ࡱ>  bjbj D|||ۜ(8@"?AAAAAA$jenCnCnCezKKKnC?KnC?KKP7 cxD\H+0̷NG^̷̷' K=2:eeJdnCnCnCnC̷ :  MISSISSIPPI VALLEY STATE UNIVERSITY COLLEGE OF EDUCATION FIELD EXPERIENCES HANDBOOK Early Field Experiences Student Teaching MAT Field Experiences and Internship 91첥 Office of Field Experiences 14000 Highway 82 West Itta Bena, MS 38941-1400 Revised Summer 2006 Dr. Augusta Clark, Dean Dr. Jo Anne Heisterkamp, Director College of Education Office of Field Experiences 91첥 91첥 Itta Bena, MS 38941-1400 Itta Bena, MS 38941-1400 (662) 254-3618 (662) 254-3617 91첥 College of Education Student Teaching Handbook The Holistic Transformer: Transforming and developing scholars, reflective thinkers, and responsible professionals who in turn will change and transform the Delta and the society beyond. Preface The field and clinical experience component of the 91첥 teacher education programs is a collaborative effort involving the various constituents in the College of Education and public school communities. It provides teacher education candidates with opportunities to practice and apply acquired knowledge, teaching skills, and affective dispositions as part of the undergraduate program based upon the Conceptual Framework of the College of Education. Students enrolled in a baccalaureate teacher education program at 91첥 are required to complete a focused academic curriculum that includes course work in pedagogy, as well as a series of experiences in classroom-based settings. These experiences begin with structured observations in a classroom setting, and culminate in the student teaching semester, in which the teacher education candidate is responsible for the teaching and learning of students in an elementary or secondary school setting, under the guidance of a mentor teacher and an MVSU supervisor. Students enrolled in the Master of Arts in Teaching (M.A.T.) program participate in a year-long (two semester) supervised internship program, in which they are employed by the school in which they complete the internship. The field experience component of the Valley teacher education student is a result of ongoing and comprehensive collaboration between Valley faculty and the faculty of its partnership schools. The constituents of the field experiences team include School Principals, Mentoring Classroom Teachers, the 91첥 Supervisors, the Director of Field Experiences, and teacher candidates, including early field experiences candidates, student teachers, and MAT candidates. This handbook has been designed to inform teacher candidates and the respective members of the field experiences team of their unique responsibilities to promote a successful candidate experience. Disclaimer This handbook does not constitute a contract between a student and 91첥 either expressed or implied. 91첥 reserves the right to change, delete, or add to any of the content any time and at its sole discretion. 91첥 College of Education Student Teaching Handbook The Holistic Transformer: Transforming and developing scholars, reflective thinkers, and responsible professionals who in turn will change and transform the Delta and the society beyond. TABLE OF CONTENTS I. Preface 2 A. Mission Statement 5 B. Goals and Objectives 5-7 C. Professional Terminology 8-9 II. Early Field Experiences (Baccalaureate programs) 10 A. Introduction 10 B. Procedures for Entry into Schools 10 C. Professional Demeanor 10 D. Classroom Procedures 11 E. Required Field Experiences Activities and Hours 11 1. Phase I 11-12 2. Phase II 12-14 3. Phase III 14-18 4. Phase IV 19 III. Student Teaching (Baccalaureate programs) 20 A. Introduction 20 B. General Prerequisites for Admission 21 C. Student Teacher Placement 21 1. Criteria for Cooperating Schools 22 2. Certification of Mentoring Teachers 22-23 D. Roles and Responsibilities of the Student Teacher 23-26 E. Roles and Responsibilities of the Mentor Teacher 26-29 F. Roles and Responsibilities of the MVSU Supervisor 29-31 G. Roles and Responsibilities of the Director of Field Experiences 31 H. Expanded Sequence of Activities for Student Teachers 32-35 I. Absences 35 J. Withdrawal from Student Teaching 36 K. Removal from Student Teaching 36 L. Appeal Process: Students Right to a Hearing 37-38 M. Common Beginners Errors that Occur During the Student Teaching Ea Experience 38-39 N. Student Teaching Assessment 39-40 O. Professional Assistance Following Graduation 40 IV. Master of Arts in Teaching Field Experience (M.A.T.) 41 A. Phase I 42 B. Phase II 43 C. Phase III 44-45 V. Appendices Appendix A Application for Early Field Experiences Appendix B Record of Early Field Experiences Appendix C Early Field Experience Student Contract Appendix D Memorandum of Agreement Early Field Experience/Student Teaching Appendix E Application for Student Teaching Appendix F Directed Teaching Placement Request Appendix G Payroll Sheet Mentor Teacher Appendix H Absence Request Form for Student Teacher Appendix I Student Teachers Daily Class Schedule Appendix J Weekly Report of Student Self-Evaluation Appendix K Student Teacher Journal/Observation Report/Rubrics Appendix L Videotaped Teaching Session Assessment & Reflective Analysis Appendix M Lesson Plan Rubric and Scoring Guide Appendix N STAI Assessments Documents Including 10-Day Portfolio Appendix O Student Teaching Program Evaluation Appendix P Mentor Teacher Weekly Report Form Appendix Q Mentor Teacher Program Evaluation Appendix R Evaluation of Mentor Teacher by University Supervisor Appendix S Evaluation of University Supervisor by Mentor Teacher Appendix T Evaluation of MAT Internship Experience 91첥 Mission Statement The College of Education approaches its institutional charge and its mission through its connection to the universitys mission of fostering academic excellence and providing high quality educational opportunities for students with diverse levels of academic preparation. Consistent with the institutions purpose as a liberal arts and teaching institution, the units mission is to prepare candidates to teach in elementary and secondary schools, and for leadership and service positions in society. The unit undertakes this charge by developing and offering programs of study designed to produce teachers who demonstrate competence and committment to being competent in their professional fields. Furthermore, the faculty, staff, and administrators in the unit contribute to the units mission by imparting knowledge through excellent teaching, creating new knowledge through research, and fostering creativity and its expression through service to the community. The goals of the 91첥 Teacher Education Program is to produce teachers who exhibit proficiencies in three domains, or outcomes. These domains include the teacher as a scholar (exhibited through the transmission of knowledge to students), the teacher as a reflective thinker and facilitator of learning (exhibited through the transaction of the teaching and learning process), and the teacher as a responsible professional (exhibited through the transformation of individuals and society through the agency of educational quality and opportunity). The following goals and objectives, as related to the College of Educations Conceptual Framework (the teacher as Holistic Transformer), are expected outcomes and proficiencies upon student completion of the 91첥 Student Teaching Program: Outcome: Content Candidate Proficiencies (Knowledge) 1.0 Scholars 1.1 The candidate synthesizes in-depth knowledge of content in specific disciplines with research-based practices in the teaching learning process. 1.2* The candidate addresses and adapts content of the disciplines for use in varying social context. 1.3 The candidate infuses research-based literacy practices in teaching content in all disciplines. 1.4 * The candidate demonstrates theoretical, historical, and philosophical knowledge of multiculturalism through choice of content, visual, auditory, and other aids. 1.5** The candidate identifies appropriate technology for use in the teaching learning process. 1.6 The candidate researches and evaluates formative and summative assessment instruments and strategies. 1.7 * The candidate plans delivery of content using knowledge of the varying ways and factors affecting student learning (i.e. MI, learning disability, languages, learning style). 1.8 The candidate selects and develops instructional materials based on central concepts and tools of inquiry of the discipline. * Diversity ** Technology Outcome: Processes, Skills Candidate Proficiencies (Skills) 2.0 Reflective Thinker and Facilitator of Learning 2.1* The candidate selects appropriate assessment techniques, both formative and summative, to measure student learning. 2.2* The candidate implements instruction that meets the individual needs of diverse learners (i.e. learning styles, multiple intelligences and exceptionalities). 2.3 The candidate analyzes individual student outcomes and makes appropriate decisions for student learning. 2.4 The candidate designs and implements unit and daily lesson plans that promote optimal learning opportunities for each student. 2.5** The candidate infuses/integrates appropriate technology into lessons to enhance student learning. 2.6 The candidate incorporates instructional strategies to develop higher order thinking skills. 2.7 The candidate selects and sues reliable and valid assessments to measure student progress and to adjust instruction. 2.8 The candidate regularly reflects on decisions and practices to improve teaching and learning. * Diversity ** Technology Outcome: Dispositions Candidate Proficiencies (Dispositions) 3.0 Responsible Professional 3.1* The candidate assumes responsibility for helping all students learn. 3.2* The candidate values, respects, and cares for students. 3.3 The candidate collaborates with others to achieve goals. 3.4 The candidate maintains active association with others in the respective field and professional organizations. 3.5 The candidate models professional and ethical behaviors appropriate in an ever-changing and diverse society. 3.6* The candidate demonstrates a commitment to social justice and equality in professional practice. 3.7** The candidate demonstrates openness to the incorporation of new technologies in the teaching and learning process. * Diversity ** Technology Professional Terminology Artifacts: Evidence that reflects or offers proof of accomplishment to be incorporated into a portfolio (see below). Examples of artifacts include: the candidates philosophy of education, Praxis scores and subscores, Adaptive Behavior Plan, STAI document clearance form, specific lesson plans, student work, photographs, etc. Candidates: College students studying to be teachers are often referred to as teacher education candidates, as a way of distinguishing them from P-12 classroom students. At Mississippi Valley, a prospective teacher education student at the undergraduate level becomes a teacher education candidate upon admission to the Teacher Education program. Conferences: These may be formal and informal. Periodic analysis and constructive criticism by the teacher, MVSU supervisor, principal, and teacher candidate are a must for professional growth. Cooperating or Building Principal: The key person in the administration and supervision of a school who assumes the responsibility of the teacher candidates experience. Cooperating School: A public school participating in the field experiences and student teaching program. Corporal Punishment: Physical contact administered with intent to harm. Under no circumstances should a teacher candidate administer corporal punishment. Digital Portfolio (sometimes referred to as an e-portfolio): An electronic repository of the student teachers work that allows the teacher candidate to electronically display lesson plans, audio or video clips, sample student work, online journal reflection, as well as other Web-based materials. Director of the Office of Field Experiences: The University faculty member designated to coordinate and facilitate all phases of the field experiences and student teaching program. Dispositions: The values and attitudes that are held by a professional educator, or a teacher education candidate, that influence his or her effectiveness as a teacher of students. Internship: The two-semester clinical experience required in the M.A.T. program. Mentor Teacher: A certified classroom teacher who is qualified to supervise the student teacher, by having at least a class A certificate and three years teaching experience. Microteaching: Most commonly refers to a single lesson that is taught in a K-12 classroom during early field experiences (Methods classes), based on a lesson plan that has been