner teachers

(practicum), cooperating teachers (student teaching), paraprofessionals (student teaching), and other teachers (student teaching).

Interacts and communicates positively with peers. Interacts and communicates positively with students and their families. Interacts and communicates positively with teachers and school support personnel. Makes decisions centered on students’ needs and learning. Advocates disability awareness in interactions with students and their families. Actively seeks advice and resources from peers, William Peace University and WCPSS faculty,

administrators, support personnel, and families. Utilizes advice and resources from peers, administrators, support personnel, and families. Demonstrates receptivity to others’ views and ideas. Utilizes negotiation skills to resolve conflicts.

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Learner Exhibits good judgment. Engages in problem solving by seeking a range of alternatives/new information. Challenges existing information/points of view. Accepts and is open to change. Maintains objectivity in challenging situations. Expresses high expectations for self and others. Learns from previous experiences. Demonstrates enthusiasm toward teaching. Consistently exhibits a strong work ethic. Maintains poise when dealing with ambiguity. Incorporates constructive feedback to improve teaching skills. Questions own assumptions and biases.

Facilitator Creates an environment that fosters learning which:

o Enables active student learning.o Encourages students to give input in decisions about their learning.o Fosters student self-esteem, motivation, and character development.o Provides a safe learning environment enabling all students to experience success.o Instills a love of learning in students to encourage them to be lifelong learners.

Exhibits skill in affecting peer participation and learning.

Leader Self awareness:

o Expresses strengths and weaknesses.o Exhibits confidence.o Seeks feedback and constructive criticism.o Reflects on one’s own teaching practices.

Social awareness:o Demonstrates empathy.o Expresses appreciation for diversity (academic, cultural, and socioeconomic).o Makes accurate interpretations of the political climate.

Self management:o Demonstrates initiative.o Manages stress by successfully:

Juggling multiple demands. Establishing and maintaining personal boundaries. Seeking support as needed.

Relationship management:o Addresses conflicts early.o Participates and leads in team building efforts.o Inspires, motivates, and exhibits enthusiasm in learning situations.o Articulates personal and professional vision and goals.

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FIELD EXPERIENCES

Field Experience Expectations

It is essential that teacher candidates conduct themselves in a professional manner at all times during field experiences. William Peace University students, faculty and supervisors are the guests of the local school districts. We appreciate their invitations, and we will represent William Peace University in such a way that others from our University will be welcomed in future semesters. Candidates are expected to demonstrate a professional attitude and show respect for students, their families, and WCPSS staff. Candidates are expected to show initiative; develop positive working relationships with all WCPSS staff, students, and their families; and be receptive to completing the assignments given to them fromWCPSS and WPU faculty. Candidates are expected to adhere to the standards of professional conduct as adopted by the State Board of Education. Refer to the following website: http://www.ncpublicschools.org/docs/profdev/standards/codeofethics.pdf

AppearanceCandidates must dress professionally. It is important to be well groomed and dress in a mature professional manner. Jeans, T-shirts, shorts, and flip flops are casual attire and are not appropriate. Revealing clothing and clothing with inappropriate slogans or images are prohibited.

AttendanceThe WPU Education Department has established certain regulations that will help candidates work more effectively with WCPSS teachers. We expect candidates to arrive promptly at the time prescribed by the principal and maintain consistent attendance. Reliable attendance is a professional commitment. Late arrivals and unexcused or multiple absences may result in removal from placement and may prevent completion of program requirements.

PreparationAll lesson plans for the week should be submitted to the cooperating teacher the week before teaching lessons. During student teaching, daily lesson plans should be kept in a notebook on the teacher candidate’s desk.

AbsencesAbsences for valid reasons are excused only by the university supervisor during practicum or student teaching. Excessive absenteeism, even including excused absences, is not permitted. If a candidate is sick and unable to attend school, he/she will inform the WCPSS teacher, the Director of the Education Department, and William Peace University supervisor before the start of the school day or the day before. Communication with the cooperating teacher about an absence must be a phone or face-to-face contact. All plans and materials for the period of the absence must be available in the classroom. Candidates should make all non-emergency appointments after school hours. Regardless of reasons for any absence, candidates are required to make up time missed during their practicum and student teaching semester. Grades will be held until missed days have been completed.

Dismissal from Field ExperiencesIf a partner teacher, a cooperating teacher, or a university supervisor has a serious concern about a candidate’s performance, they immediately meet to discuss and evaluate the situation. Concerns are documented and shared with the candidate and the chair of the education department.

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http://www.ncpublicschools.org/docs/profdev/standards/codeofethics.pdf

Specific policies and procedures are in place for maintaining a high level of ethical and professional conduct. If arrested for any serious offense, the candidate will be withdrawn immediately. Other offenses or behaviors that raise questions of a candidate’s character or fitness will be documented and may result in implementing dismissal policies and procedures.

An unexcused absence is cause for termination of the field placement. The Chair of the Education Department may terminate field placements for those who miss more than a total of five days during each student teaching semester, whether or not the absences are excused.

