School of Education Student Teaching Handbook

STUDENT TEACHING HANDBOOK

REVISED SPRING 2018

Table of Contents

Introduction 3 Bluefield State College Mission 3 PEU Mission and Goals 3 Relationship to the Institutional Mission 4 Bluefield State College CAEP Accreditation 4 Student Teaching Block Courses 5 Roles and Responsibilities of Clinical Development Team 5 The Student Teaching Candidate 5 The Role and Responsibilities of the Cooperating Teacher 10 The Role and Responsibilities of the Principal 11 The Role and Responsibilities of the College Supervisor 12 Procedures for Withdrawal from Student Teaching 12 Certification 13 Test Requirements 14 West Virginia Professional Teaching Standards 15 Agreement to Expectations for Student Teaching 19

Introduction Welcome to the student teaching portion of your program at Bluefield State College. Clinical and field-based experiences are embedded throughout your academic program with student teaching being the capstone clinical experience. The effectiveness of the experience depends on collaboration between public schools and cooperating teachers; Bluefield State College supervisors, faculty and administration; and teacher candidates. All form a team, with the purpose to produce excellent, reflective teachers. The student teaching experience provides an opportunity to put theory and skills into practice. During this experience, you will be mastering professional knowledge, skills, and dispositions. You will be learning to work cooperatively within a school system, adjust to schedule changes (sometimes on an hourly basis), maintain accurate records, and relate in a positive and cooperative way with co-workers, students, parents, and administrators. This experience will also provide the opportunity to build confidence as an educator, defining the shift from student to professional, and give prospect to become an integral part of a school district. Student teaching candidates will be evaluated using a set of teacher candidate dispositions, the West Virginia Professional Teaching Standards and nationally recognized content standards. Bluefield State College faculty and supervisors are always ready to assist you in any way possible. If there is anything we can do to support you, please do not hesitate to contact the education office at 304-327-4173. Bluefield State College Mission Statement The mission of Bluefield State College is to provide students an affordable, accessible opportunity for public higher education. A historically black institution, Bluefield State College prepares students for diverse professions, graduate study, informed citizenship, community involvement, and public service in an ever-changing global society. The College demonstrates its commitment to the student’s intellectual, personal, ethical, and cultural development by providing a dedicated faculty and staff, quality educational programs, and strong student support services in a nurturing environment. Professional Education Unit Mission and Goals The mission of the Professional Education Unit (PEU) is to prepare beginning teachers with a strong commitment to professional growth and the development of critical thinking and reflective practice. Expectations of the PEU are that candidates who complete the program will be able to: • Impact P-12 student learning in culturally diverse settings (P-12 Learning) • Be reflective practitioners (Reflective Practice) • Demonstrate a commitment to continuous improvement and growth (Continuous Improvement)

• Be experts in content knowledge and pedagogical skills (Content Knowledge/ Pedagogical Skills) • Effectively utilize technology to enhance and monitor P-12 student learning (Technology Use) • Create effective learning environments (Learning Environments) • Be collaborative, cooperative practitioners (Collaborative/ Cooperative) Relationship to the Institutional Mission The unit mission and goals are consistent with the mission of the institution: a commitment to prepare graduates for public service in a changing global society, a commitment to value and appreciate diversity of sociological, economic, and cultural backgrounds in faculty, staff, and peers, and to provide quality educational programs and affordable educational opportunities to the people of southern West Virginia. The mission of Bluefield State includes an emphasis on professional education programs which is consistent with the historical foundation of the college as a teacher training institution. The College’s strong commitment to providing educational opportunities to the people of West Virginia is supported by a highly qualified full-time faculty complemented by expert adjunct faculty from other higher education institutions and public school systems. Faculty and administration in the PEU are dedicated to preparing graduates who will be professional educators, life-long learners, and problem solvers. Bluefield State College CAEP Accreditation Bluefield State College has had professional teacher training since 1909. The college has been fully accredited since 1947. The College of Education has held national accreditation since 1991 from the National Council for the Accreditation of Teacher Education (NCATE) now the Council for Accreditation of Education Preparation (CAEP). The U.S. Department of Education recognizes CAEP as an accrediting body for colleges and universities that prepares teachers and other professional personnel for work in elementary and secondary schools. Through its voluntary, peer review process, CAEP ensures that accredited institutions produce competent, caring, and qualified teacher and other professional school personnel who can help all students learn. Accountability and improvement in preparation for teachers and other school personnel are central to CAEP’s mission. The CAEP accreditation process determines whether schools, colleges, and departments of education meet demanding standards for the preparation of school personnel. Through this process, CAEP provides assurance to the public that the graduates of accredited institutions have acquired the knowledge, skills, and dispositions necessary to help all students learn.

