DEPARTMENT OF
MIDDLE AND SECONDARY EDUCATION
Field Experiences Handbook
Practicum I, II and III
College of Education Building
30 Pryor Street • Suite 600
Atlanta, GA 30303
Phone 404-413-8060 • Fax 404-413-8063
Fall and Spring Semesters
2014-2015
Note: This Handbook is to be used in conjunction with the course syllabi for Field Experiences.
Table of Contents
Handbook Purpose
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3
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Mission of the Department of Middle and Secondary Education
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3
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Georgia State University Educators Conceptual Framework
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4
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The 10 InTASC Standards
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4
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Welcome Letter for Teacher Candidates
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6
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Preparing for Field Experiences
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7
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Phases of Practicum I
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10
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Phases of Student Teaching
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10
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Responsibilities Regarding Grades and Program Continuation
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11
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General Responsibilities of the Teacher Candidate
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12
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Roles and Responsibilities of the Mentor Teacher
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13
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Roles and Responsibilities of the University Supervisor
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14
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Policies
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15
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Professional Conduct and the Georgia Code of Ethics for Educators
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18
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Certification Requirements and Procedures
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19
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Handbook Purpose
The purpose of this handbook is to describe the processes and procedures of the Department of Middle and Secondary Education for the field experiences associated with the initial teacher certification programs offered by this department. This handbook will offer guidelines for the teacher candidate, mentor teacher, and GSU university supervisor.
Mission of the Department of Middle and Secondary Education
The Department of Middle and Secondary Education prepares educators and other professionals in career and technical education, language and literacy education, learning technologies, mathematics education, middle childhood education, science education, and social studies education. Our acclaimed faculty are among the leading researchers and teachers in their fields. They come from many countries around the world and are committed to bettering the human condition.
Our mission is to engage in research, teaching, and service in urban environments with people from various cultural, ethnic, and linguistic backgrounds. We work collaboratively with people in schools, communities, and organizations in metropolitan Atlanta and around the world. We are committed to innovation and creativity and to pushing the boundaries of knowledge and practice.
We strive to realize our vision of pluralism, equity, and social justice where individuals have equal access to meaningful learning opportunities throughout their lives and the chance to apply their knowledge and skills for the greater good.
Join us in making a difference!
Georgia State University Educators Conceptual Framework
“Preparing informed, empowered, committed, and engaged educators”
Vision:
The vision of the Georgia State University (GSU) Professional Education Faculty (PEF) is to provide international leadership in educational research and to create and implement exemplary educational programs in metropolitan areas. The PEF envisions a world that embraces diversity; where social justice, democratic ideals, and equal opportunity can be increasingly enacted; and where technology is used to enhance opportunities for human development. The PEF believes that all people should be lifelong learners.
Mission:
The GSU PEF represents a joint enterprise within an urban research university between the College of Arts and Sciences and the College of Education, working in collaboration with P-16 faculty from diverse metropolitan schools. Grounded in these collaborations, our mission is to prepare educators (i.e., teachers and other professional school personnel) who are:
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informed by research, knowledge and reflective practice;
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empowered to serve as change agents;
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committed to and respectful of all learners; and
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engaged with learners, their families, schools, and local and global communities.
Assessment of the Student Teaching Experience
The field of education has generally accepted principles that guide effective teaching. MSE’s programs employ either the 10 standards established by the Interstate Teacher Assessment and Support Consortium (InTASC), or The Georgia Framework for Teaching. These sets of standards are applicable for teachers of all disciplines and all levels from pre-school to grade 12, and are used for portfolios and evaluations.
The InTASC Model Core Teaching Standards (updated 2012)
The Learner and Learning
Standard #1: Learner Development
The teacher understands how children learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.
Standard #3: Learning Environments
The teacher works with learners to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Content Knowledge
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
Standard #5: Innovative Applications of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues.
Instructional Practice
Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher's ongoing planning and instruction.
Standard #7: Planning for Instruction
The teacher draws upon knowledge of content areas, curriculum, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.
Standard #8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.
Professional Responsibility
Standard #9: Reflection and Continuous Growth
The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.