Peace students in either practicum or student teaching experiences may be dismissed from the field experience and, hence, from the program for any violation of the professional codes of conduct or failure to meet any of the established competencies identified on evaluation instruments.

Termination Procedures1. Recommendations for dismissal may be initiated by the school principal, partner or cooperating

teacher and/or other appropriate LEA officials, or by the university supervisor, and/or other appropriate university officials.

2. If a recommendation for termination is initiated, the chair r of the education department will investigate and determine whether termination is warranted.

3. The teacher candidate may withdraw upon written request to the chair of the educationdepartment.

4. Upon termination, the chair of the education department will develop a document summarizing the action. This document will be placed in the candidate’s file.

5. The teacher candidate will be informed of his or her right to appeal the dismissal to the WPU VicePresident for Academic Affairs.

Readmission to Field ExperienceIf an appeal is submitted, the vice president for academic affairs has the authority to determine if the student may be reinstated. A student may appeal if he or she

withdrew from a field experience; was removed involuntarily from a field experience; or received unsatisfactory ratings of teaching observations.

Without a successful appeal, the student will not be allowed to continue or repeat a field experience.

Practicum

A series of applied projects are assigned during education courses. Students are expected to implement these projects at their field sites in addition to assisting the partner teacher. Lesson plans will be submitted to the partner teacher prior to teaching.

Evaluation and Grading ProceduresPracticum candidates earn a grade of either “Pass” (P) or “Fail” (F). A grade of F may result in the student being exited from the Education Program. The university supervisor and candidate will monitor practicum hours. Candidates failing to complete the required number of field hours will receive a failing grade for the practicum.

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Role of Partner TeacherThe following list identifies the role and tasks for partner teachers:

1. Attend and participate in a training session by the education faculty, meeting other partner teachers and becoming familiar with the Education Program and faculty. At this meeting, the partner teacher will be given required documents needed for student evaluation. An electronic copy of the Handbook will be available. The partner teacher must attend or have representation at the meeting.

2. The partner teacher will assist in the application of theory into practice; William PeaceUniversity coursework should come alive in the practicum experience. The partner teacher:

models best practices in instruction; models effective classroom management; includes practicum student in instructional planning; openly communicates with candidate about why decisions are made in such

areas as instructional practices, assessment, classroom management systems, and student behavior;

involves candidate in interactions with students in whole-class instruction, small groups, and one-on-one instruction.

Role of University SupervisorThe university supervisor supports candidates in their practicum experiences as needed. The supervisor maintains communication with the partner teacher and is responsible for assigning the final grade for practicum fieldwork.

Student Teaching

Student teaching is completed during one semester, including a 15-week student teaching experience with a cooperating teacher providing frequent feedback to the teacher candidate about the teaching and learning process. Candidates must be accepted into the education department one full semester prior to student teaching. This is a state policy; no exceptions will be made.

Guidelines for Student TeachingThe following procedures for student teaching have been established by the University:

1. The purpose of this internship is to afford the teacher candidate an opportunity to gainexperience and attain a reasonable degree of competency in elementary and/or special education.

2. All student teaching assignments are made by the university liaison and approved by the chair of the education department.

3. As a general policy, student teachers will not be permitted to take courses on campus concurrently with the student teaching experience. Exceptions may be made with the approval of the chair of the education department and academic advisor.

4. Student teachers observe the same hours required for teachers while on assignment in schools.5. Written formal lesson plans are required and must be submitted to the cooperating teacher in a

timely manner.6. Student teachers follow the local school calendar in place of the University's calendar.

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7. The university supervisor and cooperating teacher will jointly plan the observation and teaching schedule for the student teacher, leading to assuming total responsibility for instruction and for other tasks normally performed by the cooperating teacher. Student teachers must complete a minimum of fifteen consecutive days of full-time teaching responsibilities in each placement.

8. Regularly scheduled conferences between the student teacher and cooperating teacher are required.

9. When the cooperating teacher is absent, a regular substitute teacher should be hired and present at all times. Pursuant to General Statute 115-c-309(b) (see section 7.1) “A student teacher under the supervision of a certified teacher or principal shall have the protection of the laws accorded the certified teacher.” Student teachers are not, however, legally responsible if they are left unsupervised in the absence of the cooperating teacher. Substitutes should be provided even if the student teacher is responsible for the lesson plans. A student teacher should contact theAdministration immediately if a substitute teacher fails to arrive and should notify teachers on the hall that he/she is alone with students. Leaving a student teacher alone without a substitute teacher puts the school, administration, and LEA in legal jeopardy should a liability issue arise.

10. If the cooperating teacher is to be absent for an extended period of time the university supervisor should be notified. Decisions about continuing the internship assignment will be made on an individual basis. In the absence of the cooperating teacher, the student teacher is expected to continue his/her planned periods of instruction.

Legal Aspects of Student Teaching

William Peace University's student teachers are governed by both the Public School Laws of North Carolina and local board of education policies. It is important to remember that the full and final legal responsibility for the guidance of the students in the school remains with the cooperating teacher during the entire time that the student teacher is working in the school. The student teacher is assigned certain responsibilities and duties temporarily, but at all times the cooperating teacher should be informed of theprogress of the class.