Student Teaching Block Course Descriptions The Bluefield State College Student Teaching Block consists of the following courses: EDUC 475 Student Teaching (10 hours): is the student teaching field experience. Student teachers have a minimum of two seven-week classroom placements. The final grade for student teaching, EDUC 475, is a composite of the evaluations from the candidate’s cooperating teachers and college supervisors for both placements. EDUC 474 Student Teaching Seminar (2 hours): provides student teachers an opportunity to discuss classroom instructional and behavioral issues and complete materials for their final teaching portfolio. Student teachers also complete their Teacher Performance Assessment (TPA) as part of their student teaching experience. The research may involve observing specific students, collecting work samples, videotaping, photographing or audio taping students or groups of students. Student teachers must secure permission from the school and from students’ parents or guardians in order to videotape, photograph or audiotape students. During the course of the semester students will present the TPA in an oral presentation. The final grade for EDUC 474 is composed of the final teaching portfolio, TPA, and oral presentation. Roles and Responsibilities of the Clinical Development Team The success of this program is dependent on the collaborative efforts and relationships developed among students, college supervisors, cooperating teachers and other school personnel in the field-based settings. Each of these individuals plays an important role in providing opportunities for the development of the student teaching candidate. The following describes the roles and responsibilities of the clinical development team. The Student Teaching Candidate The student teaching candidate is engaged in a full day internship in the public school under the supervision of the cooperating teacher and college supervisor. Student teaching serves as the culminating activity in the teacher education program. Candidates are expected to conduct themselves as a practicing professional educator, subject to the same ethical and professional responsibilities of a full-time teacher. Bluefield State College student teaching candidates are expected to demonstrate professionalism in several ways: prompt and daily attendance, appearance, thoughtfulness in planning lessons, and demonstration of initiative in assisting with classroom procedures and routines. Teacher in Residence The prospective teachers-in-residence shall: 1) have completed the content preparation courses with a minimum 3.0 GPA; 2) shall have meet the proficiency score(s) on the state competency exam(s) in preprofessional skills or qualify for an exemption as described in Section 6.2c of WVBE Policy 5100; and 3) shall have meet the proficiency score(s) on the state competency

5 exam(s) in content or qualify for an exemption as describe in Police 5202 in the area for which s/he is seeking certification. The prospective teachers-in-residence shall only be eligible to serve in a teaching position in the county which has been posted and for which no other fully certified teacher has been employed. The agreement between the institution of higher education and the county board shall include the specifics regarding the program of instruction and the responsibilities for supervision and mentoring by the institution of higher education, the school principal, peer and cooperating teachers. The salary and benefit costs for the position to which the teacher-in-residence is assigned shall be used only for program support and to pay the teacher-in-residence a stipend that is no less than 65% of all state aid funding. The prospective teacher-in-residence shall satisfy the requirements for the Teacher-in-Resident Permit as identified in Policy 5202. The program and any, new County partnership added to an existing program must be approved by the WVBE.

