1. INDIANA WESLEYAN UNIVERSITY STUDENT TEACHING PROFESSIONAL EXPECTATIONS
POLICIES
RESPONSIBILITIES
REQUIREMENTS

2. SPRING SEMINAR #1 January 3, 2020
STUDENT TEACHING
SPRING SEMINAR #1
January 3, 2020

3. Student Teacher Policies Professional Expectations
I. Attendance, Absences &Punctuality
II. Legal Responsibilities
III. Ethic/Moral Responsibilities
IV. Communication Standards
V. Professional Attire/Demeanor
VI. Professional Development Seminar
VII. Written Requirements

4. Student Teacher Policies Professional Expectations
I. ATTENDANCE/ ABSENCES/ PUNCTUALITY Professionalism is a major goal of the Student Teaching Program at Indiana Wesleyan University. Attendance and punctuality are critical issues in the pursuit of professionalism. “Ahead of time” No Absences Emergencies requiring absence will be made up.

5. Student Teacher Policies Professional Expectations
Observe the same time schedule as the supervising teacher.
The workday begins when the supervising teacher is required to report and ends when he or she is allowed to leave.
Student teachers are not allowed to come in late or leave early when they have a planning period at the beginning or end of the day.

6. Student Teacher Policies Professional Expectations
II. Legal Responsibilities
Student teachers must follow all guidelines as outlined in the School Handbook/ Policy Manual, as well as policies in the Student Teaching Handbook and the University behavior manual.
Report all special problems (drug, alcohol) to the supervising teacher
Never drive car with a school student as a passenger
Do not administer medicines
Forms of punishment (school policies)

7. Student Teacher Policies Professional Expectations
In case of illness the student teacher must:
Contact the supervising teacher before 6:00 a.m.
All lesson plans and materials must be delivered to the supervising teacher before 7:00 a.m.
Contact the University Supervisor before 6:00am.
Present a medical form validating the absence to the Director of Student Teaching.
Create and submit in advance to the supervising teacher, all lesson plans to be used during the absence period.
Prepare daily plans and materials before departing school.

8. Student Teacher Policies Professional Expectations
III. Ethic / Moral Responsibilities
Retain confidences (No gossiping)
Plan appropriately
Carry no crusades (No agitation)
Introduce no controversial issues
Act dependably and responsibly
Dress appropriately (Professionally – Age and grade appropriate
Be a person of your word/Character counts!

9. Student Teacher Policies Professional Expectations
IV. COMMUNICATION
***Enthusiastically***
***Energetically***
***Professionally (Error free)***
Daily communicate with your Supervising Teacher.
Invite Constructive criticism.
Demonstrate a professional interest through participation in school, community activities and involving parents in the learning environment.

10. Student Teacher Policies Professional Expectations
V. PROFESSIONAL ATTIRE ---MEN
Shirt/Tie, daily
Sweater, shirt and tie underneath are acceptable
Jeans/warm-up suits/ shorts are unacceptable
No flip-flops
Appropriate jewelry
No earrings, or observable pierces
No visible tattoos
“Dress Down Day” is inappropriate

11. Student Teacher Policies Professional Expectations
V. PROFESSIONAL ATTIRE --- WOMEN
Modest neck and hemline (no midriff or exposure)
No low/tight pants. Shirts must cover the midriff.
Jeans/warm-up suits/ shorts are unacceptable
No flip-flops
Appropriate jewelry
No observable pierces beyond one per ear
No visible tattoos
“Dress Down Day” is inappropriate

12. Student Teacher Policies Professional Expectations
Professional Demeanor/Attitudes/ Action
Be professional at all times-Poised-Dignified.
Demonstrate respect for all constituencies.
Manage time wisely.
Demonstrate enthusiasm for the learner.
Attend all professional meetings.
Maintain a healthy, well-groomed appearance.

13. Student Teacher Policies Professional Expectations
Professional Demeanor/Attitudes/ Actions
DISPOSITIONS ASSESSMENT RUBRIC
(Student Teaching Handbook Appendix C)
You must have this rubric:
Completed by your Supervising Teacher
Signed by you and your teacher
Sent to the university
This was in the packet mailed to your teacher. There was a letter from me explaining what was included and when it needs to be returned.

14. Student Teacher Policies Professional Expectations
VI. PROFESSIONAL DEVELOPMENT SEMINAR
Provide opportunities for discussion related to educational issues (Brightspace)
Encourage refinement of teaching skills (video analysis)
Assist in organizing capstone Portfolio
Provide direction of procedure issues, job search, interviewing strategies and mock interviews.
3 TIMES PER SEMESTER:
January 3, 2020 (F)
February 3, 2020 (M)
April 13, 2020 (M)

15. Student Teacher Policies Professional Expectations
WHAT ARE THE WRITTEN REQUIREMENTS
FOR THIS STUDENT TEACHING SEMESTER?