North Carolina PoliciesThe Public School Laws of North Carolina, enacted by the North Carolina General Assembly and subject to related laws and court interpretation, provide for the following:

G. S. 115c-307 Duties of teachers generally; principals and teachers may use reasonable force in exercising lawful authority.

It shall be the duty of all teachers, including student teachers, substitute teachers, voluntary teachers, teachers' aides, and assistants when given authority over some part of the school program by the principal or supervising teacher, to maintain good order and discipline in their respective schools; to promote the health of all pupils, especially of children in the first three grades, by providing frequent periods of recreation, to supervise the play activities during recess, and to encourage wholesome exercises for all children;to teach as thoroughly as they are able all branches which they are required to teach; to provide for singing in the school, and so far as possible to give instruction in public school music; and to enter actively into the plans of the superintendent for the professional growth of the teachers. Teachers shall cooperate with the principal in ascertaining the cause of nonattendance of pupils that he may report all violators of the compulsory attendance law to the attendance officer in accordance with rules promulgated by the State Board of Education.

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Principals, teachers, substitute teachers, voluntary teachers, teachers' aides and assistants, and student teachers in the public schools of this State may use reasonable force in the exercise of lawful authority to restrain or correct pupils and maintain order. No county or city board of education or district committee shall promulgate or continue in effect a rule, regulation, or bylaw which prohibits the use of such force as is specified in this section.

G. S. 115c-309(a) Student teacher and student teaching defined.A student teacher is any student enrolled in an institution of higher education approvedby the State Board of Education for the preparation of teachers who is jointly assigned by that institution and a county or city board of education to student teach under thedirection and supervision of a regularly employed and certified* teacher. Student teaching may include those duties granted to a teacher by G. S. 115-146 and any other part of the school program for which either the supervising teacher or the principal is responsible.

*The NC Department of Public Instruction now uses the terms "license, licensed, and licensure" instead of "certificate, certified, and certification."

G.S. 115-c-309(b) Legal protection.“A student teacher under the supervision of a certified teacher or principal shall have the protection of the laws accorded the certified teacher.”

G.S. 115-c-309(c) Assignment of duties.It shall be the responsibility of the supervising teacher, in cooperation with the principal and the representative of the teacher preparation institution, to assign to the student teacher responsibilities and duties that will provide adequate preparation for teaching.

Evaluation and Grading Procedures for Student TeachingContinuous guidance and evaluation of the student teacher is the joint responsibility of the university supervisor and the cooperating teacher. The cooperating teacher provides continuous, on-the-spot evaluations and assistance, offering continuous feedback. The university supervisor must formally observe the student teacher a minimum of two times for each placement with additional visits as needed. The student teacher should participate in the discussion of the observations so that he/she is aware of his/her progress as perceived by the cooperating teacher and university supervisor.

A progress report is prepared by the university supervisor after each observation. The report is signed by the university supervisor and the student teacher. The final evaluation of the experience is based upon all formal observations. In the final conference, the Certification of Teaching Capacity Form is completed and signed by the candidate, cooperating teacher, university supervisor, and the school principal or designee (Form 2). A final assessment of the student teacher’s performance is conducted using the observation form and Teaching Capacity form. The cooperating teacher and the university supervisor complete these; as the items are discussed, both supervisors make sure that each item is sufficiently and accurately documented.

When the cooperating teacher, the school principal, and the university supervisor agree that the student teacher’s performance is satisfactory, an exit conference with the student teacher is scheduled to review the reports.

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Success of the student teaching experience requires effective communication from all participants. In the majority of cases, discussion and support will eliminate performance concerns. Occasionally, however, performance issues rise to the level of formal documentation. Such documentation will begin at least by the mid-point of the student teaching experience. Prior to the initiation of formal documentation, boththe university supervisor and the cooperating teacher should have openly and candidly shared their concerns with the student teacher. The university supervisor is responsible for scheduling a conference with the cooperating teacher, the education department chair and the student’s advisor. The outcome of this meeting will be a plan of action for the student teacher. At the conclusion of the student teaching experience, all information will be shared with the Chair who will then make the final determination.

Should the cooperating teacher and the university supervisor disagree whether a student teacher’s performance is satisfactory, each person will complete a report and attachments which provide arationale supporting his/her judgment. The university supervisor submits both reports and attachments to the education department chair. The chair determines how the situation will be resolved and administers the decision.

Grading CriteriaA final evaluation is jointly prepared by the university supervisor and the cooperating teacher. Student teachers are assigned letter grades (A, B, C, D, and F) on the final evaluation. Although the grading of the student teacher involves the combined judgment of the university supervisor and the cooperating teacher, the university supervisor is responsible for assigning the grade.