written by the candidate, and observed and evaluated by MVSU faculty. Observation: A planned experience by which a prospective teacher evaluates a specific activity in a child-based setting. Observations are most often the context in which the first field experiences (Phase I) take place, and are usually followed by discussion and/or analytically observes student performance as a valid means of evaluation. Pre-Service Education: All university work leading to the baccalaureate degree and teacher certification. Portfolio: A collection of artifacts accumulated during the candidates progression of the teacher education process including reflections on the Interstate New Teacher Assessment Consortium (INTASC) Standards. Artifacts may include, but are not limited to, key assessments from required coursework. Praxis Series: A set of tests that must be taken in order to qualify for licensure in the state of Mississippi. Tests are owned and administered by the Educational Testing Service (ETS). In order to be admitted to student teaching or the internship, all Valley education students must have taken and passed the Praxis I (basic knowledge in mathematics, reading, and writing), and the Praxis II subject area test in the teaching area for which licensure is sought. Candidates in the undergraduate programs must also take and pass the Praxis II pedagogy test (Principles of Teaching and Learning) that is designed for the grade level in which they seek licensure. The passing score in all tests has been set by the Mississippi Department of Education. University Supervisor: The University faculty member responsible for guiding, assisting, and evaluating the student teacher in conjunction with the Mentor Teacher. STAI: The Mississippi Student Teacher Assessment Instrument (STAI) based on Interstate New Teacher Assessment Consortium (INTASC) standards. Students: Children or youth attending the cooperating school. Student Teacher: The university student candidate who is admitted into student teaching to participate in final field experiences. Student Teaching: In the undergraduate programs, a 12-week placement in (most often) a single school site, that includes a sequence of teaching experiences performed under the supervision of the Mentor Teacher including: observation, participation in cooperative activities, performance of clerical and other teaching duties, culminating in full-time teaching. 91첥 College of Education Early Field Experiences (Baccalaureate Programs) The Holistic Transformer: Transforming and developing scholars, reflective thinkers, and responsible professionals who in turn will change and transform the Delta and the society beyond. Introduction Planned and sequenced field experiences are a vital component of the undergraduate teacher education programs. Candidates are expected to observe and participate in authentic classroom settings as required by specific courses when completing assigned activities. Candidates are expected to review their daily schedule, determine when they are available to perform observation/participation tasks in the schools and then perform the tasks in cooperation with an assigned classroom teacher or agency supervisor. The Office of Field Experiences makes arrangements for candidates to complete field experiences in the schools. All requested observation/participation reports or components are submitted to the appropriate course instructors. At the conclusion of each semester, it is the responsibility of each candidate to submit all components of each project to the Director of Field Experiences. Procedures for Entry into Schools, Agencies, and Classrooms Entering schools to observe and participate in classroom activities is carefully executed through proper planning and preparation, and requires students to follow formal protocols for appearance and behavior as described in later sections of this handbook. Candidates, professors, and cooperating schools work together to eliminate any possibility that the entry of candidates into cooperating schools may interfere with the teaching or learning process. Professional Demeanor Candidates who are entering schools are representatives of 91첥 and present themselves in a professional manner by adhering to the following: 1. Candidates are expected to be punctual. Cooperating teachers will monitor punctuality. 2. Candidates should always be neat and clean. They should not dress in shorts, or other tight fitting clothing. Visible body piercing and excessive, explicit visible tattoos are not acceptable. 3. 91첥 candidates are role models in schools and agencies and should conduct themselves as mature adults. Inappropriate behavior such as playing or joking at cooperating sites should be non-existent. 4. It is not professional to eat or drink while working with students or faculty of the cooperating school. 5. The use of profanity is strictly prohibited in schools or agencies. Any candidate who uses profanity will be removed from his/her assigned school. 6. Physical or verbal abuse of students is not tolerated. 7. Use of electronic devices such as pagers, cellular telephones are prohibited in schools or agencies. Classroom Procedures Recommended procedures for entering, observing, or participating in the classroom are: 1. Candidates must be able to articulate the reason(s) for the visit to the classroom. 2. Upon arriving at the school or agency, the candidate is to report directly to the principals office. 3. Candidates who drive to the school should park only in spaces that are not marked for someone else. 4. Candidates should take their own observation supplies and tools to the school. Do not borrow from school or agency personnel. Any materials created with supplies furnished by the school are the property of the school and must be left at the school. 5. Candidates should enter the classroom quietly and wait for a signal from the teacher to be seated. If the teacher is talking to a child or group, the candidate is not to interrupt. 6. Since teachers first responsibility is their pupils, candidates should not expect teachers to stop working with pupils at the candidates arrival. 7. As candidates begin to assume the observation/participation assignment they should: Exhibit acceptable personal behavior patterns. Concentrate on listening and seeing. Be objective and sensitive. Demonstrate an accepting attitude. Remain inconspicuous while recording observations (writing accurate and concise notes). Observe professional ethics. Avoid talking to other observers. Avoid laughing aloud at things children do. Avoid sitting on or using the indoor or outdoor equipment. Required Field Experience Activities and Hours The Field Experience Program is divided into four phases. The sequence, rationale, expectations, and evaluations for each phase are discussed below. Phase I is completed in conjunction with ED 280, Introduction to Teaching. Candidates are provided the opportunity to learn by doing through working in a classroom situation. The overall goal of this experience is to help candidates begin thinking of themselves as professionals in the school. While completing Phase I experiences, candidates become familiar with the roles, responsibilities, and professional relationships of teachers. Candidates observe skills and abilities common to all teachers and teaching. Phase I observation and limited participation enables candidates to understand the demands of teaching and whether their interests and abilities are consistent with professional demands. Ten contact hours in a local school are required in Phase I. PHASE I (Prior to being admitted to Teacher Education) Spring/Sophomore Yr. Indicates courses requiring field experience Course/Description Credit EN 102 World Literature 3 ED 280 Introduction to Teaching 3 HI 202 Modern American History 3 ED 214 Early Literacy I 3 ED 301 Instructional Media (Prerequisite ED105) 3 ED 201 Foundations of Education 3 Minimum of 10 Required Phase I Field Experience Hours and structured observation activities through assigned workbook activities (To be assessed in Introduction to Teaching) Elementary Education candidates assigned to a 1st or 2nd grade classroom Math Education, Social Science Education, Science Education, Music, English Education and Health, Physical Education and Recreation Education candidates assigned to a Middle School class in the respective subject area Note: Field Experiences Hours are expected to be completed at an assigned partner school. Verification of completed observation hours and semester activities MUST be turned in to the Director of Field Experiences for documentation. Phase II requires all candidates to be admitted into Teacher Education before they are allowed to continue in the program. These field experiences are performed in conjunction with ED 302, Educational Psychology; ED 305, Test and Measurement; ED 380, Instructional Planning and Adapting Instruction; and SE 325, Survey of the Exceptional Child. By conducting a case study, candidates acquire greater confidence by practicing and reflecting on the professional significance of the principles of learning, motivation, and assessment. A minimum of eight contact hours in cooperating schools are required at Phase II. PHASE II (Must be admitted into Teacher Education) Fall/ Junior Yr Indicates courses requiring field experience Course/Description Credit ED 302 Educational Psychology 3 ED 305 Test and Measurement 3 ED 310 Early Literacy II 3 ED ED 393 Global and Multicultural Ed. 3 380 Instr Plan & Adap Instruction 3 SE 325 Survey of Exceptional Child 3 ED 385 Teaching in Middle and High School (El ED 4-8, Sec Ed Opt) 3 Minimum of 8 Required Phase II Field Experience Hours and the completion of a Case Study of one child (May include observations and conferences with the classroom teacher) Elementary Education candidates assigned to a 3rd or 4th grade classroom Math Education candidates assigned to an Algebra I class Social Science Education assigned to a World History class Science Education assigned to a Biology I class. Music Education candidates assigned to a High School Chorus class English Education candidates assigned to a World Literature class Health, Physical Education and Recreation Education candidates assigned to a High School Physical Education Class A. Component One of Case Study (to be assessed in the Education Psychology class) 1. Visit classroom and describe classroom makeup 2. Describe a unit that is being taught 3. Discuss the learning theory and developmental theories observed . B. Component Two of Case Study (to be assessed in Survey of Exceptional Child) 4. Make an appointment with the teacher 5. Select a special needs child (no names please) and get the background information including academic, emotional, social and developmental information 6. Research and describe the area of special need and write a short paper about all of the childs specific needs C. Component Three of Case Study (To be assessed in the Test and Measurement class) 7. With assistance of the Test and Measurement Instructor and the Classroom Teacher, develop a pretest, ongoing assessment, and a posttest that can measure the students knowledge 8. Discuss accommodations that could be made to the assessment 9. Discuss the future assessment accommodations to use with the student D. Component Four of Case Study (To be assessed in the Instructional Planning and Adapting Instruction class) 10. Develop a lesson plan from the described unit including accommodations for gifted and special needs students 11. Describe how you would use assessment results to modify the instruction Note: Field Experiences Hours are expected to be completed at an assigned partner school. Verification of completed hours and semester activities MUST be turned in to the Director of Field Experiences for documentation. Phase III consists of two semesters during which students complete teaching methods courses. Each methods course requires a field experience consistent with the course content and state certification requirements. Candidates employ classroom management by observing and practicing strategies of preventive management to optimize student learning. Students experience the complexity of the teachers role and responsibilities, gain insight into individual student differences over a period of time, and plan and conduct instruction with the cooperating teacher. A key aspect of this experience is involvement in the entire act of teaching through planning, facilitating learning, and demonstrating varied assessment techniques. Throughout the experience, students assess personal strengths and weaknesses under the guidance of the cooperating teacher. PHASE III (A two semester component) Spring/Junior Yr. & Fall/Senior Yr. Phase III Part 1 Spring/Junior Year Indicates courses requiring field experience ELEMENTARY EDUCATION Course/Description Credit ED 312 Science in the Elementary Sch 3 ED315 Reading in Elementary Sch 3 EC 404 Creative Arts for Children 3 PE 301 Health & PE in the Elementary Sch 3 ED 311 Methods and Materials for teaching Math in Elem. Sch 3 Minimum of 6 Required Phase III Spring Semester and 6 Required Phase III Fall Semester Field Experience Hours for a total of 12 hours in microteaching activities Elementary Education candidates assigned to a 5th or 6th grade classroom in which they must complete a microteaching assignment in EACH of the following areas: Science (to be assessed in Science in the Elementary School) Reading (to be assessed in Reading in the Elementary School) Math (to be assessed in Methods and Materials for teaching Math in the Elementary School) Each microteaching assignment consists of the following steps: 1. Meet with the classroom teacher to discuss the makeup and special needs of the classroom. 