Dress Code: A professional appearance contributes enormously to success in early teaching experiences. While the definition of professional attire may vary slightly among area school systems, certain standards apply to all teacher candidates:

 Dress should be business casual. Consider that certain informalities in dress may be a privilege of regular faculty members and not applicable to a clinical student.  Clothing should appropriately cover the body (consider length and fit).  No jeans, flip-flop, or shorts.  Wear ID Badge at all times.  Tattoos and piercings, except for ears, should not be visible.  Meticulous personal hygiene must be maintained.  Casual dress may be worn only on special days as designated by the school. The student should discuss these circumstances with the college supervisor. Use good judgment in matters of dress and grooming. General appearance should not be a distraction to the academic environment. An administrator or cooperating teacher has the right to send a clinical student home if he/she arrives at school inappropriately dressed. This will result in an unexcused absence which will have to be made up. When in doubt, talk to the cooperating teacher or principal about specific dress requirements at your school (i.e.., jeans, open-toed shoes). Arrival and Departure Student teachers are expected to be at their assigned school every day of their placement on or before the teacher arrival time. Dates of attendance are recorded on the student teaching attendance log and verified by the cooperating teacher. All hours for any early dismissal or late arrival must be made up. Student teachers should stay on school grounds the entire day. Student teachers are expected to follow the calendar of the school in which they are assigned and not the BSC calendar; this includes all holidays and breaks. Student teachers are expected to participate in all duties the cooperating teacher has (i.e., bus duty, lunch duty). Absences Student teachers are expected to fulfill the required number of teaching days in both student teaching placements. Any absences must be made up before a grade can be earned. Failure to notify the public school and BSC of an absence is grounds for removal from a placement. In the event of an absence, the student teacher must make the following phone calls prior to the absence: 1. The principal/school and cooperating teacher at the school; 2. The college supervisor; 3. The BSC education office (304-327-4173). *Student teachers must ensure complete lesson plans are available in their designated classroom, even during an unexpected absence.

Confidentiality Policy

In keeping with the provisions of the Family Educational Rights and Privacy Act (FERPA); the Interstate New Teacher Assessment and Support Consortium (INTASC) standards; and the West Virginia Professional Teaching Standards (WVPTS), it is the policy of the Bluefield State College School of Education that student teacher candidates shall respect the privacy of students in the schools in which they are placed and the confidentiality of information to which they may have access. Student teacher candidates may not discuss specific students or teachers outside of the communications that they have with their cooperating teacher or college supervisor. Student teacher candidates should not write the names of specific students or teachers in their reflections (though they may use initials).

Lesson Planning Lesson planning is an important part of any classroom. Not all plans will go perfectly but planning can help the student teacher be more comfortable, confident, help with pacing of the lesson, and often prevent classroom management issues. The cooperating teacher and student teacher will decide on a day and time that lesson plans are to be submitted. Lesson plans will be e-mailed to the college supervisor each Sunday for lessons being taught that week. Objectives should be stated. All components including the listed procedures and assessment should be related to the objectives. We realize unscheduled interruptions will sometimes necessitate a change of plans. Lesson plans should be available to the college supervisor in advance. Lesson plans should be initialed and dated by the cooperating teacher as an indication that the plan was approved and used.

Removal from Placement

Removal from a placement may be initiated by the cooperating teacher, student teacher, or college supervisor. Failure of a placement shall be determined by the cooperating teacher, college supervisor, director, and Dean. Grounds for removal or failure of a placement include, but is not limited to the following: 1. Failure to notify the school or college of an absence; 2. Attendance issues (arriving late, leaving early); 3. Misappropriation of school or personal property; 4. Violation of personal professional boundaries; 5. Dishonesty 6. Any instance of lack of planning, preparation, or knowledge of content needed for lesson; 7. Failure to adhere to one or more of the procedures outlines in this handbook or required by the school. 8. Failure to follow school systems code of conduct.