Students must earn a "C" or better to meet licensure requirements. It is important to note that a passing grade alone is not sufficient for a recommendation for licensure. To be recommended for licensure, a student teacher must have the endorsement of his/her cooperating teacher, the school principal, and the school system in which the assignments were completed. Additionally, to be recommended forlicensure, the teacher candidate must complete all electronic evidences at a satisfactory level and post all electronic evidences on LiveText for at will review by the North Carolina Department of Public Instruction. See Syllabus for details.

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Electronic Evidences

The collection and submission of electronic evidences (submitted using LiveText program) contain North Carolina State Department of Public Instruction required evidences that are completed during the candidate’s time in the Peace Education Program. The purpose of the electronic evidences is not to create new projects, but to submit evidences already completed and communicate how the evidences demonstrated the candidate’s knowledge and abilities to meet professional standards, skills, and dispositions to successfully impact the learning of elementary and/or special education students. For each evidence, the candidate will write reflective entries.

Requirements:

Evidences are to be submitted electronically two weeks before the end of the semester of completion of the program. Questions about evidences should be directed to program advisor or student teaching supervisor. In addition to the evidences, reflections for each of the evidences will be submitted. *

Each evidence entry should include a reflection that contains a brief (maximum of 2 pages double- spaced 12 pt. font) description of the project, how it addresses the standards, and a reflection on what was learned in completing the project.

Rubrics aligned with the NC Professional Teaching Standards Rubric for Pre-service Teachers will be used to assess the electronic evidences.

Approved NC Teacher Candidate Evidences that must be present are:

Praxis Scores (added later for personal use; university will receive official copies and keep them on file)

LEA/IHE Certification of Teaching Capacity (one for each student teaching experience) Leadership Project* Integrated Unit* Research Paper (Content Knowledge)* Positive Impact on Student Learning*

*Projects completed in EDU course and entered into LiveText.

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PROCEDURES FOR COMPLETION OF DEGREE AND LICENSURE REQUIREMENTS

1. Complete the Lib Ed Requirements (General Education) stated in the William Peace UniversityAcademic Catalog.

2. Attain a 2.5 GPA on all university work completed at William Peace University.3. Pass Pearson and Praxis II tests, required for licensure in Elementary Education K-6 and Special

Education: General Curriculum K-12 as appropriate.

For Recommendation for Licensure1. Make an appointment with the University Registrar to verify completion of all university and

program requirements one semester prior to graduation.2. Achieve a satisfactory score on the required Pearson and Praxis II tests. Request that ETS send results to

William Peace University, Code 5531.3. Complete the state-approved program requirements including electronic evidences.4. Submit to the Chair of the Education Department

licensure fee; check made payable to NCDPI (amount is subject to change this year); application for a North Carolina License (Form 5) - amount subject to change; and the LEA/IHE Certification of Teaching Capacity form (one for each student teaching

experience/licensure area recommended).

All students must meet all university requirements for graduation.

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APPLICATION FORADMISSION TO EDUCATION PROGRAM

Complete and mail to: Director of the Education Program, William Peace University,

15 East Peace Street, Raleigh, NC 27604-1194

Please Print

DATE ______________________ ID # _____________________

NAME _____________________________________________________________________________ Last First Middle/Maiden

GENDER ______ M ______F Are you a U.S. Citizen? ______ Yes ______ No

Date of Birth ______________ Race/Ethnicity(optional) ________________

ADDRESS (permanent) ________________________________________________________________ Street/Apt. # City/State Zip

(Local) ______________________________________________________________________________ Street/Apt. # City/State Zip

PHONE: Permanent (____) ____________________ Local (____) ________________________

Cell (___) ____________________ EMAIL ADDRESS _______________________________________

William Peace University requires the following information for all Teacher Education candidates.

Answer all three questions.

1. Have you ever been subjected to disciplinary action by a college, university, or school district?[ ] Yes [ ] No

If the answer to Question #1 is Yes, please attach a statement in a sealed envelope describing the circumstances and sign the release below authorizing William Peace University to receive information about the disciplinary action. A review of your statement will be conducted by the Education Director.

CONSENT FOR RELEASE OF INFORMATION

I hereby authorize _______________________________________________ Name of College, University, or School District

to release information from my records concerning disciplinary action it has taken against me to William Peace University to enable the university to determine whether I can be placed in any public school field experience. A copy of this consent shall be as effective as the original.

DATE ______________________ SIGNATURE ____________________________________________

2. Have you ever been convicted of a crime (excluding minor traffic violations)?21

[ ] Yes [ ] No

3. Have you ever had a certificate or license revoked or suspended by any state or other governing agency?

[ ] Yes [ ] No

If the answer to either 2 or 3 is Yes, please attach a statement in a sealed envelope describing the circumstances. Attaching official court documentation is recommended. A review of your statement will be conducted by the Education Director.

I certify that all information provided on all parts of this application is correct and true. I understand that the falsification of any information will result in disciplinary action.

DATE __________________ SIGNATURE _________________________________________

William Peace University does not discriminate in its admission of students, regardless of race, creed, color, religion, age, national origin, sexual orientation, disability, or veteran status. This form will be kept in a confidential file in the Education Program office to be used for licensure purposes.