Standard #10: Collaboration
The teacher collaborates with students, families, colleagues, other school professionals, and community members to share responsibility for student growth and development, learning, and well-being.
Welcome Letter for Teacher Candidates
Dear MSE Teacher Candidate:
This year, you will begin the final phase(s) of preparation for earning your teaching certification in the state of Georgia. Working as an intern during practicum I and then as a student teacher in practicum II/III or as a provisionally licensed teacher under supervision is an important and exciting aspect of your teacher preparation. During this time, you will draw upon the coursework in your program to learn important aspects of teaching: planning, instruction, assessment, equity and diversity, and the integration of technology in instruction. During this year, you will implement ideas and strategies and draw upon methods of teaching and learning that you have fine-tuned throughout the previous courses in your program of study.
Becoming a strong and committed educator is a lifelong endeavor. As you continue your inquiry into becoming the best teacher possible, you will continue to build a network of colleagues and a collection of materials that will assist you in teaching your specific content area(s). In your pursuit to become an independent, productive, creative, and lifelong learner, you will not only provide good instruction, but also you should be open to constructive feedback from your
university supervisor, mentor teacher, and your students. Be thoughtful about this feedback as well as the instructional and pedagogical decisions you make, taking into consideration students’ diverse backgrounds, interests, and talents.
As a reflective practitioner, you must be consciously aware of your short-term and long-term choices. Talk openly with your mentor teacher, colleagues, and university professors about plans that you have, ideas that you would like to implement, and issues that you have regarding student performance and behavior. Every day is important to a student’s learning, and you must be prepared for every challenge that lies ahead.
Your mentor teacher, university supervisor, and colleagues are here for you. We anticipate a successful experience this year, and we expect to hear good reports of your teaching and professionalism. If you need any assistance outside of your university supervisor, please do not hesitate to call on one of us.
Enjoy, reflect, and grow!
Sincerely yours,
Dana L. Fox, Ph.D. Mary Ariail, Ph.D.
Chair Associate Chair
dfox@gsu.edu mariail@gsu.edu
404-413-8383 404-413-8382
Preparing for Field Experiences
Field experiences are the culminating activity of your initial teacher certification program. They provide an opportunity for you to apply the initial skills you have acquired as you work in a supervised educational setting. At all times, you should be aware of how you will best represent our university, the profession, and yourself. Your punctual attendance and appropriate dress, cooperative and polite demeanor, assertive and innovative participation, and regard and patience for the day-to-day challenges of teaching are keys to a strong performance and evaluation. Primary responsibilities for teacher candidates are planning, teaching, managing, and assisting in assigned classroom(s). Teacher candidates will work individually with their mentor teachers to negotiate a reasonable schedule of responsibility.
Regardless of the grade level, subject, or setting, teacher candidates are given opportunities to
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apply skills, knowledge, technological tools, and beliefs learned in the teacher education program in a classroom setting;
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use principles, materials, and methods of teaching in a manner that fosters cognitive and affective growth for all students;
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develop communication, interpersonal, and intercultural skills that enhance teaching ability;
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develop and refine a philosophy of education;
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learn about the structure of schools, their place in the community, and the issues facing students, educators, families and schools;
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observe, interact with, and learn from school and community personnel, including teachers, media specialists, counselors, social workers, caregivers, and administrators;
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participate in the full life of a school, including extra-curricular activities, parent/teacher conferences, departmental and faculty meetings, and other activities involving faculty members;
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examine and implement school curricula, learn how curriculum changes occur, and reflect on curricular issues.
The complex dynamics of field experiences include a professional commitment and responsibility to the school district, the mentor teacher, and the students within the classroom. The field experiences in the program are based upon a three-way partnership that includes the teacher candidate, the mentor teacher , and the Georgia State University supervisor. The partners join together to help the teacher candidate grow and mature as a developing professional educator.
Field Placements
The Office of Field Placements, located on the third floor of the College of Education, is responsible for placing all preservice teachers through the respective school system county offices. Since the field-based component in our teacher education program is one of graduated responsibility, we structure the experiences (Practicum I, II & III) to build upon previous semesters and course information. For this reason, we have established guidelines to give teacher candidates the best in-depth opportunity to develop and refine their instructional competencies.