16. Student Teacher Policies Professional Expectations
VII. WRITTEN REQUIREMENTS
Each student teacher will produce and maintain the following items:
A.) STUDENT TEACHING NOTEBOOK
1.) UNIT overview PLAN (2 WEEKS IN ADVANCE)
2.) BLOCK PLANS
3.) LESSON PLANS (Submitted 2 days in advance
for approval & signature of your Supervising Teacher)
***Planning for individual teaching or co-teaching***

17. Student Teacher Policies Professional Expectations
VII. WRITTEN REQUIREMENTS
B. ) TEACHER WORK SAMPLE
(STH Appendix B)
See TWS Handout distributed during this seminar
C.) DAILY JOURNAL
(STH Appendix F)
1. Heading (Domain, Name, Date)
2. Elaboration of significant episode (Domain)
3. Analysis of Episode
4. Submit daily via to your University Supervisor(s)

18. Student Teacher Policies Professional Expectations
VII. WRITTEN REQUIREMENTS
D.) WRITTEN PORTFOLIO (Efolio) CAPSTONE PROJECT
(STH Appendix D)
E.) VIDEO ANALYSIS PROCESS
(STH Appendix G)
1. All student teachers must RECORD one lesson.
2. The CD/DVD and the lesson plan will be submitted to a selected peer {see Peer List}
3. Specific written feedback will be provided to the student teacher by the peer
DUE DATE: February 3, (Monday)
..… Student Teaching Seminar #2…..
4. The completed form and changes in performance
may be included in the portfolio

19. Student Teacher Policies Professional Expectations
VII. WRITTEN REQUIREMENTS
F.) PRINCIPAL INTERVIEW
(STH, Appendix I)
1. The student teacher is required to establish an interview with a school administrator during the last week of student teaching
2. The interview form should be given to the administrator
3. The form should NOT be in the Portfolio
G.) MANAGEMENT PLAN
H.) COMMUNITY (PARENTAL ) INVOLVEMENT

20. Student Teacher Policies Professional Expectations
VII. WRITTEN REQUIREMENTS
I.) ASSESSMENT
1. Take notes daily (anecdotal approach)
2. Pre-test …..Plan based on results
3. Post-test…. Plan based on results
4. Authentic assessment (projects)
5. Rubrics…..Carefully develop-Utilize consistently
6. Utilize varied methodologies/strategies
7. Check for understanding regularly/systematically
8. Demonstrate student achievement over time

21. WHO EVALUATES THE STUDENT TEACHER?
Supervising Teacher
and the
University Supervisor

22. WHO EVALUATES THE STUDENT TEACHER?
SUPERVISING TEACHER AS EVALUATOR
INFORMAL Assessment Techniques
1.) Daily discuss instructional / managerial issues
2.) Review and INITIAL every unit and lesson plan
3.) Write notes expressing strengths and concerns
FORMAL Assessment Techniques
1.) Complete Mid-Term Evaluation Form
2.) Complete the Final Evaluation Form
3.) Complete the Dispositions Rubric

23. WHO EVALUATES THE STUDENT TEACHER?
UNIVERSITY SUPERVISOR AS EVALUATOR The University Supervisor has the ultimate responsibility for: 1. The final evaluation of the student teacher 2. Responding to the daily journals submitted by the student teacher 3. Observing /evaluating instructional performance (entire period) 4. Dialoguing with the supervising teacher and the student teacher (before and after) each observation 5. Providing specific oral/ written feedback regarding strengths and concerns during the Follow-up Conference 6. Evaluating the capstone Portfolio 7. Serving as Chairperson of the Oral Defense Committee 8. Completing the Summative Performance Evaluation Rubric 9. Complete recommendation letters /interviews as requested

24. WHO EVALUATES THE STUDENT TEACHER?
Student Teacher candidates are evaluated during the Portfolio Defense:
Phase I (Written) and
Phase II (Oral)
Supervising Teachers
and University Supervisors
continue to evaluate performance until the end of the student teaching experience.

