1. Spring Arbor University Student Teaching (EDU 450) & Student Teaching Seminar (EDU 430) Overview Podcast 1 of 3 Dale B. Linton, Ph.D. Director of Student Teaching 517-750-6413 (office) 517-803-1025 (mobile) dlinton@arbor.edu By PresenterMedia.comPresenterMedia.com

2. Presentation Overview Welcome and Challenge: Purpose of Student Teaching Seminar in the Context of Student Teaching Student Teaching Seminar Assignments Preparing the Interview Portfolio and Interview Overview 1. 2. 5. 3. 4. Student Teaching Notebook Assignments

3.  Professional  Knowledgeable  Proactive  Diligent  Responsible  Learner  Available  Team Member  Appreciative Becoming the Candidate of Choice Going the Extra Mile Welcome and Challenge

4. Rewarded - Hard Work - Critical Feedback, Examination, Trial & Error - Dreams and Aspirations Realized Supported - Mentoring Teacher(s) - Fellow Teachers and Building Administrator - University Supervisor(s) - Student Teacher Director - School of Education - “Significant Others” What To Expect in Student Teaching

5. Teacher Support - Guidance, Modeling, Feedback, Sharing Ideas & Curriculum, Evaluating your teaching progress (lesson observation & midpoint (midterm) and final evaluation with recommendation for certification. Supervisor Support - Initial Week - 4 Visits & Formal Lesson Observation & Evaluation - 2 before midpoint & 2 after the midpoint - Midpoint (midterm) and Final Evaluation with recommendation for certification Director’s Support - Updated regularly; provide supervisors with ideas and direction - Review midterm/final evaluations and student teacher folders - Make formal visits and assess student teacher’s progress - Make recommendations and decisions re: placement and/or student teacher What To Expect in Student Teaching

6. Presentation Overview Welcome and Challenge: Purpose of Student Teaching Seminar in the Context of Student Teaching Student Teaching Seminar Assignments Preparing the Interview Portfolio and Interview Overview 1. 2. 5. 3. 4. Student Teaching Notebook Assignments

7.  Student Teaching - Practicum Experience - Expanding skills and knowledge - Hone teacher performance (teaching, management, organization, planning, collaboration, rapport, etc…) to beginning teacher levels.  Student Teaching Seminar - Preparing for future job interviews - Developing “talking points” (assignments = interview answers. - Developing interview documents Purpose of Student Teaching Seminar in the Context of Student Teaching

8. - Contact your teacher(s) and see what you can do to help out before your placement begins. - Draft your letter of introduction (parents/students) and have your teacher approve it. - Seek out the building administrator and introduce/re-introduce yourself/thank them for this opportunity - Make yourself available to help out but protect yourself - Report any approved coaching, work, involvement in extra curricular activities to the student teaching director. Parents, if you have small children you need to submit your child care plan as well. - Complete the InTASK Standard Assignment on BB - Review the BB materials for Resume and Cover Letter Writing - Obtain curriculum and other useful teaching information for review. - FALL Student Teachers are expected to attend beginning of the year workshops Before Student Teaching Begins:

9. End of Podcast for: Welcome & Challenge & Purpose of Student Teaching Seminar in the Context of Student Teaching EDU 430 & EDU 450

10. Spring Arbor University Student Teaching (EDU 450) & Student Teaching Seminar (EDU 430) Overview Podcast 2 of 3 Dale B. Linton, Ph.D. Director of Student Teaching 517-750-6413 (office) 517-803-1025 (mobile) dlinton@arbor.edu By PresenterMedia.comPresenterMedia.com

11. Presentation Overview Welcome and Challenge: Purpose of Student Teaching Seminar in the Context of Student Teaching Student Teaching Seminar Assignments Preparing the Interview Portfolio and Interview Overview 1. 2. 5. 3. 4. Student Teaching Notebook Assignments

12. First Assignments - Letter of Introduction (distribute it) - Weekly Reflections/Daily Journaling (keep it brief) are due by Sunday 6 pm to your supervisor. - Complete People to Meet & Know by 2 nd week - Complete Classroom Procedures by 2 nd week - Complete Student IEP Report by 2 nd week - Complete Technology Requirement Part 1 (Checklist) by 2 nd week *You should know the names of all your students by the end of week 2. This includes secondary people. Student Teaching Notebook Assignments

13. - Caregiver records – initiate these throughout the placement. Minimum of 4 for positive feedback and expressed concerns. - Parent/Teacher Conference Records – fully or partially conduct at least two conferences. - Videotaped Lesson Analysis & Mentoring Teacher Lesson Evaluation (by week 6 for 10 wk; by week 9 for 15 wk). - Unit Plan – Identify what you will teach and start planning the unit by week 2; teaching it by week 3 or 4. - Permission Form for Substitute Teaching (complete with supervisor when they feel you are ready). - Record of absences, substitute teaching (maintain this throughout the experience). - Technology Requirement (part 2) – show to your supervisor throughout the experience. Student Teaching Notebook Assignments (cont)

14. Collected by University Supervisor: - Letter of introduction videotaped analysis - one good lesson plan - permission to substitute teach - record of absences & substitute teaching - formal lesson evaluations (reviewed with you and signed and dated by you and the evaluator) - midterm & final evaluations completed by both the supervisor and mentoring teacher(s) (reviewed with you and signed and dated by you and the evaluator) - supervisor & teacher’s letter of recommendation. Student Teaching Artifacts

15. Presentation Overview Welcome and Challenge: Purpose of Student Teaching Seminar in the Context of Student Teaching Student Teaching Seminar Assignments Preparing the Interview Portfolio and Interview Overview 1. 2. 5. 3. 4. Student Teaching Notebook Assignments