Background Check for Field Experiences
Students applying for any teaching field experience placement in the state of Georgia must undergo a criminal background check, and therefore, GSU requires all teacher education candidates to complete this obligation prior to being assigned a field placement.
Liability Insurance for Field Experiences
TORT liability is strongly suggested for all field experiences. Teacher candidates should provide proof of insurance coverage to the Office of Field Placements before participating in field experiences.
Orientation Session for Teacher Candidates
Before reporting to the school site, teacher candidates are required to attend an orientation session on the GSU campus. Separate orientation sessions are held for Practicum I (internship) and Practicum II/III (student teaching). The Associate Chair and other faculty and/or staff will facilitate each session. Each session will be video-recorded for provisionally-licensed teachers.
First Day at School Site
On the first day of each field experience, the teacher candidate should proceed to the main office and verify the sign-in and parking procedures at the school. School administrative staff in the main office will direct the teacher candidate to either the mentor teacher’s classroom or to the administrator in charge of placements for the school.
Within the first 2-3 days the teacher candidate should make arrangements with the mentor teacher to view the short welcome video and to show the mentor teacher where they can access all the necessary information for the field experience.
Within the first 2 weeks – Three-Way conference
A three-way conference involves the teacher candidate, the mentor teacher, and the university supervisor. This conference should take place within the first two weeks of each field experience. The form, which can be found in the Resources document for field experiences, must be completed by the teacher candidate and submitted via LiveText showing a three-way conference has taken place.
Important Note
If a teacher candidate’s performance indicates areas of concern at the mid-point of either field experience (practicum I, II or III), another three-way conference should be scheduled, and additional observations may be required. In addition, an action plan may be developed with the program coordinator, the associate chair and the university supervisor in an effort to help the teacher candidate to complete the field experience.
At the request of any of the three members of the triad, a three-way conference can be scheduled at any time during field experiences.
Field Experience Requirements:
Practicum I Requirement
Regular MAT interns are expected to be in their assigned classroom twenty (20) hours per week for the duration of the practicum I field experience. Most interns fulfill their field experience from approximately 8:00am – 12:00pm, Monday – Friday. BSE and BS interns are required to be in their assigned classroom a minimum of 16 hours per week for the duration of the practicum I field experience. Based on their GSU course schedule, the intern can make arrangements with their assigned mentor teacher and must inform their university supervisor of the agreed-upon schedule within the first week.
Student
Teaching Requirement
All student teachers are required to be at their assigned school for the entire school day for the 14-week period of time. Student teachers will follow their assigned county school calendar for spring break and will NOT take the GSU spring break. Student teachers are required to be at their assigned school on the same days that their mentor teacher is present, which includes teacher work days. Any deviations from this schedule (including study-abroad experiences) must be approved by the program coordinator the semester BEFORE the field experience.
PEIS and PAW
All teacher candidates (both interns and student teachers) are required to attend the fall and spring advisement sessions offered during Professional Advisement Week (PAW). All interns in Practicum I (except provisionally-licensed teachers) are required to attend the Professional Education Induction Seminar (PEIS) held during Fall semester.
Professional Development Seminars
All teacher candidates (except full-time, provisionally-licensed teachers) are required to attend professional development seminars throughout Practicum I and Student Teaching. These seminars are held approximately once per month. Unexcused tardiness or absence from a required seminar will result in a grade reduction for the field-experience course.
Hours spent at required seminars may be counted on the time sheet for the week in which the seminar takes place. Candidates may count four hours for a Practicum I seminar or PEIS seminar, or eight hours for a Student Teaching seminar.
Phases of Practicum I (EDCI 4600 or EDCI 7660)
Interns in middle level education (MAT and BSE) will spend the first four weeks of Practicum I at an assigned elementary school in grades 4 or 5 and will then move to a middle school for the remainder of Practicum I. (Placement dates may vary for students enrolled in the Dual Certification program for the BSE.) Interns in ESOL will spend the first six weeks of Practicum I in their assigned school and will move to their second assignment during week 8 for the remainder of Practicum I. All interns who change placement sites will participate in a second three-way conference with their newly assigned mentor teacher and their GSU university supervisor within the first two weeks of the second placement. All secondary interns will be placed at a middle school for the entire 14 weeks of Practicum I.
