A Thought for New Teachers to Ponder…….. “I have come to a frightening conclusion. I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt, or heal. In all situations it is my response that decides whether crisis will be escalated or de-escalated and a child humanized or de-humanized.” -- Hiam Ginott Student Teaching • Student teaching is a gradual introduction into the role of a professional teacher… • • • • Be observant Show initiative Ask questions Share ideas and new strategies • The other side of the desk… • Appearance Mannerisms Language A Major Impact on Your Future The next few months… You will be evaluated informally by everyone… Abilities Appearance Attitude and more….grammar, penmanship, etc. Everything counts… First impressions matter! The Ever Important… Tips to a Great Handshake 1. Extend your hand and grip the other person's hand so that the web of your thumbs meet. 2. Shake just a couple of times. The motion is from the elbow, not the shoulder. 3. End the handshake cleanly, before the introduction is over. If you want to count, a good handshake is held for three or four seconds Adapted and taken from: http://www.dummies.com/WileyCDA/DummiesArticle/id-704.html Remember you are a guest in the classroom – If at any time the teacher or administrator no longer wants you in the classroom…you will be asked to leave! All requirements in the remediation plan developed by the department must be met before you are placed again. Calendar Issues • Follow the school’s calendar once you begin student teaching – not SCSU’s for holidays and spring break. • Attend all staff in-service days and scheduled conferences. • CFS and Block 3 students begin student teaching on March 16th. You will be in the classroom through May 8th. • SPED students will receive specific dates and calendar information from SPED faculty during the SPED orientation. Responsibilities of a Teacher Candidate: (complete list in handbook) Follow the Code of Ethics for MN teachers • Provide professional educational services in a nondiscriminatory manner • Protect the health and safety of students • Maintain confidentiality • Use reasonable disciplinary action • Do not falsify or misrepresent records or facts about your qualifications • Do not knowingly make false or malicious statements about students or colleagues Expectations MySpace/Facebook Be careful!! December 4, 2008 Judge Sides With University Against Student-Teacher With 'Drunken Pirate' Photo A federal judge has ruled against a former student who sued Millersville University of Pennsylvania for denying her a degree in education in connection with an online photo of her drinking, The Washington Post reported. The former student, Stacy Snyder, sued Millersville in 2007. A year before, the nearby high school where Ms. Snyder was student-teaching had barred her from its campus days before the end of her semester-long assignment. Prior evaluations had criticized her competence and professionalism in the classroom, the legal decision says, but the school’s discovery of a photograph of Ms. Snyder on MySpace — with the caption “drunken pirate” and a note alluding to her strained relationship with her supervising teacher — precipitated the decision to end her assignment. Taken From: http://chronicle.com/news/article/5614/judge-sides-with-university-againststudent-teacher-with-drunken-pirate-photo?utm_source=at&utm_medium=en What Not to Wear... Check your appearance… Bend over… Squat down… Raise your arms… Lean over… Sit down… If skin shows where it shouldn’t, CHANGE! Other Teacher Candidate Responsibilities Download or purchase the handbook Know the contents and expectations Eligibility! First Aid/CPR (Health, Phy Ed and CFS) Liability Insurance No insurance = No student teaching Course requirements met You must be registered for student teaching! What you need to provide for your supervisor: • Contact Information • Weekly Schedule (if requested) • Reflective journal (electronic or handwritten). Every teacher candidate must maintain a daily journal…university supervisors may vary on how these are used and evaluated • Written and detailed lesson plans • Every teacher candidate is expected to video tape himself/herself teaching as an evaluative tool. Follow district procedures if parental permission is required or if the tape must be erased after a specified period of time. • Evaluation forms (in the handbook) completed before the final conference Lesson Plans (Additional information on handout) • All student teachers are required to prepare lesson plans in a format that is acceptable to both the cooperating teacher and the university supervisor. • Prepare a lesson plan for every lesson you are responsible for teaching. Ideally, you will share the plans with your cooperating teacher two days prior to the lesson. JOB FAIR The Minnesota State Universities Job Fair will be in early Spring at the Minneapolis Convention Center. Contact Career Services for more information Professional Development Conference Tuesday, April 14th at Atwood 8:00 AM to 3:00 PM All student teachers are required to attend. EXCEPTION: Block 3 and CFS teacher candidates attend this conference during their final semester of student teaching. Formal Evaluations • Six formative evaluations will be completed by your university supervisor. (Elem. & CFS three each semester) • Six formative evaluations will be completed by your cooperating teacher. (Elem. & CFS three each semester) • A final summative evaluation will be completed at the end of the student teaching experience by the university supervisor and your cooperating teacher. Evaluations are based on the ability to demonstrate progress on the Standards for Effective Practice for Teachers 1. Subject matter 2. Student learning 3. Diverse learners 4. Instructional strategies 5. Learning environment /classroom management 6. Communication 7. Planning instruction 8. Assessment 9. Reflection/professional development 10. Partnerships 11.Professional Dispositions St. Cloud State University Dispositional Statements These characteristics are based upon the INTASC consortium principles and other resources on effective teaching and reflect the dispositions expected of graduates of the College of Education at St. Cloud State University Each of these characteristics/dispositions may be used to evaluate a teacher candidate: Dispositional Statements • Have a passion for teaching that is evident . • Demonstrate enthusiasm for learning and