2. Plan and prepare a daily lesson using hands-on activities such as: puzzles, games, puppets, role play, diorama, small group activities, etc. 3. Include enrichment and remediation plans or other accommodations for special needs students. 4. Include an assessment component in the lesson plan (Not necessarily a test). 5. Include a list of all materials used in the creation of the lesson such as: books to illustrate the subject area, songs, computer software, on-line computer activities, etc. 6. Plan and exhibit an interactive bulletin board (to be constructed on a tri-fold science fair board). 7. Teach the lesson on the designated day. SECONDARY EDUCATION (courses required for education majors specific to areas of concentration in English, mathematics, music, science, social sciences, or physical education) Course/Description Credit EN352 Methods of Teaching English (Eng. Major only) 3 MU 343 Elem Music Meth/Materials (Music Major only) 3 MU 344 Sec Music Meth/Materials (Music Major only) 3 MA 452 Methods of Teaching Math (Math Major only) 3 SS 453 Mat/Methods Teach Social Studies (SS Major only) 3 SC 452 Methods Teaching Science (Science Major only) 3 PE 420 Methods in Phys. Ed. & Recreation (PE Major only) 3 Minimum of 6 Required Phase III Spring Semester and 6 Required Phase III Fall Semester Field Experience Hours for a total of 12 hours in microteaching activities Math Education candidates assigned to a Geometry class Social Science Education candidates assigned to a Mississippi History class Science Education candidates assigned to a Physical Science or Anatomy and Physiology class Music Education candidates assigned to a Band class. English Education candidates assigned to an American Literature class Health, Physical Education and Recreation Education candidates assigned to a Middle School Physical Education Class All subject area candidates must complete the following microteaching assignment (to be assessed by the Methods class in the area of study or a designated instructor in the area of study) Each microteaching assignment consists of the following steps: : 1. Meet with the classroom teacher to discuss the makeup and special needs of the classroom. 2. Plan and prepare a daily lesson using hands-on activities such as puzzles, games, puppets, role play, diorama, small group activities, etc. 3. Include enrichment and remediation plans or other accommodations for special needs students. 4. Include an assessment component in the lesson plan (Not necessarily a test). 5. Include a list of all materials used in the creation of the lesson such as: books to illustrate the subject area, songs, computer software, on-line computer activities, etc. 6. Plan and exhibit an interactive bulletin board (to be constructed on a tri-fold science fair board). 7. Teach the lesson on the designated day. Note: Field Experiences Hours are expected to be completed at an assigned partner school. Verification of completed hours and semester activities MUST be turned in to the Director of Field Experiences for documentation. Phase III Part 2 Fall/Senior Year (APPLY FOR SPRING STUDENT TEACHING) Indicates courses requiring field experience ELEMENTARY EDUCATION Course/Description Credit ED 420 Classroom Management 3 ED 411 Diagnostic & Remedial Reading 3 ED 413 Language Arts & Literature 3 ED 404 Social Science For Children 3 Minimum of 6 Required Phase III Spring Semester and 6 Required Phase III Fall Semester Field Experience Hours for a total of 12 hours in microteaching activities Elementary Education candidates assigned to a 7th or 8th grade classroom in which they must complete a microteaching assignment in EACH of the following areas: Language Arts (to be assessed in Language Arts and Literature) Social Science (to be assessed in Social Science for Children) Classroom Management (The classroom management component of each lesson will be assessed in the Classroom Management class) 1. Meet with the classroom teacher to discuss the makeup and special needs of the classroom. 2. Plan and prepare a daily lesson using hands-on activities such as puzzles, games, puppets, role play, diorama, small group activities, etc. 3. Include enrichment and remediation plans or other accommodations for special needs students. 4. Include an assessment component in the lesson plan (not necessarily a test). 5. Include a list of all materials used in the creation of the lesson such as: books to illustrate the subject area, songs, computer software, on-line computer activities, etc. 6. Plan and exhibit an interactive bulletin board (to be constructed on a tri-fold science fair board). 7. Develop a classroom management plan for this class that includes what, when and why you are making management decisions when creating such things as: a seating arrangement, special needs considerations of specific students, or other pertinent components of classroom management. 8. Teach the lesson on the designated day. SECONDARY EDUCATION (courses required for education majors specific to areas of concentration in English, mathematics, music, science, social sciences, or physical education) Course/Description Credit ED 420 Classroom Management (All Sec Majors) 3 Math Education candidates assigned to an Algebra II or Higher Level Math class. Social Science Education candidates assigned to a Government class Science Education candidates assigned to a Chemistry class Music Education candidates assigned to a Middle School Music class English Education candidates assigned to a British Literature class Health, Physical Education and Recreation Education candidates assigned to a High School Physical Education Class All subject area candidates must complete the following microteaching assignment (to be assessed by the Classroom Management instructor) Each microteaching assignment consists of the following steps: 1. Meet with the classroom teacher to discuss the makeup and special needs of the classroom 2. Plan and prepare a daily lesson using hands-on activities such as puzzles, games, puppets, role play, diorama, small group activities, etc. 3. Include enrichment and remediation plans or other accommodations for special needs students 4. Include an assessment component in the lesson plan (Not necessarily a test) 5. Include a list of all materials used in the creation of the lesson such as: books to illustrate the subject area, songs, computer software, on-line computer activities, etc. 6. Plan and exhibit an interactive bulletin board (to be constructed on a tri-fold science fair board) 7. Develop a classroom management plan for this class that includes what, when and why you are making management decisions when creating such things as: a seating arrangement, special needs considerations of specific students, or other pertinent components of classroom management 8. Teach the lesson on the designated day Note: Field Experiences Hours are expected to be completed at an assigned partner school. Verification of completed hours and semester activities MUST be turned in to the Director of Field Experiences for documentation. Phase IV, student teaching, is the culmination of pre-service professional preparation for teachers. At this phase of preparation, 91첥 holistic transformers form a conscious awareness of the numerous roles and responsibilities of practicing professionals and knowledge of how theory and practice are linked. Practice at the school level and advice from school personnel permit teacher education candidates to incorporate scholarship, pedagogical knowledge, research, dispositions, and their developing professional teaching skills in experiences that will positively affect classroom student education. PHASE IV (Student Teaching) Spring /Senior Yr. IT IS THE RESPONSIBILITY OF THE STUDENT TO ENSURE HE/SHE HAS APPLIED FOR ACCEPTANCE INTO TEACHER EDUCATION IN A TIMELY MANNER ( A minimum of one semester before student teaching)! To be admitted to the fourth and final phase of the program, the following requirements must be met and verified: 1. ALL required field experiences in Phase I-III must be completed and documented, including the documentation of the minimum required hours for each experience. 2. Praxis I and II (PLT and Subject Area) scores must be on file; for each test, candidates must have met the passing scores established by the State of Mississippi. 3. A Grade Point Average of 2.5 or above with no grade below a C must be documented. 4. The candidate must be formally recommended for a student teaching placement. Course/Description Credit ED405-409 Directed Teaching 12 Minimum of sixty (60) Required Phase IV school placement days (12 scheduled weeks), in addition to required attendance at an orientation at the beginning of the semester, and monthly Campus Seminars. Phase IV is composed of a minimum of: 30 Observation Hours 50 Teaching Hours 32 Extra Curricular Hours (School Meetings, PTO or School Board meetings, or Other School Related Academic Extra- curricular Activities) Evaluation of Field Experiences Candidates are required to submit assignments or components of assignments, such as the case study, and a record of time spent in the classroom to the professor of the appropriate course, who will submit all time sheets and assignments to the Office of Field Experiences after they are assessed. Candidates are responsible to ensure that all assignments are on file in the Office of Field Experiences. Cooperating Teachers will also keep a record of time and punctuality of each student which will be submitted to the University Supervisor at the conclusion of each semester. Observation/participation is not necessarily included as a grade in the respective course. However, it may be included at the discretion of the professor. Early Field Experience Assignments will be evaluated on the basis of a rubric. Students acquiring unacceptable evaluations must meet with the Director of Field Experiences. No credit will be awarded until the candidate exhibits an acceptable performance. Candidates who have not successfully completed all Early Field Experience hours or activities will not be admitted to student teaching until all deficiencies have been cleared. STUDENT TEACHING (Baccalaureate Programs) The Holistic Transformer: Transforming and developing scholars, reflective thinkers, and responsible professional who in turn will change and transform the Delta and society beyond. INTRODUCTION The student teaching experience is the capstone of pre-service professional preparation for teachers. In this final phase of preparation, 91첥 holistic transformers develop an awareness of the various roles and responsibilities of teachers and an understanding of how theory and practice are related. Practice at the school level and feedback from school personnel enable teacher education candidates to integrate scholarship, pedagogical knowledge, research, dispositions, and their emerging professional teaching skills in experiences that will impact the learning of classroom students. Student teaching is recognized as one of the most significant components of pre-service teacher education. Student teachers should find this experience to be one of the most challenging and rewarding of their college endeavor. The Conceptual Framework for the College of Education focuses on developing candidates with content, pedagogical knowledge, and skills based on research-based teaching, learning strategies, and dispositions that enable them to enhance and nurture affective behavior. GENERAL PREREQUISITES FOR ADMISSION TO STUDENT TEACHING To be admitted to the Student Teaching Program, a student must have been admitted to the College of Education a MINIMUM of one semester before being admitted to student teaching. Additionally, a student must have successfully met the following requirements: 1. Completed an application for admission to Student Teaching. This should be done during the FIRST WEEK BEFORE the semester of proposed student teaching and MUST be completed by October 31 if applying for the Spring semester or by March 31 if applying for the Fall semester. 