For each placement, the intern will create a weekly schedule, indicating the days and times s/he will be at the school. The schedule must be submitted to the university supervisor and the mentor teacher by the end of the first week of the placement. Students who have more than one placement should submit a new form for each placement (even if the hours remain the same). Once the weekly schedule is submitted and approved, the student must not vary from the schedule without written approval from the supervisor.
The intern should become familiar with the classroom and students, observe management strategies, examine texts and materials, observe and discuss lessons, assume administrative and procedural tasks in the classroom, and complete and submit all written assignments by the dates posted in LiveText.
The intern should observe other teacher’s classrooms throughout the field experience and submit required reflections/assignments.
With assistance from the mentor teacher, the intern will submit detailed written lesson plans and teach two lessons during the semester. The intern may elect (with approval from the mentor teacher) to teach additional lessons. At least two of the lessons will be observed and evaluated by the university supervisor.
Additional expectations are for the intern to assist the mentor teacher with classroom responsibilities, observe additional classrooms, and complete the edTPA assessment and other assignments described in the syllabus.
Phases of Student Teaching (EDCI 4700, EDCI 4750, or EDCI 7670/7680)
The student teacher is required to be at the assigned school for the same time that the mentor teacher is required to be at school, a minimum of eight (8) hours per day, five (5) days per week for the full 14 weeks of student teaching. Students must not take on any responsibilities (e.g., part-time jobs, classes, doctor’s appointments, etc.) that would require them to leave the site during school hours.
Throughout the student teaching semester, the teacher candidate should become familiar with the classroom and students, plan with the mentor teacher, observe management strategies, examine texts and materials, observe and discuss lessons, and assume administrative and procedural tasks in the classroom. The student teacher should work with the mentor teacher to take on full teaching responsibilities for a minimum of four weeks. After the full-time teaching phase, the teacher candidate should continue to actively participate in the classroom and to work collaboratively with the mentor teacher.
Responsibilities Regarding Grades and Program Continuation
If at any time during either field experience, concerns about grades, teaching performance, behavior, or dispositions of a teacher candidate are reported by the mentor teacher or other school site personnel (e.g., principal), university supervisor, program coordinator, or program faculty, the following steps shall be taken:
The program coordinator and/or the university supervisor will prepare (or collect from those reporting the matter) a written description of the concern. The program coordinator or university supervisor will determine whether the matter can be reasonably addressed by having an informal conversation with the teacher candidate or if the incident or series of incidents are serious enough to require a formal meeting with the teacher candidate.
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If it is determined that the matter can be addressed by meeting informally with the teacher candidate, then a hard copy of the written description and summary of informal conversation with the teacher candidate will be placed in their file in the department.
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If it is determined that a formal meeting is needed, the department will schedule the meeting to be attended by the teacher candidate and the following university administrators: the coordinator of field experiences, university supervisor and/or the program coordinator, the chair and/or associate chair of the department.
Prior to the meeting, the teacher candidate will be given a copy of the written description of the grades, teaching performance, behavior, or disposition that gave rise to the concern. At the meeting, all parties involved in the matter including the teacher candidate will be encouraged to present their perspectives and to discuss a remedy. The teacher candidate may choose to bring an advisor but only the parties directly involved in the matter and the department administrators will be allowed to participate in the discussion. An action plan designed to facilitate the teacher candidate's ultimate success in the program may be developed in which case the teacher candidate will be required to follow all provisions of the plan for the specified period of time. Once developed, the action plan should be signed by all meeting participants and a hard copy of the signed plan will be placed in the teacher candidate’s file in the department and an electronic copy placed in a LiveText document that is shared with the teacher candidate and all department faculty/administrators involved in the meeting. A teacher candidate’s failure to follow the plan may result in an unsatisfactory grade for the course(s) and possible dismissal from the teacher preparation program.