25. OBSERVATION TIMELINE TWO EXPERIENCES FOR FULL SEMESTER
University Supervisors evaluate 3 observations onsite per experience
Secondary and All- Grade major observations are shared with content professors.
Education Supervisors- 2 times per experience
Content area supervisors -1 time per experience
ONE ST EXPERIENCE
FOR FULL SEMESTER
University Supervisors evaluate 5 observations
onsite
Secondary and All- Grade major observations are shared with content professors

26. STUDENT TEACHER TIMELINE ******SUGGESTED*****
INDUCTION PHASE
INITIAL TEACHING PHASE
SUSTAINED TEACHING PHASE
FULL-TEACHING PHASE
CONCLUSION PHASE

27. STUDENT TEACHER TIMELINE
Two Placements Induction Phase Initial Teaching Phase Sustained Teaching Full Teaching Phase Conclusion Phase
One placement
Induction Phase
Initial Teaching Phase
Sustained Teaching
Full Teaching Phase
Conclusion Phase

28. *****Suggested Timeline*****
Induction Phase
Observe in classroom/assist teacher
Orient self to school, policies, and students
Participate with individual students
Teach at least 1 lesson after 3 to 5 days
Initially, lesson taught may be prepared in conjunction with the supervising teacher
Complete lesson analysis (see Lesson Design Appendix)
Evaluate daily activities

29. *****Suggested Timeline*****
Induction Phase
Conference daily with supervising teacher about each day’s activities and lessons
Confer with supervising teacher: Teacher Work Sample topic
Begin daily reflective journals via to University supervisors (Education & Content)
Check on-line assignments: Brightspace
Attend initial Student Teaching Seminar

30. *****Suggested Timeline*****
Initial Teaching
Assume some teaching responsibility, utilize IWU lesson plan format
Complete IWU lesson analysis form
Begin work on IWU portfolio – check metacognitive papers
Continue daily discussions with supervising teacher
Confer with supervising teacher: Teacher Work Sample topic
Evaluate daily activities
Continue daily reflective journal entries ( University Supervisor)
Attend scheduled professional development seminars
Check on-line assignments: Brightspace

31. *****Suggested Timeline*****
Sustained Teaching /Transition
to Full Time
Assume more teaching responsibility: prepare lesson plans, teach additional periods
Begin Teacher Work Sample process
Complete lesson analysis for each lesson
Be observed and evaluated by supervising teacher and the University Supervisor (possibly twice)
Continue to work on portfolio
Evaluate daily activities
Continue daily reflective journal entries – send via to University Supervisor
Attend professional development seminars
Check on-line assignments: Brightspace

32. *****Suggested Timeline*****
Sustained Teaching [week #3] [week #3 & 4]
Assume more teaching responsibility in the classroom
(Individual or Co-teaching as circumstances allow)
Begin process TWS
Complete lesson analysis for each lesson
Be observed and evaluated
Work on portfolio
Continue Daily reflective journals
Full- Teaching [week #4-7] [week # 5 -15]
Assume 100% of teaching load as individual circumstances allow
Assume total teaching responsibility (Individual or Co-teaching)
Complete Teacher Work Sample
Prepare for observation
Continue reflective journaling

33. *****Suggested Timeline*****
Conclusion Phase [week#8] [week #16]
Continue some teaching responsibilities
Attend Professional Development Seminar
Observe in other classrooms
Complete Post Teaching Observation Procedure
(STH Appendix H)
Submit portfolio
Defend portfolio
Return all borrowed materials

34. Brightspace REQUIREMENTS
FOR
STUDENT TEACHERS

35. Brightspace REQUIREMENT
STUDENT TEACHERS ARE REQUIRED TO……
…..SUBMIT ONE IDEA, WEEKLY
…..TO READ Brightspace ENTRIES
Web address:
Find Discussion Board
Select Forum
Submit Entry (Weekly)
Student Teachers may submit more that one entry weekly, if desired.

36. BECOMING A PROFESSIONAL EDUCATOR
“The first requisite and the last criterion of a teacher is…
To be a true follower of the Great Teacher, not so much in professing, but in living…

37. It means an attitude (dispositions) toward the profession….
(STH Appendix C…DISPOSITION ASSESSMENT)
Toward the subject taught
Toward the home
Toward the community and the child/ young adult
It means to possess knowledge
(of the content and how students learn)
and the ability
(skills /pedagogy/assessment techniques)
to interpret it to right uses so that it becomes a power of good in the life of the child/young adult…
“To Be A Teacher” Sarah Gillespie Huftalen

38. BECOMING A PROFESSIONAL EDUCATOR
A professional is defined not by the business a person is in but by the way that person does his or her business.
(Linda Darling-Hammond)
An Indiana Wesleyan University professional educator is a caring, confident, and competent professional who daily strives to make a difference in the lives of all members of the educational community.

39. BECOMING A PROFESSIONAL EDUCATOR
I touch the future…
I teach!
Christa McAuliffe

40. INDIANA WESLEYAN UNIVERSITY STUDENT TEACHING PROFESSIONAL EXPECTATIONS
POLICIES
RESPONSIBILITIES
REQUIREMENTS
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