2. Achieved senior status. (This means that the applicant has accumulated 93 semester hours or 144 quarter hours and that all required freshman, sophomore, and junior courses have been completed. Review transcript for verification.) 3. Completed all Early Field Experience hours and activities. 4. Accumulated a grade point average of 2.5 or above. 5. Accumulated a grade point average of 2.5 in a major field. 6. Has a grade of C or above in each professional education and specialized academic courses. 7. Achieved the score required for certification in Mississippi on PRAXIS I and PRAXIS II (PLT). 8. Completed all department requirements. 9. Secured professional liability insurance. 10. Has been finger printed and had a criminal background check. 11. With the assistance of the Director of Field Experiences, has made arrangements for accommodation at the school placement site for any physical disabilities. STUDENT TEACHER PLACEMENT Student teachers are placed in schools or school districts with which 91첥 has a pre-existing relationship that stipulates the responsibilities of both parties for the supervision of student teachers. The assignment of a student teaching candidate is the result of a cooperative decision reached between the superintendent of the school district, the school principal where the candidate will be assigned and the Office of Field Experiences at 91첥. The Director of Field Experiences reviews each application and makes school assignments. Principals recommend a qualified mentor teacher for each candidate based on information supplied about the candidate and consideration of providing opportunities to work in a diverse classroom where technology is an integral part of the teaching-learning process. In making the placement decision, the Director will consider, but may not be able to honor, a request by an applicant for placement in a particular school or district. The primary consideration in student teacher placement is the availability of qualified mentor teachers. In collaboration with the partnership schools, the Director will also make every attempt to place the candidate in a setting that will augment prior field experiences in the program, giving particular consideration to experiences in technology-enabled classrooms; experiences with students who have exceptional learning needs; and experiences in schools that are ethnically or racially diverse. As a rule, student teachers are not assigned to schools where they have immediate family, relatives, or where their own children are enrolled. The following guidelines are adhered to when placing student teachers: Except in special fields, a student teacher is placed with one mentoring teacher during the teaching assignment. Mentor teachers must be regularly employed in the School District. Mentor teachers must possess, at minimum, a baccalaureate degree in the teaching area from an institution accredited by a regional accrediting body. Mentor teachers must hold a standard Mississippi teaching certificate, be certified in the area in which the student is being trained, and have a minimum of three years of teaching experience. Mentor teachers must be trained in the use of the Mississippi Student Teacher Assessment Instrument (STAI). Student teachers work in their minor fields of concentration only with special permission. Student teachers are not assigned to building principals, coordinators of instruction, or anyone whose major responsibility is not teaching. Student teachers are not to be used as SUBSTITUTE TEACHERS. Criteria for Selecting Cooperating Schools Schools are selected for student teaching centers on the basis of the following criteria: Approval of the school boards and the district superintendent to participate in the program of student teaching operated by Mississippi Valley State University. Philosophy guiding the operation of schools selected. Quality and extent of curricula offerings. Willingness and desire of qualified teachers to assume responsibility for the supervision of student teachers. A school program that meets the programmatic requirements of student teachers. Requirements of Mentoring Teachers Mentor teachers who model behaviors of a professional, whose subject matter knowledge is extensive, whose teaching and learning strategies are based on research and best practices, and whose classroom management and personal interaction are those of a nurturing, caring practitioner are selected to help our student teacher enter the teaching profession as developing scholars, reflective thinkers, and responsible professionals. Mentor teachers must meet the following requirements to be a supervisor of student teaching: (a) Are regularly employed in the School District; (b) Possess a baccalaureate degree in teaching area from an institution accredited by the regional accrediting body; (c) Hold a standard Mississippi teaching certificate: (d) Have three years of successful teaching experience: (e) Are certified in the area in which the student is being trained; (f) Are trained in the use of the Mississippi Student Teacher Assessment Instrument (STAI); and (g) Voluntarily accept the responsibilities of a Mentor Teacher. Roles and Responsibilities of the Student Teacher The student teaching experience is the most intense phase of a teachers professional preparation. MVSUs holistic transformers are urged to adhere to the following suggestions, which are designed to aid them in assuming their role within the school community as they demonstrate their competence as developing scholars, reflective thinkers, and responsible professionals. 1. The student teacher is a guest of the school and is expected to adhere to policies of the school system and to direction from Mentor Teachers, as well as have respect for classroom protocols. 2. The student teacher is prohibited from using any form of corporal punishment or verbal abuse of students. Use of physical or verbal abuse could result in removal from student teaching. 3. The student teacher should assume a professional attitude. He/she is expected to arrive as early and stay as late each day as his/her Mentor Teacher, as well as to attend faculty meetings and other school events both within and outside school hours. The student teacher is to notify, as early as possible, the Mentor Teacher or school office and MVSU Supervisors if an absence is necessary. Arriving late, leaving early, and missing scheduled school events will have a negative impact on the candidates final evaluation. 4. Unexcused absences during student teaching or from scheduled professional meetings or school events must be made up immediately after the regularly scheduled internship as determined by the Director of Field Experiences. The student teacher assumes the responsibility for daily attendance the same as a regular faculty member. Student teachers are allowed a maximum of three excused days absence for illness, personal leave, or professional leave. Absences beyond the three-day limit will be made up after the regular scheduled end of student teaching as determined by the Director of Field Experiences. Request for personal or professional absences must have prior consent of the Mentor Teacher, the building Principal, and the Director of Student Field Experiences. 5. It is the responsibility of the student teacher to clearly communicate to his or her Mentor Teacher any scheduled academic activities or personal appointments that will require his or her absence during the 12-week Student Teaching experience. Any student teacher who is still participating in athletics/activities on campus during his/her Student Teacher semester must submit a schedule of practice games, events, and anticipated early dismissals for away contests to the Mentor Teacher as well as the MVSU Supervisor. It is necessary to share these schedules with the Mentor Teacher and MVSU Supervisor at the Mentor Teachers on-campus meeting or as soon as possible. 6. Students, parents, and other teachers respond more readily and openly to student teachers who dress in a neat, conservative, and professional manner. Jeans, sweatshirts, and tennis shoes are not appropriate attire for the classroom setting. Student teachers must adhere to the dress codes enforced at the cooperating school district, and should confer with their Mentor Teacher if in doubt about appropriate attire for special events (parent-teacher conferences or field trips, for example). Student teachers in physical education classes, however, should wear appropriate athletic outfits and footwear so that full participation is possible. 7. The heart of the complex process of instruction is planning. The student teacher should show initiative and self-reliance as he/she plans, prepares, and teaches those lessons assigned to him/her. The student teacher should consult frequently with the Mentor Teacher in order that the two may discuss together and fully understand the student teachers planning and presentations. A written lesson plan is to be made available to the Mentor Teacher at least one day in advance of the delivery of the lesson. Lesson plans are to be kept in a loose-leaf notebook for inspection by the Mentor Teacher and the MVSU Supervisor. 8. The student teacher will complete a Mississippi Student Teacher Assessment Instrument (STAI) 10-day unit portfolio with the guidance and input of both the Mentor Teacher and the MVSU Supervisor. The 10-day portfolio consists of a unit spanning over a period of 10 school days including all lessons plans incorporating remedial and enrichment objectives, class demographics, handouts, any activities used to teach the lesson, and all appropriate assessments (See Appendix for STAI materials related to format and procedures). 9. The student teacher should be willing to seek and utilize constructive criticism and advice from the Mentor Teacher and the MVSU Supervisor for the sake of self-improvement. Since the welfare of the pupils is a priority item, the student teacher must realize the need for close examination and scrutiny of plans, objectives, and methods prior to the teaching situation. The instruction provided by the student teacher is expected to contribute to the meeting of educational objectives that have been established for students in the classroom. 10. The student teacher is expected to assume the responsibility to see that his/her student teaching experience is a rich one. He/she cannot expect answers to unasked questions or solutions to undisclosed problems. The student teacher should not expect learning opportunities to present themselves without taking initiative. Even routine operations of a school are often unclear to the outsider and can easily be overlooked by those who are involved in them daily. Early in the semester, the student teacher should ask the Mentor Teacher his or her preferred method for communication outside of school hours to ask questions or seek advice. It is critical that resolution of any problems occur promptly so that they do not have an adverse impact on the student teaching experience. 11. The student teacher is expected to adhere to all COE and MVSU policies. He/she is expected to complete the proper forms as scheduled and return them to the Office of Field Experiences. It is also the responsibility of the student teacher to communicate as soon as possible with his/her MVSU Supervisor if problems arise that have potential for negative impact on the student teaching experience. Because the student teaching semester is a relatively short, intense and critical component of the students academic career, problems need to be addressed with immediacy. 12. A student teacher who does an outstanding job does not simply display competence in assignment tasks, since it expected that all student teachers will performance assignments with at least a beginning level of professional competence. Rather, the outstanding student teacher seeks opportunities for experience and growth, shows initiative and desire in his work, responds positively and effectively to constructive criticism, creates exciting and challenging learning experiences for students, perhaps volunteers for activities beyond what is expected, and displays some sparka special quality or abilitythat indicates that he/she will be an outstanding professional. 