Teacher candidates must make a grade of B or higher in all practicum teaching courses. Teacher candidates who make a B- or lower may request a meeting with a committee of at least two faculty members in the teacher candidate’s program and the MSE chair and/or the associate chair, who will review the student’s record and decide when and if the student will be allowed to repeat the course(s). The request for review must be made no later than one semester following the failed course. If the teacher candidate is allowed to repeat the course, the committee will develop a mandatory action plan that must be followed during the repeated field experience course. The action plan must be signed by the teacher candidate and the members of the review committee. The teacher candidate must submit a written application for practicum placement to the Office of Field Placements at least six (6) weeks prior to the beginning of the repeated practicum semester. If the teacher candidate fails to meet all requirements of the action plan, he or she may be dismissed from the program even if all other course requirements are met.
The practicum supervisor has the authority to withdraw students from a classroom experience if the students’ performance constitutes a detriment to the students in the class, and if such removal is necessary, the student will be given a grade of “F” for the course.
If during either field experience a teacher candidate is removed from his/her assigned school at the request of the mentor teacher, school administration or county office, an alternate placement is not guaranteed for the teacher candidate to complete the field experience course.
General Responsibilities
of all Teacher Candidates (interns and student teachers) -
Be prepared for school each day.
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Adhere to the daily work schedule of the syllabus in conjunction with the mentor teacher.
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Be a good role model to students in appearance, dress, language use, and behavior.
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Be open-minded about the policies and procedures of the mentor teacher and respect them.
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Volunteer to help with activities when you recognize a need exists; i.e., routine duties, housekeeping duties, and other ways you can help within the class.
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Gain an understanding of the rationale behind specific units and lessons.
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Work cooperatively with the mentor teacher in designing lessons and provide the mentor teacher with your lesson plans and supporting materials well in advance of your teaching.
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Actively seek feedback from the mentor teacher.
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For each observation of your teaching, be sure to have available a written copy of your lesson plan, hand-outs, and any other materials that will be used during the lesson you are teaching.
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Prepare a place for your supervisor to sit during an observation.
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Actively seek feedback from your university supervisor.
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Communicate proactively, regularly and honestly with your university supervisor.
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Ask for help whenever you need it.
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Respond within 24 hours to GSU email requests or phone contacts from your university supervisor.
Roles and Responsibilities of the Mentor Teacher
Mentor teachers play an important role in the teacher education program, working closely with interns and student teachers on a daily basis in the classroom and the school. Mentor teachers must be certified in the area in which the teacher candidate is seeking certification. Mentor teachers should be interested in working with teacher candidates, serve as models of successful teaching, and allow a teacher candidate to experiment with a range of teaching methods and styles.
Teacher candidates come to their field experience with strong preparation in the content in which they seek certification; however, most teacher candidates have had limited experience in taking on complete responsibility for a classroom. Mentor teachers help guide teacher candidates in developing competence in the process of planning, teaching, and assessing students in the classroom setting.
Expectations for the Mentor Teacher:
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View the orientation video that includes the expectations for teacher candidates and mentor teachers.
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Participate in three-way conferences with the teacher candidate and the university supervisor.
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Work with the university supervisor to provide the teacher candidate with feedback and problem-solving strategies to enable them to continue to develop throughout the semester.
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Discuss with the university supervisor the goals, strategies for supervision, and the teacher candidate’s development.
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Provide the teacher candidate with opportunities to teach and practice new pedagogical approaches, according to the teaching requirements for Practicum I and Student Teaching.
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Become familiar with the Department of Middle and Secondary Education’s expectations of teacher candidates and the assessment forms.
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Complete the GSU program evaluation survey (link to survey will be sent from GSU).
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Provide adequate workspace and storage for personal items for the teacher candidate.
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Aquaint the teacher candidate with school policies, procedures, schedules, and routines.
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Introduce the teacher candidate to other faculty, staff, and students.
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Define the extent of the teacher candidate’s authority and responsibilities.
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Coordinate the teacher candidate’s work in the classroom, with the goal of gradually increasing their responsibility.
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Work with the teacher candidate, as needed, to develop lesson plans, activities, and methods of student assessment.
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Model exemplary teaching and management practices.
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Confer regularly with the teacher candidate on his or her progress and discuss ways to strengthen and improve his or her preparation and teaching.
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Observe the teacher candidate on a regular basis and provide verbal and written feedback.