teaching • Believe all students can learn; respect them as individuals • Enjoy working with children and/or young adults; • Exhibit a commitment to understanding how children learn and develop • Value the contributions and needs of diverse learners • Understand the need to create a positive learning environment • Value active inquiry, reflection and problem-solving as student skills • Value working collaboratively with school colleagues, parents, the community and students • Believe that instruction should be linked to standards, curriculum and students • Value ongoing assessment strategies • Examine actions continuously as a reflective practitioner and believe in life-long learning • Have an openness to constructive criticism • Have a strong work ethic and a mature, professional demeanor. (Some information was adapted from materials created by John Hopkins University) QUESTIONS? PART TWO CRITICAL ISSUES FOR ALL EDUCATORS Fran Umerski Director of Office of Clinical Experiences Six Important issues that impact all teachers • • • • • • Data Privacy Boundary Issues Personal Relationships Child Abuse Cultural Competence School Safety Taken From: (Education Minnesota, Classroom Essentials 2007-08) Data Privacy Issues: Keep student information private Much of the information you will deal with is private educational data on students and is protected by both state and federal privacy laws. Sharing information when there is no valid educational reason for doing so may subject you to discipline by the district and to civil liability. When discussing students with colleagues, ask yourself whether the discussion is really necessary to provide educational services to the student. Do not discuss individual students outside the school setting. Be sure volunteers in your classroom know they must keep information on students private. •Do not release information •If you can’t release something in written form, you can’t release it orally. •Do not list the names of top scorers or students who need to turn in work. •Do not post students’ work on your class Web site unless you have their parents’ permission. •Ask if your district allows you to display photos of students or send home videos of students. •If in doubt, when asked for information, withhold the requested information until you check with your principal. •If anyone questions you about a student, respond simply that the information is private student data and that you cannot discuss it. Boundary Issues “Don’t let allegations of inappropriate touch ruin your career” It’s sad but true. Every year a dozen or more Minnesota teachers on average are accused of inappropriate touch. Even when the charges are proven false, the impact on you personally, your career and your colleagues can be devastating. Be aware of, and sensitive to, physical and emotional boundaries. Remember, you are not your students’ friend—you are their teacher. Let professional counselors and psychologists assist them with emotional issues. Here are some ways to reduce the risk of being accused: Avoid physical horseplay with students. Don’t let students sit on your lap. Do not meet with students alone in a closed setting. If you are male, be especially careful. Regardless of gender, if you teach fifth grade or above, avoid touching any students unless absolutely necessary. Avoid personal notes to students unless they deal solely with educational matters. Be especially careful with e-mail, MySpace websites, and instant Internet and text messages. Use extreme caution when meeting with students in non-school settings, especially when other adults are not present. You should always have parent and district approval. Never use physical force to punish a student. Personal Relationships… • AVOID… • Not Acceptable… • Teachers “in the news” • You WILL lose your license! • They did! Child Abuse “Teachers must report suspected abuse” If you know or have reason to believe that one of your students has been the victim of child abuse or neglect, Minnesota law requires that you report it It is not sufficient to simply report it to the administration. The law also provides you with immunity for reports made in good faith. If you are unsure, you should err on the side of reporting and leave the investigation to the proper authorities. One sign or symptom may not necessarily indicate child abuse, but some clues might lead you to suspect it: has a pattern of unexplained injuries or an inordinate number of “explained” ones inappropriately dressed for the season habitually late or often absent arrives early and leaves late because he or she is reluctant to go home unusually fearful of adults or other children goes to the bathroom with difficulty or has trouble sitting constantly tired or shows evidence of malnutrition Cultural Competence “The ability to work effectively across all cultures in a way that acknowledges and respects the culture of the person or organization being served.” (Hanley 1999) “If there is a lack of a close fit between the primary cultures of teachers and students, students are at risk for school difficulties.” (Cooper, 2002) Teachers Should: •Respect cultural differences •Believe all students are capable of learning •Have a sense of efficacy •Know the cultural resources that students bring to school •Be aware of the culture of their classroom •Implement an enriched curriculum for all students •“Build bridges between instructional content, materials, and methods, and the cultural background of their students.” (Cooper, 2002) •Be aware of cultural differences when evaluating students •Be aware of their OWN culture in the classroom SCHOOL SAFETY “Help provide a safe learning environment” Statistically, public schools are one of the safest places for children. But it is still essential to be prepared for the possibility of violence or other life-threatening emergencies. Where do you start? Familiarize yourself with your district’s crisis management policy. Make sure you receive training in crisis procedures, including opportunities to practice the procedures with students present. Know your school building Know the staff and other adults authorized to be in your school. Pay attention to warning signs that a student could become violent. Help foster a safe and respectful environment in your classroom and school. For additional assistance, you can access Education Minnesota’s Crisis Response Team through your building representative or local president. QUESTIONS?