Professional Considerations A student teaching candidate may be removed from the student teaching experience at any time due to unprofessional behavior. Student teaching candidates should: • Behave in ways that will bring respect from students and co-workers. • Treat all students equitably, regardless of differing ability, race, religion, ethnicity, gender, social class, or sexual preference. • Make an effort to get along well with all school personnel. • Show respect for those in authority, even when not in agreement with them. • Show appreciation to the principal and teachers for help. • Represent Bluefield State College in a positive manner. • Follow all school rules and expectations for teachers. • Communicate with coopering teacher and other teachers as a professional. • Keep an open mind when working with teachers that might have different philosophies. Take advantage of their expertise and experience. • DO NOT have your cell phone out in the classroom. • Speak positively about your school, teachers, and students. • Maintain confidentiality about students and school issues. • Never counsel students or meet with parents without the presence of the cooperating teacher. • Remember you cannot act as a substitute teacher if the cooperating teacher is absent. • Take advantage of every learning opportunity. Attend extra-curricular events, professional development, etc. Employment and Extra Activities Student teaching is considered a full-time commitment, requiring time-intensive learning and teaching. After the general school/teaching hours, candidates will have additional time commitments for grading papers, instructional planning, professional development, various meetings, etc. It is recommended that student teachers take no additional courses or work. Student teachers must have special permission from the Director of Teacher Education to engage in other courses outside of the student teaching block (EDUC 474 and 475). If employment outside of student teaching becomes necessary, it is recommended that the number of hours is limited. Placement of Teacher Candidates 1. The Placement Coordinator works with the designated division personal to assign teacher candidates to school sites that provide the greatest possible diversity of experiences and meet the standards of the West Virginia Department of Education.

2. The county school system enters into an agreement with Bluefield State College to accept teacher candidates. 3. The Placement Coordinator makes every effort to place candidates within a reasonable distance to their home; however, cannot guarantee that available placements will be proximal to the candidate’s home. Transportation to and from clinical experiences is the responsibility of the teacher candidate. 4. Teacher candidates will NOT be placed in schools where close relatives are enrolled or working or in a school in which the candidate’s child(ren) attend(s). 5. Divisions have asked that the Placement Coordinator contact the designated personnel in each division. Students are not to contact school divisions concerning student teaching placements.

Role and Responsibilities of the Cooperating Teacher Criteria for Selection of Cooperating Teacher 1. Minimum three years of experience in subject area/grade level. 2. High qualified/endorsement in area currently teaching. 3. Recommendation of principal. 4. Master’s degree preferred.

Responsibilities related to Classroom Procedures and Techniques 1. Provide an environment conducive to implementing the BSC Teacher Education Model- the CRM- The Cooperative Reflective Manager of the Learning Environment. 2. Gives suggestions in teaching and classroom management. 3. Acquaints the student teacher with “routine” matters. 4. Displays accuracy in record keeping. 5. Assists the student teacher in setting reasonable standards of performance for classes. 6. Encourages creative thinking and planning by pupils and the student teacher.

Responsibilities related primarily to the Working Relationship between the Cooperating Teacher and the Student Teachers 1. Shares in planning with the student teacher. 2. Establishes a feeling of security on the part of the student teacher by clarifying the student teachers’ responsibilities throughout the student teaching period. 3. Conferences between the student teacher and cooperating teacher should be held at regular intervals. 4. Helps the student teacher to develop an understanding of his/her own strengths and weaknesses and to build a healthy self-concept as a professional. 5. Encourages the student teacher to participate in the professional and social activities of the staff. 6. Shows willingness to consider new and different techniques in an open-minded manner.

Responsibilities related Primarily to Evaluation 1. Assist teacher in planning and teaching a unit to demonstrate effect on student learning. 2. Complete the Cooperating Teacher Information sheet and return to BSC. 3. Complete a daily timesheet for the candidate. 4. Complete a weekly lesson evaluation and conference with the candidate.

5. Complete a final evaluation and grade recommendation. 6. Completed forms should be returned to the BSC School of Education in a timely manner. *Forms can be completed electronically, emailed, faxed, or returned in the provided self-addressed stamped envelope.

Cooperating Teacher Evaluation Checklist:

Week 2-6 Complete Teacher Lesson Evaluation form (white) Week 3-4 If there are concerns about the student teaching candidate a mid-term evaluation should be completed (the form can be obtained from the BSC school of education office or college supervisor) Week 7 Complete Student Teaching Final Evaluation (light green) and Student Teaching Final Specialization (based on the placement one of the following): Elementary, or 5-9 English, math, science, or social studies

Sequencing of Placement

Candidates should utilize the following sequence: Week 1: Teacher candidate becomes acquainted with the school policies, the classroom, and the students; assists with teaching and begins planning and teaching. Week 2: Teaching- cooperating teacher shifts responsibility to the teacher candidate, teacher candidate begins full-time teaching. Weeks 3-7 Teaching- teacher candidate is responsible for full time, full-day teaching. During this time, the teacher candidate delivers unit for action research project. Week 7: Teacher candidate gradually gives the classes back to the cooperating teacher but continues to be fully involved in teaching and/or assisting in the classroom.