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Ensure that a certified teacher or substitute is present at all times in the classroom. Teacher candidates are not permitted to have sole responsibility for pupils at any time!
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Communicate frequently with the university supervisor to support and evaluate the teacher candidate.
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Report any concerns about the teacher candidate immediately to the university supervisor or coordinator of field experiences.
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Contact the university supervisor immediately if the teacher candidate is excessively tardy or not present at school on the assigned day.
Roles and Responsibilities of the University Supervisor
The university supervisor is responsible for coordinating, overseeing, and mentoring and assessing the teacher candidate during field experience(s). The university supervisor serves as a liaison between the Department of Middle and Secondary Education, the teacher candidate, the mentor teacher, and the school. The university supervisor (a regular member of the faculty of the MSE department or a part-time instructor) must have a master’s degree or higher in education and experience as a classroom teacher. University supervisors maintain close contact with the program coordinator and with the faculty member teaching the curriculum and methods courses, conferring with either and/or both of these faculty members during the semester regarding the development of the teacher candidate with whom they are working. The initial teacher preparation (ITP) faculty and the university supervisors meet regularly with the associate chair to discuss areas of common concern or interest, and to provide feedback regarding the progress of the field experience(s).
The university supervisor is a critical source of information and support during the field experience(s). Teacher candidates who experience any difficulties in their school assignments or are facing other personal or academic problems that affect their ability to function effectively in the classroom should discuss these matters with their university supervisors. The university supervisor will initiate a student support meeting with program faculty, if necessary.
General Responsibilities
Attend orientation meetings at the beginning of each semester and regularly scheduled monthly meetings for university supervisors.
Attend workshops, as needed, to become proficient in the use of local evaluation rubrics for the edTPA or other assessments related to field experiences.
Maintain a current LiveText account; become thoroughly familiar with the use of LiveText in relation to field experiences; support teacher candidates’ in submitting assignments correctly in LiveText.
Conduct a three-way conference with the teacher candidate and the mentor teacher within the first two weeks of each field experience to discuss and coordinate responsibilities, roles, and requirements. The three-way conference will be repeated at each new field placement site throughout the two semesters.
Follow up to ensure that the mentor teacher has watched the orientation video for mentor teachers regarding program goals, strategies for supervision, and cycles of the teacher candidate’s development. They will also complete the form that will be the basis for the three-way conferences.
Use a clinical model of supervision and observe the teacher candidate in the classroom two (2) to four (4) times (variable per semester syllabus) during the semester. Each observation will be followed by a conference during which the teacher candidate and university supervisor reflect on the observed class and make plans for future student work. If it is not possible for the university supervisor and the teacher candidate to meet immediately afterwards, an alternative session should be scheduled within the next 48 hours. The supervisor will also meet with the teacher candidate at other times, as needed, to work on planning, management, student assessment, etc.
Evaluate assignments and submit grades for each assignment within one week or less from due date or submission date.
Complete rubrics for all edTPA assignments and for Key Assessments that are embedded in the LiveText courses for Practicum I and Student Teaching.
Facilitate growth and development by offering suggestions to the teacher candidate.
Develop rapport with the teacher candidate and a collaborative approach to supervision.
Attend action plan meetings if needed and follow up with teacher candidate to ensure requirements of the action plan are met.
Review the policies, expectations, and administrative tasks of the field experience.
Communicate and collaborate frequently with the mentor teacher to support and evaluate the teacher candidate’s teaching experience.
Confer with the mentor teacher about the teacher candidate’s strengths and needs and work with the mentor teacher and teacher candidate to devise strategies for growth and development.
Respect the mentor teacher’s authority in their classroom.A university supervisor’s role is to offer constructive suggestions to the teacher candidate, not to evaluate the mentor teacher’s style, strategies, classroom management or teaching techniques.
Policies
Attendance and Timeliness
All interns must be present in the assigned school or in alternative designated sites (e.g., GSU seminars, or approved professional conferences) for the designated practicum dates and are expected to be prompt and in attendance each day of the field experience. For the duration of Practicum I, MAT interns must log in a minimum of 20 hours per week, with at least three days at the assigned school. BSE and BS interns are required to log in 16-20 hours per week. All interns will work out their schedule with their mentor teacher and provide a copy of the schedule to the university supervisor within the first week of placement.
