1. Student Teaching Notebook
Ms. Staci Fuqua, Director
Education Student Services
UT Martin

2. Student Teaching Notebook
Develop a notebook containing a collection of materials that will serve as documentation of experiences and activities provided for student learners by you, the classroom teacher. Use this page as the Table of Contents/first page of the Student Teaching Notebook.
Place items in the order below and separate with tabs. You may be able to duplicate some of the evidence below for your portfolio.
Initial each section as you complete it.
The US will initial each section as he or she assesses the Notebook.

3. Table of Contents

4. State Curriculum Standards for Each Placement
Include standards for both placements and for each subject area.
You may put these in a separate notebook.

5. I. Student Teacher’s Classroom and Discipline Policies
Include policies for each placement (they may be your CT’s policies).
Include a written reflection of each placement.

6. Reflection Papers (throughout notebook)
Words
Brief but detailed summary of observation
Include:
Analysis and evaluation of lesson
What are possibilities for application (What can you use, what went well, what will you do differently, etc.?)

7. Weekly Email Reflections
Students must U.S. each week by Saturday at 9pm. Responses to questions with less than 300 words are not acceptable. This is meant to be an exercise in sharing your thoughts so you can improve from week to week. Please address the following questions each week. Be descriptive! 1. What did you learn about yourself this week? 2. What things could you have done differently? 3. What are your struggles or concerns? 4. What have been positive highlights this week? 5. What are your goals for next week?

8. Weekly Schedule
As a means of helping your university supervisor in planning tentative visiting schedules, you are asked to assist in this task by submitting a Weekly Schedule periodically during the student teaching experience. Each Thursday evening, you are expected to in a schedule for the next complete week (Monday-Friday). Sample schedules plus blank forms are available at (student teaching forms). Be sure to mark each activity as to the extent of your responsibility.
“O” means you are observing, a passive onlook;
“P” means participating, but without the ultimate responsibility;
“T” means you are teaching, or have the responsibility.
If you are giving tests or for some reason the class will not meet (assembly program, pep rally, etc.), please denote on the schedule. If there are special activities or problems that need to be brought to the attention of your university supervisor, use the space designated comments and activities.
Weekly Schedule to your university supervisor-
Deadline every Thursday by 9pm.
Completion of the Weekly Schedule is one of several written reports that you are asked to submit to your university supervisor. These reports enable the university supervisor to offer needed guidance, determine progress, give assistance, and enrich your student teaching where needed. Also, it gives some indication of your ability to cope with routine reports and your facility with written English. Both of the items are often asked about if recommendations are requested by school systems.

10. II. Daily Lesson Plans for University Supervisor
Twelve Total Lesson Plans in the required format. Sample is provided.
One for the day before, the day of, and the day after each evaluation by the US. This must be provide to the US prior to the lesson being taught.
3 lesson plans (as above) X 2 observations per placement = 6 per placement.
TOTAL of 12

11. SAMPLE DAILY LESSON PLAN
A new “Weekly Lesson Plan” format is being adopted for spring ‘11. This is very similar to the examples listed on the web but in a condensed version.
(NOTE: Show example document)
A sample form and example is located on our webpage ( ) Additionally, I will post an explanation for each section of the lesson plan for clarification.
Available Tuesday of this week!
*We may briefly discuss on Tuesday during the “Question and Answers” session so everyone has a clear understanding.

12. Lesson Plans
Lesson plans are required for EACH day you are teaching. That means you will have many more than the 12 required for your formal observations. (Place in VII. Other Lesson Plans)
PreK-3 and K-6 majors will have to complete the lesson plan form for EACH subject you teach. This will take a considerable amount of planning.
Secondary and K-12 majors will have to complete lesson plans EACH day but because they are not teaching ALL subjects so they will have less than the PreK-3 and K-6 majors.

13. III. US Evaluation Forms

14. IV. Reflecting Information Record
One for each evaluation by the US
2 per placement x 2 placements= 4 total
Complete the Reflecting Information Record while the US completes his or her evaluation form. If time permits, US should discuss the results of the evaluation immediately after the evaluation is completed.