13. Though the primary concern in student teaching is to provide the student teacher with personal contact and responsibilities for teaching activities, some of the most important phases of teaching can be explored or strengthened through thoughtful observation. The following is a list of suggestions for observation: a. Notice the normal characteristics of students at this level. b. Notice the pupils who deviate from the normal behavior (e.g., the shy, aggressive, appear to be gifted or challenged in different areas of ability). c. Observe how the teacher calls the students to order (e.g. signals, etc.). d. Observe how the teacher handles problems. e. Observe the objectives that the teacher has in mind for each activity. f. Observe how the teacher uses materials (e.g., How are they prepared? How are materials passed among the pupils? etc.). g. Notice the timing of activities (e.g., why it is important to keep a schedule flexible?) h. When the teacher is working in one group, what plans have been made for the other group? i. How does the teacher motivate the student? j. How does the teacher assess the student success or the success of the activity? k. Observe how the teacher gives directions. l. Listen carefully to the teachers questions to learn how the teacher provokes thought and discussion. m. How does the teacher manage to draw all students into discussion? n. How does the teacher help individual pupils? o. When does the teacher perform duties other than teaching (e.g., writing notes to parents, keeping attendance records, supervisory duties, etc.)? p. Observe how the teacher engages students interest and utilizes students abilities. q. Notice the seating arrangement. How does the teacher move from one seating arrangement to another? r. Observe special rules and routines the teacher has to follow. s. Observe the dismissal procedure. How does the teacher get the pupils out of the classroom? t. How does the teacher handle emergencies? 13. Self-evaluation is an important component of the student teachers abilities. The student teacher and the MVSU Supervisor should meet to discuss similarities and differences between the student teachers self-evaluations and the Mentor Teachers evaluations. Student teachers should exhibit the ability to accept and apply constructive criticism during these meetings. All evaluations are to be returned to the Director of Field Experiences. Roles and Responsibilities of the Mentor Teacher The role of the Mentor Teacher is of central importance in the student teaching program. In all respects, the Mentor Teacher is a model from which student teachers learn, develop, and extend competencies. The services of the Mentor Teacher are greatly valued by 91첥 because they provide the final experience which shapes its student teachers into holistic transformers. In accordance with their role as a mentor it is expected that teachers who supervise student teachers will adhere to the following guidelines: 1. Teachers who are selected to be Mentor Teachers in the student teaching experiences are considered to be competent experienced professionals. It is asked that the Mentor Teacher demonstrate an optimistic and positive attitude toward teaching so that this same attitude will be instilled in the student teacher. 2. Mentor Teachers are to spend enough time with the student teacher to familiarize him/her with school policies, school facilities, classroom procedures, and faculty handbooks. Time spent in the orientation of the student teacher may prevent future problems and contribute to a successful experience for all involved. 3. The Mentor Teacher is to prepare his/her classes for the arrival of the student teacher. It should be conveyed to the class that the student teacher should receive the same kind of cooperation as is expected by the Mentor Teacher. The student teacher should recognize that he/she must develop his/her own rapport with students. However, the Mentor Teacher can enhance this by demonstrating confidence in and ensuring support for the student teacher. 4. The Mentor Teacher should make the student teacher feel wanted and accepted. The student teacher should be introduced to other faculty, administrators, and other personnel with whom he/she will be working. A place for the student teacher to use as a work area should be provided. 5. The Mentor Teacher is to provide the student teacher access to existing materials and encourage him/her to develop new and innovative ones. 6. It is impossible to say how much supervision each student teacher needs. Some will require the Mentor Teacher to sit through most lessons; others will demonstrate enough competence to allow the Mentor Teacher to attend to other duties for an entire period, especially as the semester progresses. The Mentor Teacher must remember that observation must be frequent enough to allow for valued and reliable suggestions. Most student teachers probably require more supervision than they actually want. However, the student teacher should be given several opportunities to perform without the presence of the Mentor Teacher, but with an alternate teacher present. In all cases, existing local school policy should be followed, and the instructional needs of classroom students always have the greatest priority. 7. Mentor Teachers are to review with the student teachers the educational objectives they have developed, or are mandated for, their students. Student teachers are required to develop their own units, but should be evaluated by the Mentor Teacher to ensure these units are appropriate for the previously determined course objectives. Suggestions should be given to the student teacher, but enough flexibility in the planning and implementation should be allowed so that the student teacher can feel it is his/her unit. 8. The importance of careful planning must be stressed. The Mentor Teacher should guide the student teacher in daily and long range plans. 9. The Mentor Teacher assists the student teacher in the development of the student teachers STAI portfolio and 10-day unit. The assistance includes insuring that the STAI unit covers appropriate curricular content and meets the expectations for the instruction of the pupils the Mentor Teacher and the student teacher share (see Appendix for STAI materials related to format and procedures). 10. The Mentor Teacher should gradually increase the student teachers responsibilities in relationship with his/her demonstrated capabilities so that the student teacher eventually can assume responsibilities for the entire class load. It is more valuable for the student teacher to assume the planning, teaching, and evaluation for at least one class period than to teach classes for an hour or two at infrequent intervals. 11. The Mentor Teacher should give the student teacher an opportunity to demonstrate that he/she knows and/or wants to learn. The student teacher should be encouraged to become involved with particular learning problems of individual pupils, with the Mentor providing any necessary personal data of the pupils experiencing learning problems. 12. If a student teacher must be corrected or is doing something that may be detrimental to student learning, the Mentor Teacher may choose to tactfully relieve the student teacher of teaching for that class period. After the class, the Mentor Teacher may privately critique the situation and correct the student teacher. The student teacher should never be corrected or criticized in front of the class, as that destroys his/her confidence and reduces his/her rapport with students. 13. The Mentor Teacher should keep a record or notebook on the student teacher and enter in both strengths and weaknesses that are observed during the day. These notes should be used during scheduled daily conferences. These observations will also be shared with the MVSU Supervisor. 14. Weaknesses or errors observed in student teachers shuld not be shared with other faculty. The Mentor Teacher should remember that in this period of training, the student teacher has the right to make mistakes, as well as the right to expect confidentiality. 15. In case of a serious problem concerning a student teacher, the Mentor Teacher should immediately call the MVSU Supervisor or the Director of Field Experiences, at (662) 254-3617. Concerns should be shared with the Building Principal. The University appreciates immediate notification should difficult situations develop. 16. The Mentor Teacher should provide opportunities for the student teacher to observe other teaching and learning situations, as scheduling allows. Such opportunities enhance lifelong learning. 17. It is the responsibility of the Mentor Teacher and the student teacher to keep track of the schedule of the student teaching experience to ensure that timelines are being met. Before and after school schedules, early dismissals, absences, tardiness, or other conflicts that interfere with the student teachers time should be documented and shared with the MVSU Supervisor. This also includes early dismissals or time missed for on campus athletic/activity participation. Concerns related to time lost due to excused absences including illness, or with a pattern of late arrival or unexcused absences, should be shared with the MVSU Supervisor or the Director of Field Experiences, as well as with the Student Teacher. 18. The Mentor Teacher is to discouraged from allowing the Student Teacher to serve as a substitute teacher in his/her classroom, or in another classroom. The student teacher is participating in a structured learning situation, and also is not legally qualified or certified to be a substitute teacher. 19. Mentor Teachers should realize that the teacher education program respects their viewpoint, evaluation, and cooperation. It is realized that the Mentor Teacher is in a strategic position to help judge the effectiveness of the student teacher, so his/her judgment is appreciate and valued. 20. The Mentor Teacher is required to complete all evaluation reports. Examples of these evaluation forms are found in the appendix. The Mentor Teacher is encouraged to review these evaluations with the student teacher. In order to develop self-evaluation skills, the student teacher will also be completing some forms. The Mentor Teacher and the student teacher should discuss similarities and differences between the Mentor Teachers evaluations and the student teachers self-evaluations. All evaluations are to be returned to the Director of Field Experiences. 21. The Mentor Teacher plays a central role in the formative evaluation and summative evaluation of student teachers. The format used in the observation and evaluative judgments are made by the Mentor Teacher based on the STAI or other University Forms. (See Appendix for STAI format and evaluation procedures.) 22. The Mentor Teacher and student teacher should feel free to consult with the MVSU Supervisor concerning any problem that, if left unresolved, may have a negative impact on the experience and evaluation of the student teacher. Conversely, student teachers are expected to discuss problems with their MVSU Supervisor as a first step toward resolution. It is the role of the Supervisor to mediate any conflicts or misunderstandings that may arise, as well as to clarify the professional responsibilities of both parties. Frequently, resolution involves observation of the student teacher by the MVSU Supervisor, followed by a conference with both parties. Again, it is important that problems be resolved as quickly as possible to ensure the student teacher experience is positive and productive. Resolutions or suggestions proposed by the MVSU Supervisor are expected to be followed by both parties. 23. If at any time the Mentor Teacher feels that the student teacher will not be able to successfully complete the student teaching experience, the Building Principal, MVSU Supervisor, and Director of Field Experiences are to be notified so that the appropriate action can be taken. The Mentor Teacher must not wait until the final evaluation is due to provide notification of serious problems involving the student teacher. 