During the student teaching semester, the teacher candidate is required to attend and participate in faculty and other school-related meetings and to observe additional classes during field experience(s) in order to become familiar with the entire school program. The teacher candidate is expected to attend parent-teacher conferences and all faculty professional development sessions.
During field-bases courses, 100 % attendance is required. If unavoidable circumstances cause
you to be absent or tardy, you must contact the mentor teacher and university supervisor immediately and confirm that they aware of your circumstances. In addition, you must make up any time missed.
There are no excused absences for students in field placements; all absences must be made up. Please note that teacher candidates are responsible for all assignments that are due during an absence. With approval from program faculty, teacher candidates may be allowed to participate in selected professional activities (e.g., job fair, interviews for teaching positions, professional conferences, etc.). Such professional activities are not considered absences and do not have to be made up.
School Calendar
The teacher candidate follows the school district’s academic calendar rather than the GSU calendar. This includes holiday schedules and spring break. It is important to plan for the spring break schedule of the mentor teacher as it may not be the same as GSU’s spring break schedule.
Dress and Conduct
Teacher candidates are expected to consult and follow the official dress code in the county or school in which they are working. Teacher candidates should always dress and present themselves as professionals. The following types of attire are prohibited: sweat pants or sweat shirts/hoodies, shorts, tank tops, bare midriffs, halter-tops, low-cut shirts and blouses, short skirts, clothing with holes, clothing/jewelry that depicts inappropriate images or texts, flip-flops, and excessive jewelry. Additionally, teacher candidates should always be well groomed and should pay close attention to personal hygiene. If a teacher candidate has questions about how to dress in a particular situation, he/she should seek the advice of the university supervisor or mentor teacher.
Teacher candidates are considered to be developing professional educators and must act accordingly. Professional behavior includes demonstrating respect for students, peers, and professional educators. It includes adaptability in responding to the challenges of teaching and of learning to be a good teacher. It includes demonstrating a spirit of inquiry, initiative, enthusiasm, and cooperation in fulfilling the responsibilities for this experience.
Teacher candidates should avoid any situation that might elicit participation in unprofessional discussion or behavior. This includes personal web pages that could be accessed by students.
Policy Regarding Student Teachers as Substitute Teachers
If a mentor teacher is absent, the teacher candidate
may not serve as the substitute teacher. A substitute teacher, hired and coordinated by the school, must be in the room with the teacher candidate. The teacher candidate may continue planned instructional activities. However, the substitute teacher is officially in charge of the classroom.
Technology Etiquette
Teacher candidates may not use electronic devices (including laptops, cell phones and computers) for personal reasons during the field experience. Cell phones must be turned off during instructional time except when used for instruction-related activities (e.g., Socrative). Teacher candidates must refrain from using the Internet for personal use during instructional time (this applies to activities such as text messaging, IM’s, MySpace, Facebook, etc.) as this distracts the teacher candidate, the mentor teacher and the students.
Teacher candidates should not provide personal contact information of any kind to students.
Email Policy
The field placement(s) semester is fast-paced and complex. The semester involves a large support network that includes GSU faculty and staff, the university supervisor, the mentor teacher, the faculty and staff at the school site, and others. Therefore, teacher candidates are required
to communicate in a prompt, positive, and reflective manner via email or in person. Your diligent response to the many demands that will be presented this semester is part of your professional growth and role. Students are expected to check their GSU email account at least once per day in order to stay current with University-related communications, recognizing that certain communications may be time-critical. GSU email is used as a regular means of communication during the student teaching semester, including those students who are provisionally certified.
Messages will not be sent to personal email accounts, and messages received from personal email accounts may not be received or answered by GSU faculty or staff..
Pathways for Communication
Teacher candidates should work with their mentor teacher to learn local school policies. This handbook is an excellent source of information as well. One important policy involves knowing who to contact when information is needed, or if a situation needs to be resolved. The teacher candidate should contact his/her mentor teacher and university supervisor first with any questions or problems related to the field experience. If further assistance is required, the teacher candidate should contact the program coordinator. Under no circumstances, should the teacher candidate contact the dean of the College of Education, or the president of the university without the approval from the chair or the associate chair of MSE. We strive to maintain a positive relationship with the schools and mentor teachers, so it is essential that teacher candidates go about problem-solving in a respectful and appropriate manner.