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William Peace University Education Department

LEA/IHE Certification of Teaching Capacity

Candidate Name: School:

Cooperating Teacher Name: Grade:

LEA: IHE:

In addition to all other state and institutional requirements, the candidate must meet each of the descriptors identified in this document to be recommended for licensure.

Standard/Element Proficient Descriptor Rating

Professionalism

1e. Teachers demonstrate high ethical standards.

1e.1 Upholds the Code of Ethics for North CarolinaEducators and the Standards for Professional Conduct.

Met Not Met

Classroom Climate/Culture

1a. Teachers lead in their classrooms.

1a.3 Maintains a safe and orderly classroom that facilitates student learning.

Met Not Met

1a.4 Uses positive management of student behavior, including strategies of conflict resolution and anger management, effective communication for defusingand deescalating disruptive or dangerous behavior, and safe and appropriate seclusion and restraint.

Met Not Met

2a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.

2a.1 Maintains a positive and nurturing learning environment. Met Not Met

2c. Teachers treat students as individuals.

2c.1 Maintains a learning environment that conveys high expectations of every student.

Met Not Met

4g. Teachers communicate effectively.

4g.1 Uses a variety of methods to communicate effectively with all students.

Met Not Met

4g.2 Consistently encourages and supports students to articulate thoughts and ideas clearly and effectively. Met Not Met

Instruction2b. Teachers embrace diversity

in the school community and in the world.

2b.1 Appropriately uses materials or lessons that counteract stereotypes and acknowledges the contributions of all cultures.

Met Not Met

2b.2 Incorporates different points of view in instruction. Met Not Met

Candidate’s Initials

Page 1 of 3

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Standard/Element Proficient Descriptor Rating

3a. Teachers align their instruction with the North Carolina Standard Course of Study.

3a.2 Integrates effective literacy instruction throughout the curriculum and across content areas to enhance students’ learning.

Met Not Met

3b. Teachers know the content appropriate to their teachingspecialty.

3b.2 Encourages students to investigate the content area to expand their knowledge and satisfy their natural curiosity.

Met Not Met

3d. Teachers make instruction relevant to students.

3d.1 Integrates 21st century skills and content in instruction. Met Not Met

4c. Teachers use a variety of instructional methods.

4c.1 Uses a variety of appropriate methods and materials to meet the needs of all students.

Met Not Met

4d. Teachers integrate and utilize technology in their instruction.

4d.1 Integrates technology with instruction to maximize students’ learning.

Met Not Met

4e. Teachers help students develop critical-thinking and problem-solving skills.

4e.1 Integrates specific instruction that helps students develop the ability to apply processes and strategies for critical thinking and problem solving.

Met Not Met

4f. Teachers help students to work in teams and develop leadership qualities.

4f.1 Organizes student learning teams for the purpose of developing cooperation, collaboration, and student leadership.

Met Not Met

Evaluation/Assessment

1a. Teachers lead in their classrooms.

1a.1 Evaluates the progress of students toward high school graduation using a variety of assessment data measuring goals of the North Carolina Standard

Met Not Met

4h. Teachers use a variety of methods to assess what each student has learned.

4h.1 Uses multiple indicators, both formative and summative, to monitor and evaluate students’ progress and to inform instruction.

Met Not Met

4h.2 Provides evidence that students attain 21st century knowledge, skills and dispositions.

Met Not Met

5a. Teachers analyze student learning.

5a.1 Uses data to provide ideas about what can be done to improve students’ learning.

Met Not Met

Impact on Student Learning

1d. Teachers advocate for schools and students.

1d.1 Implements and adheres to policies and practices positively affecting students’ learning

Met Not Met

2d. Teachers adapt their teaching for the benefit of students with special needs.

2d.1 Cooperates with specialists and uses resources to support the special learning needs of all students.

Met Not Met

2d.2 Uses research-verified strategies to provide effective learning activities for students with special needs.

Met Not Met

Candidate’s Initials

Page 2 of 3

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LEA/IHE Certification of Teaching Capacity

In addition to all other state and institutional requirements, the candidate must meet each of the descriptors identified in this document to be recommended for licensure.

SIGNATURES

Note: The candidate signature does not imply agreement with the ratings. All other signatures verify the accuracy of and agreement with the ratings on each descriptor.

Individual Printed Name Signature Date

Candidate

Cooperating Teacher

Principal (or designee)

University Supervisor

Comments (optional):

Page 3 of 3

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North Carolina Standards and Abbreviations for Teacher Education (A Level)

NC Professional Teaching StandardsNCPTS 1. Teachers demonstrate leadership.

a. Teachers lead in their classrooms.b. Teachers demonstrate leadership in the school. c. Teachers lead the teaching profession.d. Teachers advocate for schools and studentse. Teachers demonstrate high ethical standards.

NCPTS 2. Teachers establish a respectful environment for a diverse population of students.

a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.b. Teachers embrace diversity in the school community and in the world. c. Teachers treat students as individualsd. Teachers adapt their teaching for the benefit of students with special needs.e. Teachers work collaboratively with the families and significant adults in the lives of their students.