24. The Mentor Teacher should provide daily feedback to the Student Teacher during a preparation period, library period, or after school. The Mentor Teacher should convey feedback in constructive and supportive fashion. Roles and Responsibilities of the MVSU Supervisor The MVSU Supervisor is a member of the COE faculty at 91첥 who serves as the liaison between the University and the cooperating school. The MVSU Supervisor must, at all times, establish and maintain a good working relationship between 91첥 and the cooperating schools. The MVSU Supervisor provides continually in the development of the holistic transformer. Other responsibilities of the MVSU Supervisor include: 1. The MVSU Supervisor is to aid in developing understanding of the purposes, objectives, and expectations of the student teaching program with student teachers and Mentor Teachers so as to ensure that the prospective teacher can demonstrate the qualities of a scholar, reflective thinker, and responsible professional. 2. The MVSU Supervisor is responsible for visiting student teachers and Mentor Teachers in the schools at regular intervals so as to insure as meaningful a professional experience as possible. There is no set number of times that a MVSU Supervisor will come to observe the student teacher. Each student teacher should expect a minimum of three visits; however, the actual number of visits will be determined by the student teachers performance and other factors. 3. The MVSU Supervisor is to spend sufficient time during each visit to adequately observe the student teacher in the teaching/learning situation. Each visit will usually include a conference with both the student teacher and Mentor Teacher. In the case where this is not possible, a written report of the Supervisors observations should be provided. 4. The MVSU Supervisor is sincerely committed to ensuring the student teacher will have a successful experience. Constructive feedback and suggestions for improvement are expected in the student teaching experience, and a Supervisor would be remiss if she or he did not include advice or suggestions in written comments. The MVSU Supervisor must be someone whom the student teacher can call on for help or advice whenever necessary. This might include a personal situation that is having a negative impact on a students performance, a crisis of confidence or doubts about having the dispositions required to be a successful teacher, or a conflict with the assigned Mentor Teacher. 5. The MVSU Supervisor is to keep the Director of Field Experiences informed concerning changes in the student teacher assignments, problem cases which may result in poor performance on the part of the student teacher, and perceived problems in the working relationship between a partner school and 91첥. 6. The MVSU Supervisor should make a point of sharing his/her experiences in observing student teachers with MVSU faculty who teach methods or other professional education classes, in the interest of communicating any observed weaknesses in student teacher performance that should be addressed in earlier phases of teacher preparation. Similarly, the Supervisor should participate in any revision or review of evaluation procedures for student teachers. 7. The MVSU Supervisor must review draft and completed copies of the student teachers STAI portfolio, including the 10-day unit. The review should take place within the first four weeks of student teaching so that the adjustments in the portfolio can be quickly completed, assuring STAI criteria are met (see Appendix for STAI format and evaluation procedures). 8. The MVSU Supervisor completes observations of the student teaching skills using the STAI as both a guide for those observations and as a rating scale to aid in the collection and interpretation of observation data. Conferences between the student teacher and the MVSU Supervisor, based on the results of the MVSU Supervisors observations, occur throughout and at the end of the student teaching experience. The MVSU Supervisor, and the Mentor Teacher, will each provide a midterm and final evaluation of the student teachers performance (see Appendix for STAI format and evaluation procedures). 9. The MVSU Supervisor is to aid in the collection and submission of forms related to the student teaching experience to the Office of Field Experiences. 10. The MVSU Supervisor is expected to mediate and suggest resolutions for any conflict that may occur between the Student Teacher and Mentor Teacher. If approached by either party about such a situation, it is important for the Supervisor to act quickly in order to ensure that the student teachers experience will ultimately be a positive and productive one. In most cases, the Supervisor will pay a visit to the school and observe the student teacher in the classroom, followed by a conference with both parties at which the Supervisor will take the lead in suggesting resolutions to be followed by both parties. An observation or conference that occurs to resolve a conflict should not become part of the student teachers record. Roles and Responsibilities of the Director of Field Experiences The Director of Field Experiences is responsible for the overall administration, logistics, and oversight of the field experience component of the teacher education program, including the fostering of productive partnership with P-12 schools in which field experiences occur. Specifically the duties of the Director of Field Experiences are as follows: 1. In conjunction with the school district, the Director is responsible for the recruitment and selection of the Mentor Teachers and coordination of their activities. He/she is responsible for the placement of the student teacher with the Mentor Teacher. 2. The Director is responsible for the arrangements for written contractual agreement between the University and the cooperating school. 3. The Director is responsible for the maintenance of any records affecting the student teaching program. 4. The Director of Field Experiences is to work cooperatively with supervisory personnel regarding the supervision and evaluation of the student teacher. Expanded Sequence of Activities for Student Teachers First Week The student teacher will: ________Meet all school personnel ________Observe class seating arrangement, class list, and daily schedule ________Learn pupils names ________Observe classroom procedures, pupil-teacher interactions, and teacher controls for behavior ________Assist with instructional materials, distributing supplies, bus, hall, cafeteria and/or playground duties ________Have formal conference with Mentor Teacher to discuss observed procedures and to plan for instructional responsibilities ________Plan with Mentor Teacher for attending faculty meetings, PTA, open house, and other school-community activities ________Become acquainted with fire drills and civil defense procedures ________Find out where supplies are stored in the building and observe how the teacher obtains and uses them ________Help with filing pupils materials ________Assist with clerical duties such as attendance reports, collecting monies, etc. ________Become familiar with school and classroom policies concerning discipline ________Become familiar with the reporting system of the school district ________Become acquainted with what is expected of pupils in classwork and homework and quality of work expected for each individual; observe how the teacher communicates expectations to students. _______Learn procedures for getting pupils to and from special classes _______Make plans, including date(s), for teaching one lesson or class _______Submit lesson plans for the following week to MVSU Supervisor and Mentoring Teacher ______Discuss observations of the second week and plans for teaching with the Mentoring Teacher ______Review curriculum guides being used by the Mentoring Teacher and school and analyze the Mentoring Teachers lesson plans Second and Third Weeks The student teacher will: _______Become familiar with the Mentor Teachers substitute folder of the procedures followed when the Mentor Teacher is absent _______Identify pupils who appear to have learning and/or behavioral problems, discuss them with the Mentor Teacher, and then use an instrument to diagnose their needs _______Help individual pupils with special learning problems _______Begin working with small groups and assume responsibility for portion of lesson _______Assess teaching performance and later discuss the teaching performance and self-assessment with the Mentor Teacher _______Gain experience is assembling, mounting, and laminating pictures and preparing bulletin boards _______Be responsible for a weekly non-instructional activity that requires handling of the whole class (e.g., taking the pupils to the library, etc.) ______Record needs and accomplishments of the pupils and save samples of their work ______Plan with the Mentor Teacher for teaching a second lesson ______Submit lesson plans for the following week to the MVSU Supervisor and the Mentor Teacher ______Begin visiting/observing other classrooms in the building ______Participate with the Mentor Teacher in a parent-teacher conference ______Begin to identify objectives and for teaching and learning based on the requirements of the Mississippi Student Teacher Assessment Instrument (STAI) unit. Fourth and Fifth Weeks The student teacher will: ____Assess teaching performance and later discuss that performance with the Mentor Teacher ____Assess his/her use of appropriate planning and management procedures ____Work with a team of teachers or other school staff on a special project ____Teach a fourth class or lesson and begin planning for a fifth and sixth class or lesson ____Assess teaching performance and later discuss this assessment with the Mentoring Teacher ____Review and discuss with the Mentor Teacher the folders of students who were taught, evaluate their performance, and assign students a grade ___Participate with the Mentor Teacher in parent-teacher conferences ___Assist the Mentor Teacher in developing a remediation plan for pupils who have deficiencies to include the possibilities of regrouping students, using different teaching approaches, seeking parental assistance, recommending counseling, etc. ___Submit lesson plans for the following week to the MVSU Supervisor and the Mentor Teacher ___Continue planning and preparing for teaching a unit based on the STAI format and reviewing these plans with the Mentor Teacher and MVSU Supervisor Sixth, Seventh, and Eighth Weeks The student teacher will: ___Teach another class or lesson (some teachers will have only four or five classes) and begin to plan for taking over full teaching responsibilities ___Plan strategies and a schedule for practicing these skills in preparation for taking over full teaching responsibilities (solo teaching) ___Assess his/her teaching performance and later discuss this assessment with the Mentor Teacher ___Observe in the classroom or elsewhere in the school the special remediation techniques utilized by regular and special teachers ___Observe the school counselor interacting with students ___Submit lesson plans for the following weeks to the MVSU Supervisor and the Mentor Teacher ___Complete a draft of the teaching unit based on the STAI formant and review the draft with the MVSU Supervisor and the Mentor Teacher ___Revise the teaching unit based on the STAI format following the review with the MVSU Supervisor and the Mentor Teacher and submit the revision to the Mentor Teacher and the MVSU Supervisor for approval Ninth Week The student teacher will: ___Assume full responsibility for planning and teaching a class ___Assess teaching performance and discuss his/her performance with his/her Mentoring Teacher ___Submit a lesson plans for the following weeks to the MVSU Supervisor and the Mentor Teacher ___Discuss/review with the Mentor Teacher the completed lesson plan based on the STAI format to be taught during solo teaching ___Review the observations and evaluations made by the MVSU Supervisor and Mentor Teacher Tenth Week The student teacher will: ___Have complete responsibility for the entire class (or all classes in the case of secondary students) if there is demonstrated readiness based on the recommendations of the MVSU Supervisor and the Mentor Teacher ___Identify with Mentor Teacher skills which need strengthening ___Attend an in-service workshop(s) for teachers preferably in the area(s) in need of strengthening ___Submit a lesson plans for the following weeks to the MVSU Supervisor and the Mentor Teacher ___Participate in feedback conferences with the Mentor Teacher ___Complete a self-evaluation ___Teach from the unit portfolio based on the STAI format and revise following the observations/evaluations completed by the MVSU Supervisor and the Mentor Teacher ___Video tape one lesson (15 minutes) ___Have complete responsibility for the entire class (or all classes in the case of secondary students) if there is demonstrated readiness based on the recommendations of the MVSU Supervisor and the Mentor Teacher ___Chart the progress of each pupil