Dealing with Problems
The best way to deal with problems is to address them immediately. Teacher candidates should let their university supervisor know as soon as possible if they experience any issue that would affect their performance during the field experience. The university supervisor will help the teacher candidate to work through the problem. Over-scheduling will not be regarded as an emergency or as grounds for special treatment. Teacher candidates who do not follow requested procedures or school policies may be asked to withdraw from student teaching.
University Policies
Teacher candidates should read and be familiar with the Code of Conduct from the GSU Student Guide to University Policies. This Code of Conduct extends to the off-campus field experience(s). The Code of Conduct can be found at
http://codeofconduct.gsu.edu/
Academic Honesty
The Georgia State University Academic Honesty Policy applies to the field experience(s) just as it does to all Georgia State University classes. For more information see: http://www2.gsu.edu/~wwwfhb/sec409.html
Students with Disabilities
It is the policy of Georgia State University to adhere to the letter and spirit of the Americans with Disabilities Act of 1990 and Section 504 of the 1973 Rehabilitation Act. To assure such compliance, the Office of Disability Services (ODS) was instituted. Accommodations for students with disabilities: Georgia State University complies with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. Students with disabilities who seek academic accommodations must first take appropriate documentation to the Office of Disability Services locate in Suite 230 of the New Student Center.
Course Load while Student Teaching
A full load is 12 hours for undergraduate students and 9 hours for graduate students. Although it is not recommended, during the student teaching semester (EDCI 4700, 7450, 7670/7680) the maximum credit hours a student may take is 15 hours for undergraduates and 12 hours for graduates (including the practicum II/III course). Additional hours require written consent from the program coordinator. In addition, it is strongly recommended that teacher candidates do not hold an outside job during Practicum II and III.
Professional Conduct and the Georgia Code of Ethics for Educators
The Teaching Profession and Ethics
The definition of a profession has two parts, and teaching fits both parts of the definition. First, a profession has been described as a unique body of knowledge with its members possessing specific skills or techniques based on this knowledge. The second part of the definition comes into play when a job or occupation turns into a profession and that is the development of an ethics code. A profession, such as teaching, requires an ethics code because society has a different relationship with a profession than with a commercial enterprise. For example, the public may hold the attitude of “let the buyer beware” when purchasing a washing machine or engaging the services of a repair shop. However, a profession is held to higher standards than a job. As professions developed, people began to expect professionals to be competent and trustworthy and to cause no harm. As with other professions, ethical guidelines are essential to maintain the integrity of teaching.
“Ethics” refers to
a set of guidelines that provide directions for conduct. As with other professions, ethical guidelines are essential to maintain the integrity of teaching. Ethic codes are moral guides that attempt to ensure that skills and techniques are used appropriately. Codes define the principles that spell out the responsibilities and rights of professionals in their relationships with each other and also with the people they serve. Finally, ethic codes delineate the values of a profession.
The Georgia Professional Standards Commission (GAPSC) issues teaching certificates in the state of Georgia, and has adopted 10 ethical standards that must be complied with by all Georgia teachers. The GAPSC is responsible for enforcing the standards and has the power to revoke teaching certificates. Teacher candidates enrolled in field-based courses are expected to know and abide by the Code. Failure to meet the standards outlined in the Code may result in a failing grade and/or dismissal from the program. The
Code of Ethics for Educators, as well as other information regarding ethics, such as reporting violations and disciplinary action can be found at
All teacher candidates must pass the Georgia Educator Ethics Assessment as a requirement for initial certification.
http://www.gapsc.com/Rules/Current/Ethics/505-6-.01.pdf
Certification Requirements and Procedures
In order to obtain your teaching certificate, you must apply for certification with the Georgia Professional Standards Commission (GAPSC). The application for certification can be downloaded from their website at www.gapsc.com. Additional information regarding certification will be provided during your program.