NCPTS 3. Teachers know the content they teach.

a. Teachers align their instruction with the North Carolina Standard Course of Study. b. Teachers know the content appropriate to their teach specialty.c. Teachers recognize the interconnections of content areas/discipline. d. Teachers make instruction relevant to students.

NCPTS 4. Teachers facilitate learning for their students.

a. Teachers now the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social and emotional development of their students.b. Teachers plan instruction appropriate for their students. c. Teachers use a variety of instructional methods.d. Teachers integrate and utilize technology in their instruction.e. Teachers help students develop critical-thinking and problem-solving skills. f. Teachers help students to work in teams and develop leadership qualities.g. Teachers communicate effectively.h. Teachers use a variety of methods to assess what each student has learned.

NCPTS 5. Teachers reflect on their practice.

a. Teachers analyze student learning.b. Teacher link professional growth to their professional goals.c. Teachers function effectively in a complex, dynamic environment.

Elementary Standards NCELM 1 Elementary grades teacher candidates have the knowledge and understanding of language and how

language is used to develop effective communication in listening, s peaking, viewing, reading, thinking and writing. Reading/Language Arts

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NCELM 2 Elementary grades teacher candidates have the knowledge and understanding of mathematical conventions and processes skills relative to: number sense, numeration, numerical operations, and algebraic thinking; spatial sense, measurement and geometry; patterns, relationships, and functions; and data analysis, probability and statistics. Mathematics

NCELM 3 Elementary grades teacher candidates have the knowledge and understanding of scientific inquiry, process skills, concepts and applications relative to the life, physical, and earth sciences. Science

NCELM 4 Elementary grades teacher candidates have the necessary knowledge specific for producing knowledgeable, global citizens who are critical thinkers in a democratic society. Social Studies

NCELM 5 Elementary grades teacher candidates have the knowledge and understanding of mental, emotional, physical, and social health to empower students to make healthy lifestyle choices. Healthful Living

NCELM 6. Elementary grades teacher candidates integrate arts throughout the curriculum. The Arts

Special Education StandardsNCSPED 1 Special Education: General Curriculum teacher candidates know the policies, process and procedures

for providing special education services.

NCSPED 2 Special Education: General Curriculum teacher candidates have the k knowledge and skills to use a variety of assessment techniques to plan and implement instructions, monitor student progress, and document learning.

NCSPED 3 Special Education: General Curriculum teacher candidates have a broad working knowledge of research-validated instructional and behavioral strategies to facilitate learning across the curriculum for K-12 students.

NCSPED 4 Special Education: General Curriculum teacher candidates have the knowledge and skills to use systematic, explicit, multi-sensory methods to teach communication skills, reading, written expression, and mathematics.

NCSPED 5 Special Education: General Curriculum teacher candidates have the knowledge and skills to teach students to use behaviors that promote success in the learning environment, which include the development of social competence.

NCSPED 6 Special Education: General Curriculum teacher candidates collaborate and consult with families, general education teachers and other professions to further the academic and social development of students.

Conceptual Frame w ork: C o m m i t m e nt s CFC1 Rigor

CFC2 Relevance

CFC3 Relationships

RolesCF-R4 Teacher as collaborator.

CF-R5 Teacher as learner

CF-R6 Teacher as facilitator

CF-R7 Teacher as leader

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Informati o n for Cooperating Teachers

Prior to Student Teaching Arrange your out-of-school personal schedule to allow full-time teaching. The student teaching experience is

always more time-consuming than the student teacher expects. No campus courses should be scheduled before5:00 p.m. or employment on school days without the prior agreement of the Chair of the EducationDepartment.

Arrange transportation and allow for travel time. There is no guarantee that the student teaching assignment will be at a convenient location.

Locate the school and its parking areas for teachers. Ask for and take a guided tour of the campus. Dress professionally. Develop a general understanding of the student body, its neighborhoods and family life.

During the First Days of Field Experiences Meet with the principal and the cooperating teacher. Meet other school personnel in your subject area or grade

including department heads, librarians, counselors and assistant principals. Provide your university supervisor with a school calendar indicating workdays and holidays, a master school

schedule and a classroom schedule. Read the school's faculty and student handbooks. Locate the desk, table or other facility that has been provided for your personal use. Determine where your

personal effects should be kept. Obtain class seating charts, class lists and the school's daily schedule. Learn students' names and faces as

quickly as possible. Help with housekeeping routines, such as opening blinds and seeing that cabinets, bookshelves, desks and

floors are in order. Assist with monitoring duties and out of class responsibilities assigned to your cooperating teacher.

Examine permanent record folders of students with whom you work for pertinent information and keep this information confidential. Be aware of students with special needs.