Role and Responsibilities of the Principal

1. Participates in assigning student teachers to cooperating teachers. 2. Welcomes the student teachers to the school. 3. Introduces the student teachers to the school staff, both teachers and non-teachers. 4. Acquaints the student teachers with the policies and programs of the school as they relate to the student teachers. For example: • Fire drills, security drills, and what to do in the event of illnesses and/or injuries to the children. • Schedule of teachers’ duties. • Provision for extra duties--supervision of playground, bus duty, lunchroom, and other school functions. • Procedures to be followed concerning disciplinary problems. • Rules/regulations for the use of school equipment and materials: library, textbooks, audiovisual equipment, etc. 5. Provides leadership within the building for the supervision of student teachers. 6. Cooperates with the cooperating teacher in evaluating the student teacher’s progress.

7. Contacts the BSC college supervisor and/ or Dean when any concerns about the student teacher(s).

The Role and Responsibility of the College Supervisor

The college supervisor is the official representative of Bluefield State College and serves as a liaison between the college and the public schools. The college supervisor also serves as a support person for the cooperating teacher and the student teacher. The college supervisor will: 1. Visit the school on a regular basis to observe and assess the student teacher’s progress. 2. Confer with the cooperating teacher and the student teacher. 3. Be available on a regular basis to provide assistance to the student teacher. 4. Complete record keeping on assigned student teachers.

Procedure for Withdrawal from Student Teaching

When withdrawal is requested, the following procedures should be followed:

Withdrawal Requested by the Student Teacher

1. Immediately notify the college supervisor, the cooperating teacher, and the Director of Teacher Education. The college supervisor or cooperating teacher will notify the school principal. 2. Discuss reasons for withdrawing with all parties involved before making the final decision. 3. Following discussions in conferences, if the student still desires to withdraw, make a written request to the Director of Teacher Education. Also, contact the Registrar’s Office and Business Office to make a proper exit from the College.

Withdrawal Requested by the Principal, Cooperating Teacher, or College Supervisor

1. If a candidate’s performance is not satisfactory and a withdrawal is recommended, notify all parties involved-principal, cooperating teacher, and college supervisor. 2. The Director of Teacher Education will arrange for a meeting within two days with all parties involved invited. 3. Notify student teacher of decision to withdraw him/her and give reasons. 4. A written notification will be sent to all parties involved. The student teacher candidate has a right to appeal any decision through the Academic Appeals Committee. 5. The student should meet with the Director of Teacher Education to discuss the situation and determine if an appeal is intended. 6. If the situation cannot be resolved: the student teacher candidate has a right to appeal any decision through the Academic Appeals Committee.

School of Education Academic/Classroom Procedure Appeals

The appeals process for a student contesting either a grade or classroom conduct from a faculty member in the School of Education (SOE) is as follows: 1. The student should schedule a conference with the faculty member to discuss a grade or perceived impropriety within one week after the posting of grades or the classroom incident. The student and faculty member may resolve the issue at this point if mutually agreeable. 2. If a faculty member believes that a student has engaged in academic misconduct he/she must notify the student of the charges immediately. The student must schedule a conference with the faculty member within one week of the notification. 3. If the issue is not resolved to the satisfaction of the student after meeting with the faculty member, he/she may submit a written appeal to the dean of the SOE within one week (seven days) after the conference. 4. The dean of the SOE will schedule a conference with the student within one week of the meeting with the faculty member. 5. The dean of the SOE will meet with the faculty member and notify him/her of the decision within seven calendar days of the conference. 6. If the student believes that the dean’s decision is unfair or unwarranted he/she may appeal to the college-wide Academic Appeals Council. The procedure for college-wide Academic Appeals is outlined in the college catalogue (2012-14) on p. 54. Revised/approved 2.12.2013