whom instruction is provided ___Evaluate students work ___Be responsible for ordering or developing all materials for classroom use ___Make all arrangements for one field trip (with the approval and assistance of the Mentor Teacher) if he or she has not done so. ___Assess teaching performance with the Mentor Teacher and attempt to identify and implement alternate teaching strategies where necessary ___Submit lesson plans for the following week to the MVSU Supervisor and the Mentor Teacher ___Review the Mentor Teachers and the MVSU Supervisors STAI ratings ___Complete self-evaluation ___Have complete responsibility for the entire class (or all classes in the case of secondary students) if there is demonstrated readiness based on the recommendations of the MVSU Supervisor and the Mentor Teacher Eleventh Week The student teacher will: ___Begin transition by reducing responsibilities for full teaching load ___Observe other classrooms and grade levels ___Supervise one field trip (with the approval and assistance of the Mentor Teacher) ___Prepare an instructional activity for the Mentor Teachers use with his/her next unit ___Plan a culminating activity Twelfth Week The student teacher will: ___Present the culminating activity ___Return the Mentoring Teachers materials, books, and other items ___Complete all grades for students ___Return all students papers ___All forms have been sent to Office of Field Experiences ___Thank the host-school personnel for participation in professional growth Absences Absences must be kept to an absolute minimum. Student teachers may be excused by their Mentor Teacher for a maximum of three days contingent upon receiving advance approval from the MVSU Supervisor and Principal. Only serious personal problems/ emergencies, or a death in the family will be considered adequate grounds for warranting an absence. The student teacher must submit to the Office of Field Experiences the reason for absence and the form must be signed by the Mentor Teacher, building Principal and the MVSU Supervisor. In case of illness and/or emergency, the student teacher must contact the Mentor Teacher, the MVSU Supervisor, and the Office of Field Experiences immediately. Absence for reasons other than illness must receive prior approval from the Director of Field Experiences. The Principal and Mentor Teacher should refer requests to the Director of Field Experiences with their recommendations as to whether the requests should be granted or not. Excessive or unexcused absences will be made up at the end of the twelve weeks. Withdrawal from Student Teaching If a candidate believes that he/she cannot succeed in his or her student teaching placement, he/she should withdraw from the assignment as soon as possible. This must be done after the MVSU Supervisor has had opportunity to talk with the Mentor Teacher and if necessary observe the student teacher. Withdrawal can take place only with the consent of the Teacher Education Council. It is the responsibility of the student teacher to initiate and complete the necessary paperwork. Failure to take steps as outlined above will result in a failing grade for the 12 credits assigned to student teaching. Any candidate who withdraws from student teaching must also receive the approval of the Teacher Education Council prior to being re-assigned to student teaching. The student must submit an appeal to the Teacher Education Council noting the actions which have been taken to ensure that the next student teaching placement will be a successful experience. Removal from Student Teaching Removal of a Student Teacher from his/her practicum site should only be done for compelling reasons. The Teacher Education Council has the authority to consider and approve requests to remove a student teacher when: 1. The appropriate school authority, for just and explained reasons, request that the student teacher be removed; 2. The MVSU Supervisor believes circumstances will prevent either the development or maintenance of a satisfactory learning environment; 3. Unethical behavior has been exhibited by either the student teacher or the Mentor Teacher; 4. A decision has been reached that the student teacher cannot receive a satisfactory grade; and 5. Excessive absenteeism, tardiness, and/or failure to comply with establish rules and policies are evident. Initial discussions for a removal can be made by any person(s) directly involved in the student teacher arrangement. Ideally, the MVSU Supervisor will be consulted before contact is made with the Office of Field Experiences; however, as with all student teaching concerns, any party may contact the office directly. Candidates who are removed from a student teaching situation for reasons unrelated to their own performance will be put into a new site placement as soon as arrangements can be made, and will in no case be penalized for the removal from the original placement. Should this situation occur, the Director of Field Experiences and University Supervisor will make every effort to work with the Student Teacher to ensure the ultimate success of his or her student teaching experience. Appeal Process: Students Right to a Hearing Whenever a student is denied admission to Teacher Education, or recommended for removal from Student Teaching, the student will be notified in writing. Each student who has been denied admission or has been recommended for removal from Student Teaching has the procedural right to a hearing before the Teacher Education Council (TEC). By majority vote, this council shall either: (a) Concur with the Director of Field Experiences recommendation, (b) Modify the recommendations, or (c) Grant admission or reinstatement into Student Teaching. Procedures 1. Students who are denied admission to the Teacher Education program or have been recommended for removal from Student Teaching will have the right to appeal this judgment. Along with their rejection letter, or letter of recommendation of removal from Student Teaching, they will receive a letter explaining how to appeal the decision. 2. Students who are denied admission or who are recommended for removal, have 10 working days to file a written appeal. The appeal period begins with the date that the student was rejected or recommended for removal (this date will appear on the letter of rejection or letter of recommendation for removal ). 3. Student appeals must be made in writing. Appeals must include a detailed explanation that presents the students reasons why he or she believes he or she should be reconsidered. The student should emphasize points that may have been overlooked or special circumstances. 4. Within 10 working days of receiving the appeal the TEC will schedule a hearing for the student. 5. The student can reschedule the appeal if the time or date set by the TEC poses significant hardship. Rescheduling must be requested at least 3 working days before the original hearing date. Thereafter, only serious illness or death in the immediate family is grounds for rescheduling. IT IS THE SOLE RESPONSIBILITY OF THE STUDENT TO RESCHEDULE IF THE HEARING TIME OR DATE WOULD CAUSE A SIGNIFICANT HARDSHIP. 6. At the hearing, the student may testify on his or her own behalf, present evidence of special circumstances, present evidence of ability or potential as a teacher, and/or call witnesses - including faculty members who would provide evidence of the students ability or potential as a teacher. 7. If the student fails to appear at his or her hearing and has not contacted the TEC about a serious illness or death in the immediate family the TEC may rely upon the students letter of appeal and any accompanying documents for deciding the students case, if it chooses to do so. 8. The TEC will notify the student in writing within 3 working days of its decision. 9. Students must mail correspondences to: Dean, College of Education, 91첥, Box7223, 14000 Highway 82 West, Itta Bena, Mississippi 389-1400 Common Beginners Errors that Occur During the Student Teaching Experience The following is a list of commonly cited situations that occur, especially in the first weeks of student teaching that can make the teaching-learning experience less successful. It is assumed that the Student Teacher will make some of these errors, and will learn through practice, reflection and discussion with his or her Mentor Teacher or Supervisor, to correct them as the semester progresses and as the Student Teacher gains confidence and experience. However, reviewing the list below may help the Student Teacher to prepare and to reflect on his or her beginning skills. The Student Teacher may want to ask the Mentor Teacher for suggestions on how to improve performance in these areas. 1. The teacher plunges into a lesson before getting the attention of each member of the class. 2. The teacher sits at the desk all the time, thus giving the class the cue to settle back comfortably and indifferently. 3. If a student makes a mistake, the student teacher explains the correction directly to him/her instead of to all the class. 4. The teacher does the explaining and answering of questions instead of encouraging the class to take responsibility for the learning that occurs during the class period. 5. The teacher speaks in a low, unconvincing, non-enthusiastic tone which gives the impression that nothing of importance is happening. 6. The teacher does not give adequate forethought to the most suitable logistical arrangement for the lesson to be taught (e.g. how desks and chairs should be arranged, assigning of teams or partners). 7. The teacher allows him or herself to be side-tracked by irrelevant questions. 8. By assuming an informal or being too colloquial or jocular, the teacher creates the impression that is or her lesson is not to be taken seriously. 9. The teacher is tied to the textbook, thus preventing the active engagement of the students in the learning process. 10. The teacher parrots the students answers to questions. 11. The teacher uses language and concepts that are incompatible with the grade level of the class. 12. The teacher fails to ensure that students have adequately grasped the concept being taught before moving on to the next lesson or idea. 13. The teacher has to rephrase questions or statements several times before achieving clarity. 14. The teacher decreases student interest level by reading/reciting the content students have already mastered. 15. The teacher uses mannerisms in speech or behavior that interfere with the clear presentation of course material. (The student teacher should be aware of his or her own personal nervous tendencies when speaking in from of others, and take steps to prevent their occurrence. For example, if you know you are likely to play with your hair, or fiddle with jewelry, consider making changes to your appearance so you will not be so tempted.) 16. The teacher is not clear about the learning goal of an assignment before asking students to complete the work. 17. The teacher is sarcastic with students, sometimes in an attempt to be humorous. (Some student teachers need to adjust to the role of being in a position of authority - kidding with individual students can be hurtful or inappropriate, especially in the early weeks of instruction when the Student Teacher and the students do not know each other.) 18. The teacher fails to use a variety of questioning techniques to engage student thinking and interest. 19. The teacher talks too rapidly or too slowly. 20. The teacher does not spend sufficient time or forethought on preparation of the lesson, or the organization and collection of teaching materials needed. 21. Material written on the chalkboard by the teacher is ineffectual because it is too small or illegible. 