Assist with clerical duties. Learn where, when, and how to secure duplicated materials. Learn the grading system of your cooperating teacher and of your school, as well as the reporting system of

the school district. Become familiar with school and classroom policies and procedures concerning discipline, fire drill and

weather-related procedures. Become acquainted with what is expected of students in class and for homework including the quality of work

expected from each student. Learn the procedure for getting students to and from special classes. Establish rapport with students that leads to appropriate classroom behavior. Assist individual students with their seatwork and special projects. Assist small groups in guided practice

activities and in locating materials in the media center. Secure pictures, books, records, and films that the teacher has selected and become familiar with the procedure

for gathering audiovisual materials. Learn to use and care for technological equipment. Obtain copies of pacing guides and textbooks for the classes with whom you will be working and become

familiar with objectives already covered.

During Student Teaching Be punctual and reliable. Show initiative and willingness to try new ways of doing things. Maintain a sense of

humor but at all times remember that the roles of teacher and student differ.

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Seek direction in determining the major units to be taught. Carefully observe the cooperating teacher's demonstration lessons and analyze them with the teacher.

Seek the university supervisor's and cooperating teacher's help in making lesson plans. Ask for suggestions for resource materials and people when needed.

Plan each lesson carefully with specific instructional objectives. Turn in lesson plans to the cooperating teacher in a timely manner. Follow each teaching experience with a brief self-evaluation. Help evaluate students' work. Prepare instructional materials to allow for individual differences. Visit other classrooms in the school. Make arrangements in advance through your cooperating teacher and/or

your principal. Attend team meetings, faculty meetings, School-Based Committee meetings, PTA meetings, parent

conferences, and other professional meetings that your cooperating teacher attends. Accept full responsibility for the classes for a minimum of three weeks for each student teaching experience. Obtain from your cooperating teacher and other teachers some suggestions for beginning and ending a school

year.Cooperating TeacherThe cooperating teacher is one of the most important factors in the student teaching program since he/she is the person who will work most closely in a helping role with the student teacher. Much of the success of the student teaching program is dependent upon the cooperating teacher's supervision of the activities, methods and techniques employed by the student teacher.Responsibilities

Recognize that the legal responsibility for the classroom remains with you. Provide the student teacher with work and study space. Model effective teaching for the student teacher. Explain in detail the policies and philosophy of the school to the student teacher. Provide both a faculty and

student handbook for use during the student teaching experience. Acquaint the student teacher with the overall purposes and the general plan of the instructional program. Orient the student teacher to the background of the students, class schedules, materials and equipment, school

regulations, reports to parents, extra-curricular activities, and school policies and procedures. Particular attention should be paid to the process used to evaluate and grade students.

Work with the university supervisor in planning a well balanced program of learning activities—participating, observing, and teaching—and in planning and determining the major criteria for continuous evaluation.

Plan with the student teacher the steps in assuming responsibility in the classroom, allowing the student teacher to assume more responsibilities as he/she exhibits the readiness to do so.

Involve student teachers in non-instructional activities, such as faculty meetings, professional meetings, school organizations, school club and sports programs, and community activities.

Alert the university supervisor if a situation develops which is not productive for the student teacher, students, or yourself. See sections, “Dismissal for Failure to Maintain Acceptable Levels of Teaching Proficiency” and“Dismissal from Field Experience.”

Provide regular conferences during which the student teacher and plan, share information, discuss classroom management, evaluate and make decisions.

Plan for frequent observations of the student teacher, which will place an emphasis on continuous growth while encouraging the student teacher to evaluate his/her own personal and professional progress.

Assist in the official final evaluation of the student teacher's progress by the university supervisor, who has the ultimate responsibility for determining the student teacher's grade.

Sign the Certification of Teaching Capacity Form. This form is required for the student teacher to receive his/her license.

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Prior to the Student Teacher’s ArrivalThe time to begin preparing for the arrival of a student teacher is immediately after you agree to accept a student teacher. This initial preparation can be a major factor in providing a successful student teaching experience.

Important note: Attend and participate in a training session by the Education faculty, meeting other cooperating teachers and becoming familiar with the Education Program and faculty. The university supervisor will meet you and schedule an on-site visit to address orientation procedures and answer questions prior to the candidate’s entry.

Prepare the StudentsThe approach will vary according to the familiarity of students with student teaching programs and with their level of maturity and sophistication. The following is a suggested approach:

Indicate your approval and enthusiasm for the student teacher's arrival. Introduce the student teacher as a co-teacher or intern, rather than as a student. Students should be expected to

give the same courtesy and respect to a student teacher as they would to a teacher. Emphasize the advantage of having two teachers in the classroom who are capable of instructing and guiding

students. The idea of increased individual assistance, the possibility of more varied activities, and even thenovelty of working with two different people are suggestions for stimulating student enthusiasm.

Stress any strong points related to the student teacher and the possible relationship of those points to school and student activities. Unusual scholastic, artistic, or physical talents, extensive travel, demonstrated leadership or performance in university or community activities may provide initial keys to student acceptance.

Give students a feeling of responsibility for the initial orientation and acceptance of the student teacher. Explain that university supervisors will be visiting in order to observe teaching techniques and class responses. Explain that when the student teacher is in charge of the class questions, requests, and comments should be

addressed to the student teacher.