Certification

At the conclusion of the student teaching semester, graduates who have completed all course work and required exams must submit an online application for certification. Applications are obtained from the School of Education office or on the West Virginia Department of Education’s website, https://wvde.state.wv.us/certification/forms/. The student will need to complete the application (Form 7 and 20-T) including the fingerprinting and background check. Students can complete a fingerprint/background check through Morpho Trust (formerly L1 Solutions) by visiting one of their LiveScan locations located throughout West Virginia. These can be scheduled online at: http//identogo.com/ or scheduled by phone: 855-766-7746. When scheduling online you must select “Education” from the selection menu. Then you must select (WVDE) Certification/Licensure. If these options are selected you should see the following statement: “please confirm, you have selected to send your State Police and FBI fingerprint results to WV Dept. of

Education- Licensing/Certification.” Payment of $47.25 is payable to Morpho Trust directly. You will include the transaction number on the certification application (keep receipt). The Director of Teacher Education will send the completed application, test scores, and an official transcript (BSC provides the first transcript free of charge) to the West Virginia Department of Education Office. Graduates will pay the $35.00 certification fee directly to the WVDE. Graduation does not automatically result in, or guarantee certification. Students must apply for licensure. Test Requirements

Prior to student teaching candidates must receive a qualifying score on the Principles of Learning and Teaching (PLT), Elementary Education (4 subtests), and the Teaching Reading: Elementary Education Exams.

Test Name Test Number Qualifying Score Principles of Learning and Teaching: Grades K-6 5622 160 Elementary Education: Multiple Subjects 5001 Reading Language Arts 5002 157 Mathematics 5003 157 Social Studies 5004 155 Science 5005 159 Teaching Reading: Elementary Education 5203 162

Students adding an additional endorsement in middle grades subject areas or k-6 Multi- Categorical BD, MI, SLD will also need to pass the appropriate subject area tests.

To Be Certified in You Need to Take Test Code Qualifying Score English (5-9) Middle School ELA 5047 164 General Math through Middle School Mathematics 5169 165 Algebra 1/Mathematics (5-9) General Science (5-9) Middle School Science 5440 150 Social Studies (5-9) Middle School Social Studies 5089 151 K-6 Multi-Categorical BD, MI, Special Education: Core 5543 153 SLD (excluding autism) Knowledge and Mild to Moderate Applications Autism Special Education: Core 5543 153 Knowledge and Mild to Moderate Applications

West Virginia Professional Teaching Standards

Indicators for Performance

Standard 1: Curriculum and Planning The teacher displays deep and extensive knowledge of the core content and designs instructional experiences that move beyond a focus on basic competency in the subject to include, as appropriate, the integration of 21st century interdisciplinary themes of global awareness; economic, business and entrepreneurial literacy; civic literacy and health literacy. Knowledge of content is necessary for good teaching, but it must be combined with an understanding of the complex and sophisticated relationships within the content and must be made relevant to the learner. The teacher designs instruction that is aligned with the West Virginia Content Standards and Objectives and uses a standards-based approach to instruction supported by a variety of instructional resources that may include textbooks. Information media and technology tools are frequently incorporated into lesson design and teaching strategies are supported by a variety of technologies that promote self-directed learning, problem solving and collaboration. A balanced instructional assessment program is designed to assist students to achieve mastery of the content and depth of knowledge of the West Virginia Content Standards and Objectives. The teacher uses his/her knowledge of content, process and development of 21st century learning skills to move beyond being a provider of knowledge to being a facilitator of learning. Experiences are created to advance student learning and systems thinking through processes such as critical thinking, collaboration and problem solving and that encourage creativity, innovation and self-direction.

Function 1A: Core Content --The teacher has a deep knowledge of the content and its inter-relatedness within and across the disciplines and can move beyond basic content competency to assure student mastery of skills necessary for success in life and work.

Function 1B: Pedagogy -- The teacher has a deep knowledge of the art and science of teaching in his/her specific content and can facilitate experiences that advance creativity, innovation, and problem-solving.