22. Not enough attention is given to personal appearance, tone of voice, and attitude, all of which can influence learning. Student Teacher Assessment The Mississippi Student Teacher Assessment Instrument (STAI) is an assessment tool developed by a Mississippi Association of Colleges for Teacher Education (MCATE) Task Force comprised of representatives from Mississippis universities (See Appendix for STAI format and procedures). It has been adopted by the State of Mississippis Department of Education) (DOE) for the evaluation of all student teachers. Since the STAI was developed with a strong commitment to NCATE/INTASC standards, it is an essential culminating component of teacher education at 91첥 All Student Teachers must complete a Portfolio that verifies the candidates holistic transformation as developing scholars, reflective thinkers, and responsible professionals. Students Teachers are required to complete a digital portfolio (portfolio assessable on the internet such as Teacherweb.com) to supplement their portfolio text and complete a PowerPoint presentation highlighting the INTASC standards specified in the portfolio. The Portfolio is assessed by a rubric based upon the INTASC standards (see Appendix for Instructions for Portfolio Development and the Student Teaching Portfolio Rubric). Lesson planning is paramount to the success of the Student Teacher. A structured lesson planning format is required of the Student Teacher Candidate. Candidates lesson planning skills are evaluated by the Lesson Plan Rubric (see Appendix for format and rubric). Student Teacher Candidates are required to complete a daily journal entry. A standard format for each journal entry is required. Journal entries are evaluated using the Field Experiences Journal Rubric (see Appendix for journal format and rubrics). The above assessments are all key elements of the final grade assigned to a student teacher. The results of these assessments reflect the abilities of Student Teacher candidates to achieve holistic transformation, as well as to provide data to validate program improvement. Professional Assistance Following Graduation Graduates of the Teacher Education program at 91첥 are encouraged to call on the College of Education faculty to participate with them in their professional development. It is especially crucial that MVSUs Teacher Education graduates consult with the education faculty and request their assistance as they prepare for the provisional year evaluation. The professional education faculty will work with graduates on any areas of weakness identified by their Principal. School districts have been informed of this standing commitment to the units graduates, and are encouraged to take advantage of it. All graduates are encouraged to return to the campus and share their knowledge, insights, and expertise with both faculty and current students preparing for the teaching profession. Graduates are requested to notify the University of any change in address, and also to complete and submit graduate follow-up surveys sent to them by the university. Feedback on how well programs prepared graduates for teaching careers is a critical component of the universitys ability to assess and improve its education programs. The university urges its graduates to consider that a responsible professional takes part in activities, such as graduate follow-up surveys, that contribute to the growth and improvement of the teaching profession. Master of Arts in Teaching Field Experiences (M.A.T.) The Holistic Transformer: Transforming and developing scholars, reflective thinkers, and responsible professional who in turn will change and transform the Delta and society beyond. The M.A.T. program allows individuals holding a baccalaureate degree from a regionally accredited college or university to pursue both teacher certification and a Masters degree. The program has been designed to meet the State of Mississippi requirements for alternate route licensure in any one of the 18 specific areas listed below. Prior to Phase I of the program as described below, candidates must (1) take Praxis I and II licensure exams and achieve a passing state score on both exams and (2) take and receive a minimum grade of C in ED 502 and 503. Information on Praxis exam schedules, testing centers, fees, and preparation may be obtained from the MVSU College of Education Advisement Center. After successful completion of Phase I requirements, the candidate must apply for and receive a State of MS Special Class A license, which will allow the candidate to seek employment in a MS public school as a classroom teacher. The Special Class A license is contingent upon the candidates completing the one-year 12-credit hour supervised internship (Phase II of the program). Information and an application for the Special Class A license is available at the following website:  HYPERLINK "http://www.mde.k12.us/ed_licensure/alternate_path.html" http://www.mde.k12.us/ed_licensure/alternate_path.html Phase II of the program consists of the two-semester internship, ED 506/507, and is contingent upon the candidate having secured employment at a MS public school as described above. (Because the internship will require periodic on-site supervision and evaluation by MVSU an education faculty member, and will also require the teacher candidate to attend on-campus orientation and seminars, it is strongly recommended that the internship school site be located within fifty (50) miles of the MVSU campus.) Following successful completion of the Phase II internship, the candidate is eligible to apply for a Standard Class A Alternate Route License, and may leave the program at that point without completing the requirements for the Masters degree. Phase III of the program consists of the remaining coursework required to complete the Masters degree and qualify for a MS Class AA (5-year renewable) license. (Candidates are eligible to take Phase III courses during or after the Phase II internship.) Following completion of 12 credit hours in core courses (SE 550 and ED 510, 512, and 528), the candidate chooses a concentration in Elementary Education OR Secondary/K-12 Education. In addition to completing the required sequence of courses, candidates for the Masters degree must also take a Comprehensive Exam. _______________________________________________________________________ 91첥 Field Experiences Chart Master of Arts in Teaching ________________________________________________________________________ PHASE I Pre-Internship Admission: 1. Take and pass the Praxis I exam 2. Take and pass the Praxis II exam for the area in which you seek certification: Art-0133 Math-0061 Biology-0235 Music-0113 Business-0100 Physical Education-0091 Chemistry-0245 Physics-0265 Elem. Ed.-(grades 4-8)-0014 Social Studies-0081 English-0041 Spanish-0192 French-0171 Speech Communications-0220 German-0182 Technology Education-0050 Home Economics-0120 Marketing-0560 Passing these areas will NOT result in a AA Masters degree certification, but will all you to gain an A certificate in your major field. 3. The following two courses must be taken and passed before the teacher candidate is eligible for Phase II of the program: Course/Description Credit ED 502 Classroom Management 3 ED 503 Development, Assessment, and Evaluation 3 Required Phase I Field experiences activities must be completed and assessed by the appropriate classroom instructor, then turned into the Director of Field Experiences upon completion of all assignments. Students who are not working in a classroom, will be given an assigned placement through the Office of Field Experiences. *Component One of Phase I Activities (to be assessed in the Classroom Management class) 1. Describe the classroom makeup. 2. Discuss how to plan classroom environment and instruction. 3. Develop a plan for management of behavior and instruction in the class. **Component Two of Phase I Activities (to be assessed in the Development, Assessment, and Evaluation class) 4. Develop a plan to sue formative and summative assessments for curriculum decisions. 5. Discuss assessment accommodation appropriate for different special needs students. Verification of completed field-based activities in ED 502 and 504 MUST be turned in to the Director of Field Experiences for documentation. ________________________________________________________________________ PHASE II Internship and Completion of Requirements for a Standard Class A (three-year) Teaching Certificate 1. Once all requirements for Phase I, apply for a 3-year temporary teaching certificate. 2. When a 3-year temporary teaching certificate is secured, seek employment as a teacher in a Mississippi Public School. 3. Provide documentation of employment in a Mississippi Public School to the Office of Field Experiences, which is responsible for assigning you a classroom instructor who will become your point of contact in the school in which you are employed, and a MVSU Supervisor, who will visit the school periodically to observe and evaluate your teaching, and who will be available to help you resolve or mediate any problems that may occur in your internship period. 4. Enroll in: Course/Description Credit ED 506 Dimensions of Education (Internship) 3 ED 507 D Dimensions of Education (Internship) 3 5. Upon completion of the Internship, provide written recommendation from teaching supervisor. Internship Expectations In order to enroll in the MAT internship, the candidate must secure employment in a public school that is within a 50 (fifty) mile radius of 91첥 or must seek special permission to complete the internship outside of the specified area. Most candidates are able to find employment in the Mississippi Delta, however a few exceptions exist, since candidates need to seek employment close to their homes. The Building Principal of the public school where the MAT candidate secures employment is the point of contact for the intern. MVSU Supervisors go to the schools to evaluate and give feedback to MAT candidates. MVSU Supervisors are retired school teachers and administrators who are assigned by the Assistant to the Dean (who is responsible for the MAT program coordination) with input from School District Superintendents. MVSU Supervisors evaluate candidates a minimum of three times during the internship. The evaluation instrument for MAT candidates is not the STAI instrument, but an instrument that measures comparable skills and dispositions (Evaluation of MAT Internship Experience). MVSU Supervisors and MAT candidates attend an orientation prior to the beginning of the internship. Orientation includes introductions, schedule of observations, review of evaluation forms including areas of observation, as well as problem solving. MVSU Supervisors meet with their assigned candidates in groups. Additionally, during orientation, the MAT portfolio is explained. MAT candidates are required to develop and present this portfolio highlighting and tracing their development through the program. The portfolio will include, but will not be limited to the following components: 1. Autobiographical information and educational philosophy 2. Knowledge of subject matter 3. Knowledge of Human Development and Learning 4. Adapting Instruction for Individual Needs 5. Multiple Instructional Strategies 6. Classroom Motivation and Management 7. Communication Skills 8. Instructional Planning Skills 9. Assessment of Student Learning 10. Professional Commitment and Responsibility 11. Partnership ________________________________________________________________________ PHASE III Completion of Masters of Arts in Teaching Program 1. The following core courses must be taken and passed with a minimum grade of C. Some or all of the core courses may be taken during Phase II of the program (Internship). Course/Description Credit SE 550 Assessment & Individualized Programming for Disabled 3 ED 510 Research in Education 3 ED 512 Technology for Teachers 3 ED 528 Language & Communication Arts Across the Curriculum 3 2. Candidates may elect to complete either the Elementary or Secondary Track. A. Elementary Track Course/Description Credit ED 520 Reading in the Elementary School 3 ED 521 Childrens Literature 3 ED 540 Effective Teaching Strategies 3 B. Secondary Track Course/Description Credit ED 540 Effective Teaching Strategies 3 (Secondary Candidate must also take 6 hours of Content in a Specified Area) English Credit EN 501 Contemp. Perspec. On Literary Criticism 3 EN 504 Studies Mod. Eng. Grammar & Ling. 3 Social Science Credit HI 601D Colonial America 3 HI 601E History of the South 3 HI 603 Readings in Latin American History 3 Music Credit MU 541 Instrumental Conducting 3 MU 543 Music Methods and Material 3 Science Credit SC 534 Phy. Sciences for Sec. School Teachers 3 SC 544 Bio. Sciences for Sec. School Teachers 3 Mathematics Credit MA 525 Probability & Statistics 3 MA 533 Concepts of Mathematics III 3 MA 502 Elementary Statistics 3 Physical Education Credit PE 530 Physiological Aspects of Exercise 3 PE 605 Curriculum Design in PE 3 PE 607 Advance Teaching Methods of PE 3 PE Research Methods in PE and Sports 3 3. MAT candidates must complete and submit a Professional Portfolio as part of the graduation requirement. 4. All graduate students must enroll in, take, and pass the Comprehensive Examination to exit any graduate program. Course/Description Credit ED 599 Comprehensive Examination 0 5. Upon completion of 33 hours in the Elementary or Secondary Track, Candidates would be eligible for a Class AA License (4-8 or 7-12 as appropriate).     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