16. InTASK Model Core Teaching Standards and Learning Progressions for Teachers 1.0 (Interstate Teacher Assessment and Support Consortium) - http://www.ccsso.org/Documents/2013/2013_INTASC_Learning_Progressi ons_for_Teachers.pdf http://www.ccsso.org/Documents/2013/2013_INTASC_Learning_Progressi ons_for_Teachers.pdf - Environmental Inventory Blackboard - Planning Questions for Daily Strategies to Engage Students Blackboard - ASSIST – Beginning Teachers - http://assist.educ.msu.edu/ASSIST/index.php?tab=4 http://assist.educ.msu.edu/ASSIST/index.php?tab=4 Major Student Teaching Seminar Activities

17. - Response to Intervention Project - Learning about RtI approaches in your school - Developing an intervention with a level-one student & collecting data. - Unit Plan with Data Assessment Analysis (Levels of Student Learning) - Backwards Design (Wiggins & McTighe) with pre/post test; formative assessment. - Data collected is analyzed deeply for better understanding of students’ learning and your instructional approaches. - Resume & Cover Letter - Interview Skills (emphasis of “best practices” – Marzano) - Practice Interviewing (peer-to-peer) and with practicing educators Major Student Teaching Seminar Activities

18. End of Podcast for: Student Teaching Notebook & Seminar Assignments EDU 430 & EDU 450

19. Spring Arbor University Student Teaching (EDU 450) & Student Teaching Seminar (EDU 430) Overview Podcast 3 of 3 Dale B. Linton, Ph.D. Director of Student Teaching 517-750-6413 (office) 517-803-1025 (mobile) dlinton@arbor.edu By PresenterMedia.comPresenterMedia.com

20. Presentation Overview Welcome and Challenge: Purpose of Student Teaching Seminar in the Context of Student Teaching Student Teaching Seminar Assignments Preparing the Interview Portfolio and Interview Overview 1. 2. 5. 3. 4. Student Teaching Notebook Assignments

21. Professional Interview Portfolio 1. Cover Letter & Resume 2. RtI Project (data graphs/charts) 3. Unit Plan (Overview with data & graphs/charts) 4. Updated/Concise Philosophy of Education 5. Updated/Concise EDU 429 Strategies 6. Updated Brochure 7. Personal Website (Optional, but highly advised) Becoming The Candidate of Choice

22. learned quicklyworked hard listened to everyone in every position respectfullylistened much more than he talked dressed professionally everyday (including a tie)participated in dress-up days knew all the names of his students the first daycame in early and stayed late every day -- and made sure ate lunch with kids at least 2-3 days/weekwent to recess with kids at least 2-3 days/week and did what his students did helped out with buses everyday after school (being in the hall is the secondary equivalent) attended every night event conducted parent/teacher conferences himself with cooperating teacher's presence invited the principal to visit his classroom at any time and asked for advice observed other classrooms and grade levels--and helped out with individual students during work time had his principal write him a letter of recommendation (the most powerful letter you can have) knew his students wellhad a positive relationship with students and staff.

23. Performance trumps knowledge. Answering an interview question with knowledge and application. Knowing and speaking “educationese” (AYP, Smarter Balanced, Common Core, PLCs, Assessment verbiage, Curriculum based learning (reading, writing, math, science), RtI, IEPs, Technology integration, etc… Knowing and matching educational practice (theory) with theorists (Danielson, Stiggins, McTighe & Wiggins, Marzano, Stronge, etc… Becoming The Candidate of Choice

24. Elaine McEwan ( 2010 ), 10 Traits of Highly Effective Teachers: How to hire, coach and mentor successful teachers Mission-Driven and Passionate Called to Teach, Passionate to Help Student Positive and RealShows caring, empathy, respect and fairness in relationships Teacher-LeaderMakes a positive difference in the lives of students, parents, colleagues "With-It-Ness"Being on top of, tuned in to, aware of, and in complete control of everything StyleBrings drama, enthusiasm, liveliness, humor, charisma, novelty, and creativity Motivational ExpertiseBelieves in own ability to make a difference and relentlessly presses for high expectations Instructional EffectivenessEngages students in learning processes that maximizes their learning achievement and potential. Book LearningSound knowledge of content and outcomes. Knows what is essential for student to know Street SmartsKnows the students, school and community and uses this to solve A Mental LifeModels strategies, is a learner, reflects on self growth, communicates, flexible

25. So How Would You Rate Yourself Professionally Becoming The Candidate of Choice Unsatisfactory – Don’t display trait or behavior and demonstrates little awareness of the need to improve. Developing - Seldom displays trait or behavior but is aware of the need to improve. Proficient - Displays the trait or behavior at times and has a plan to keep improving in this area. Exemplary - Displays the trait or behavior most of the time and the trait is now part of your teacher self.

26. Hybrid – several dates for student teachers to meet and work on assignments and practice interviewing At Distance – recommend student teachers take the same days off and work on assignments and practice interviewing. Skype or other internet based conferencing software is used to bring student teachers into a practice interview. Regular contact with Seminar Instructor (Skype meetings, email; submission of assignments for review) EDU 430 Delivery Systems

27. For additional Information: 1. Read the Student Teaching Handbook 2. Contact your Seminar Instructor 3. Contact the following: 1. Main Campus & Lansing: Dr. Dale Linton (dlinton@arbor.edu)dlinton@arbor.edu 2. North (Gaylord & Petoskey): Mrs. Joyce Green (Joyce.Green@arbor.edu)Joyce.Green@arbor.edu EDU 450 & 430 Podcast