Function 1C: Setting Goals and Objectives for Learning -- The teacher uses a standards-based approach to instruction aligned with the state and local curriculum and sets instructional goals and objectives that describe what students will learn.

Function 1D: Designing Instruction-- The teacher designs instruction that engages students in meaningful instructional activities that support the WV Content Standards and Objectives and that result in intentional student learning.

Function 1E: Student Assessments -- The teacher uses a balanced approach to assure both assessment of learning and assessment for learning to provide both teacher and students information to guide future learning.

Standard 2: The Learner and the Learning Environment The teacher demonstrates knowledge of the underlying principles of how students develop and learn and creates an environment that supports the learning of all students. The teacher sets high expectations based on a conceptual understanding of what is developmentally appropriate for all students. The teacher establishes a learning culture that allows all students to be successful while respecting their differences in learning styles, as well as socio-economic, cultural and developmental characteristics. That respect for diversity is apparent in the design of the learning environment – the activities and tasks, the materials and the student groupings— to assure student learning. The learning environment is characterized by effective classroom procedures, the appropriate use of technology and efficient management of behaviors and physical space. Students’ misconceptions and misunderstanding of concepts are addressed in the lesson design to assure that the appropriate next steps in learning are taken. Students are encouraged to collaborate and to assume responsibility for their positive interaction in the learning environment Function 2A: Understanding Intellectual/Cognitive, Social, and Emotional Development --The teacher’s understanding of the unique characteristics of the learner is evidenced in the design of learning activities, which are developmentally appropriate and differentiated to engage all students in the learning process.

Function 2B: Creating an Environment of Respect and Rapport -- The teacher shows respect for students by having high expectations, providing management frameworks that clearly define roles and procedures, using respectful language, communicating interest in students as individuals and encouraging student collaboration.

Function 2C: Establishing a Culture for Learning -- The teacher establishes a culture in the learning environment that is focused on learning and that reflects the importance of the work undertaken by both students and the teacher.

Function 2D: Implementing Classroom Procedures -- The teacher assures that rules and procedures are in place for a smoothly functioning learning environment evidenced by the efficient use of time and resources.

Function 2E: Managing Student Behaviors -- The teacher collaborates with students to establish norms of behavior for the learning environment that assures a focus on learning.

Function 2F: Organizing the Learning Environment -- The teacher assures that the physical or virtual learning environment is safe, and that there is maximum flexibility in the use of physical space in a physical learning environment.

Standard 3: Teaching The teacher displays a deep knowledge of content that, when combined with the knowledge of teaching and knowledge of the learner and the learning environment, enables the development of instructional experiences that create and support the best possible opportunities for students to learn. The instructional delivery methods and tools are appropriate for the type of learning target, and the teacher facilitates a challenging and active learning environment and encourages students to make decisions regarding their own learning. The teacher selects questioning, discussion, pacing and grouping techniques that engage all students and elicit clear evidence of their learning.

The teacher engages in the instructional cycle of planning, instructing, assessing, and adjusting based on data. The teacher extracts data from ongoing formative/classroom assessments to inform and adjust instruction for intervention, enrichment or the next acquisition lesson. The teacher uses summative assessment data to measure student progress toward mastery of the WV content standards and objectives. The teacher provides timely, specific descriptive feedback through classroom assessment for learning practices, thus enabling students to self-assess and set their own goals. Excitement about learning is not only demonstrated in the instruction, but also by the engagement of the students in learning activities that are relevant and based on individual needs and learning characteristics.

Function 3A: Importance of Content -- The teacher utilizes content knowledge to focus learning targets that create meaningful learning experiences for students.

Function 3B: Communicating with Students -- The teacher creates and maintains a positive, supportive classroom climate and communicates with students in a variety of ways.

Function 3C: Questioning and Discussion Techniques -- The teacher practices quality questioning techniques and engages students in discussion.

Function 3D: Student Engagement -- The teacher delivers instruction to motivate and engage students in a deep understanding of the content.