Prepare the Administration and FacultyInform the administration and faculty about the student teacher's arrival and introduce him/her at a faculty meeting. Involve colleagues in preparing for the arrival of the student teacher by asking them to help in the following ways:

secure needed learning materials and facilities; decide on plans for welcoming the student teacher; acquaint the student teacher with the total school program; provide opportunities to observe their classes; and alert your principal of the requirement of his/her signature on the Teaching Capacity Form at the end of the

student teaching placement.

Prepare Orientation MaterialsPlace copies of pertinent school information in a folder for the student teacher. These may be discussed briefly during the initial visit; ask the student teacher to be familiar with them upon returning to student teach. Some suggestions for the folder follow:

school calendar, master schedule, time schedule; fire drill and other emergency instructions; schedule of teachers' meetings and parent-teacher meetings; copy of long-range plans for the year;

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copies of administrative forms, such as attendance records, textbook slips, hall pass, field trip form, transfer slip;

student handbook or school rules and cafeteria regulations; map of the city or community and information about the community; map of the school; list of faculty, staff and administrators including their positions; and curriculum guide and faculty handbook.

Prepare the Classroom and Instructional MaterialsThe student teacher's needs in a classroom correspond to those of any new teacher. The following are some suggestions:

provide a desk, chair, and a place where personal belongings can be safeguarded; provide a set of textbooks, teachers' manuals, teachers' guides, and course outlines for the student teacher; and provide copies of local and state curriculum guides pertaining to the teaching situation.

Orienting the Student TeacherSoon after agreeing to accept a student teacher from William Peace University, the cooperating teacher should begin making plans for the arrival of the student teacher. The first day will be used by the student teacher for observing, meeting key staff members, obtaining copies of pertinent school information, and getting to know the cooperating teacher. It would be helpful for you to share instructional plans and identify possible initial teaching topics for the student teacher.

The Initial ConferenceThe effectiveness of any conference depends upon the willingness and ability of those involved to be sensitive to each other. The success of the student teaching experience may be greatly affected by the quality of this interaction. The conference is itself a learning experience for both the cooperating teacher and the student teacher.

The initial conference is probably the most important conference the cooperating teacher will have with the student teacher. It is suggested that this conference take place the first full day of the student teaching experience. The most important objective of the conference should be to communicate to the student teacher support and acceptance. This conference should include a clarification of expectations, some planning for the total student teaching experience, and some suggestions for initial activities. This should be the beginning of a relationship characterized by mutual trust, respect, and dedication to a meaningful student teaching experience.

Delineate the specific behavior expected of the student teacher. Discuss teaching/learning philosophies and be sensitive to differences. The following suggestions will be helpful in planning this conference:

Be specific about classroom rules and policies. Rules that have been enforced in the classroom should be maintained. Offer to support the student teacher when disciplinary problems arise and discuss various classroom management methods.

Indicate that the student teaching experience will involve more than just classroom teaching. There should be opportunities for working with the principal, counselor, parents, and other faculty and staff members.

Invite the student teacher to discuss his/her expectations of you.

Planning for the Total Student Teaching ExperienceGive the student teacher an overview of the curriculum, including what pupils have studied, are studying, and will be studying. Involve the student teacher by sharing some ideas about strategies for teaching the upcoming topics.

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Plan some initial activities. The following is a list of possible activities for the student teacher: observe classes and other teacher activities. assist a student who has missed classes. help students individually during guided practice time in class. present a brief historical anecdote or enrichment topic that pertains to that day's lesson. prepare a bulletin board. work with a small group in the class. tutor a student who has individualized needs. administer a test or retest. develop a collection of five-minute teaching topics to use if a lesson ends sooner than planned.

Plan a tentative schedule for the assumption of teaching responsibilities. It is suggested that the student teacher start with one class and add classes gradually as readiness to do so is ascertained. By the fourth or fifth week, most student teachers will be carrying a full load. The structure of the student teaching experience should be developed cooperatively with the student teacher, the cooperating teacher, and the university supervisor. Plan and discuss observations. To be useful, observations must be purposeful. Initially, the student teacher should observe the classes of the cooperating teacher and other teachers in the school. Toward the end of student teaching, observation of special programs, different grade levels and other cooperating teachers in the school system could be enriching. Student teachers should observe classes with specific objectives in mind (e.g., to learn how interest is maintained). Plan and discuss conferences and their importance. Although there may be short daily conferences, plan to have regularly scheduled weekly conferences. Emphasize that the student teacher should feel free to suggest conference topics. Give supportive, honest feedback with specific suggestions.

University SupervisorUniversity supervisors have primary responsibility for coordinating the resources of the University and of the partnering school during student teaching. They are held responsible by the university for the overall success of the student teaching experience and for the final evaluation and recommendation of the student teacher.

The University Supervisor will bridge professional education at the university with professional practice in the school setting. visit partner schools to observe and to hold conferences with student teachers and

cooperating teachers (a minimum of four visits to each student teacher). provide pertinent information about student teachers to principals and cooperating teachers.

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Documents

WPU Education Program Handbook 2015-16