Function 3E: Use of Assessments in Instruction -- The teacher uses both classroom summative and formative assessment as a balanced approach to instructional decision making.

Function 3F: Flexibility and Responsiveness -- The teacher adjusts instruction based on the needs of the students and in response to “teachable moments.”

Standard 4: Professional Responsibilities for Self-Renewal Teachers persistently critically examine their practice through a continuous cycle of self‐improvement focused on how they learn, teach, and work in a global and digital society. The teacher is responsible for engaging in professional, collaborative self‐renewal in which colleagues, as critical friends, examine each other’s practice in order to adjust instruction and practice based on analysis of a variety of data. Participation in this form of professional dialogue enables teachers to discover better practice, to be supported by colleagues in engaging in that practice and significantly contribute to the learning of others as members of a professional learning community. Teachers who contribute to the teaching profession through the implementation of practices that improve teaching and learning demonstrate characteristics of informal teacher leadership.

Function 4A: Professional Learning -- The teacher engages in professional learning to critically examine his/her professional practice and to engage in a continuous cycle of self-improvement focused on how to learn, teach and work in a global and digital society.

Function 4B: Professional Collaborative Practice -- The teacher is actively engaged in learning with colleagues in a way that models collaboration and collegiality to improve his/her practice, addressing questions and issues related to the school and student achievement.

Function 4C: Reflection on Practice -- The teacher engages in continuous, critical examination of his/her teaching practice and makes adjustments based on data.

Function 4D: Professional Contribution -- The teacher contributes to the effectiveness, vitality and self- renewal of the teaching profession through investigation of new ideas that improve teaching practices and learning for students.

Standard 5: Professional Responsibilities for School and Community

The teacher’s primary responsibility is to create and support a learning environment that allows students to achieve at high levels; however, every teacher also has a responsibility for the improvement of the school in which they work. The teacher uses the strategic plan as a guide to help sustain the mission and continuous improvement of the school and thereby contributes to shaping a cohesive, learner-centered culture. Through a commitment to group accountability, the teacher helps develop and maintain student support, management, and assessment systems that enable learning to take place. A teacher’s professional responsibilities also include working collaboratively with colleagues, parents, guardians and adults significant to students on activities that connect school, families and the larger community. The teacher demonstrates leadership by contributing to positive changes in policy and practice that affect student learning and by modeling ethical behavior. Function 5A: School Mission -- The teacher works collaboratively with the principal and colleagues to develop and support the school mission.

Function 5B: School-wide Activities -- The teacher participates in the development and implementation of school-wide initiatives in curriculum, instruction, and assessment.

Function 5C: Learner-Centered Culture -- The teacher participates in activities and models behaviors that build and sustain a learner-centered culture.

Function 5D: Student Support Systems -- The teacher works collaboratively with the principal and colleagues to develop and sustain student support systems that enable learning.

Function 5E: Student Management Systems -- The teacher works collaboratively with the school principal, colleagues and students to develop and sustain management systems that support and extend learning.

Function 5F: School, Family and Community Connections -- The teacher works collaboratively with the principal, colleagues, parents, students and the community to develop and sustain school activities that make meaningful connections between the school and families and the community.

Function 5G: Strategic Planning/Continuous Improvement --The teacher participates in the development and implementation of the school’s strategic planning and continuous improvement process.

Function 5H: Teacher Leadership -- The teacher demonstrates leadership by implementing classroom and school initiatives that improve education, as well as by making positive changes in policy and practice that affect student learning.

Function 5I: Ethical Standards -- The teacher models the ethical standards expected for the profession in the learning environment and in the community.

Agreement to Expectations for Student Teaching

Your signature indicates you have read the handbook, understand the guidelines and expectations in the handbook, and agree to abide by them.

------

I acknowledge that I have:

• Read the handbook and understand the guidelines and expectations;

• Have reviewed the evaluations;

• Have reviewed the requirements for my final student teaching portfolio;

• Have reviewed the requirements for my Teacher Assessment Performance (TPA) and aware that the unit will be taught in my first placement and will include a written product and oral presentation.

______Student Teaching Candidate Signature