15. Reflecting Information Record
(TO BE COMPLETED BY STUDENT TEACHER)
Beginning teachers undergo a challenging transition from study to professional practice. They assume total responsibility for classroom instruction, management and motivation of students, assessment, interaction with parents, and understanding of total school operation. Preparation of teachers as continuous learners is characterized by skills in becoming reflective and analytical about their behavior and surroundings, instruction and outcomes, combined with development of capabilities to make informed and intelligent decisions. Reflection in teaching is an important theme in teacher education and, however central to practice, must be consciously fostered and practiced.
STUDENT TEACHER:
OBSERVATION NO:
DATE:
Student teacher completes this form for each scheduled formal observation; however, the University Supervisor and the Student Teacher are to discuss the contents of this form.
1. As you reflect on the lesson, how did it actually unfold as compared to what you had anticipated happening as you did your planning? IIIC
2. Provide the data/information that you have used to determine your students’ progress toward this lesson’s goals. Include individual and group information. IIIA and IIIC
3. How will you use your students’ performance today as you envision the next step for these students in learning? IIIC and Planning Domain
4. If you were to teach this lesson again to these students, what changes would you make? IIIC
5. As you reflect over this lesson, what ideas or insights are you discovering about your teaching? IIIC
Sample of form is located at

16. V. CT Lesson Plans
Include the lesson plan for the official observation by each CT. Use the same format you used for evaluation by the US. (1 per placement).
Remember: This means you must provide a lesson plan for the day before, the day of, and the day after prior to teaching the lesson.

17. VI. CT Evaluations Include a copy of the CT evaluation forms (2).
Include a reflection paper for each of these (2).
Include “walk-through observation forms” or notes from your CT.

18. VI. Cooperating Teacher Evaluation Forms

19. VII. Other Lesson Plans
Include any lesson plans you prepare during student teaching.
You must use the required lesson plan format.
Supervisors will spot-check your notebook for these when they observe you.
You can NEVER use a “plan book” in lieu of the formal lesson plan format. You do not have enough experience teaching for this to work.

20. VIII. Unit Plan Unit Plan (1)-Must be taught!
Only one, not one per placement
Coordinate with CT and US for approval of subject/topic.
If you are an Integrated Studies major, select the subject of your choice.
If you are a SPED major, you will construct an IEP (with assistance from CT and US) to meet the unit plan requirement.

21. Sample Unit Plan

22. Sample Unit Block Plan

23. IX. Observation Checklists and Reflections (8 total)
Two per CT (x 2 placements= 4)
Two of other teachers per placement (x 2 placements = 4)
Please complete the following checklist each time you observe a teacher. Write a reflection of each observation.
Forms are located at

24. Observation Checklist
The S.T. will check (yes or no) what best describes the teacher and the lesson during the observation:
Written lesson plan
Developmentally appropriate learning activities
Lesson plan aligned with TN Curriculum Standards
Research-based teaching strategies
Appropriate use of classroom technology
Standard oral English
Standard written English
Knowledge of subject matter
Various strategies for motivation and enrichment
Involving all learners, including diverse populations and
struggling students
Monitoring and adjusting instruction
Students’ work displayed
Effective seating arrangement
Enthusiasm
Clear explanations and directions
Appropriate dress
Relating well with students
Students “on task”
Professional teacher behavior
Effective student behavior management
Comments ______________________________________________________________
________________________________________________________________________
Signature_______________________________________Date____________________
(Student Teacher)

25. X. Professional Development Activities (Four total)
Include at least one from a school placement.
You may use up to three from Student Teaching Orientation and Mid-Semester Seminar. The Smart Board assignment from orientation and Career Fair are required.
Evidence and reflection paper plus caption if you also use for portfolio.

26. XI. Interviews Two per placement
Use our form as a guide for questions, but you may ask other questions as well.
Write a summary and response for each interview. Follow requirements for reflection papers.

27. Questions to Guide Interviews
Administrators
1. Who are they?
2. What are their chief duties?
3. What is the responsibility of the teacher to them?
School Plant
1. What is the general physical lay-out?
2. What playground and gymnasium facilities exist?
3. What office facilities are available?
4. How is the cafeteria operated?
5. For what purposes is the auditorium used?
6. Is there a teacher’s lounge?
Equipment and Materials
1. What provisions are made for textbooks?
2. What audio-visual equipment is available?
3. How do teachers obtain materials and supplies?
Curriculum
1. What courses are offered?
2. What courses are required?
3. What are the requirements for graduation?
Guidance
1. What personnel are involved?
2. What is the testing program?
3. What student records are maintained?
4. Is there an orientation program for new students?
5. What provisions are made for exceptional children?
6. Is there a follow-up of students after graduation?
7. Is there a group guidance program?
Library
1. What are the facilities?
2. What are the procedures for student use of the library? For teachers?
3. How is the library stocked?

28. Questions to Guide Interviews, continued
Grading and Reporting
1. How are grades determined?
2. How are reports made to parents? How often?
3. What provisions are made for parent-teacher conferences?
Health Service
1. What examinations are given? How often?
2. What is the relation to social agencies and city-county health department?
3. What provisions are made for illness or accidents at school?
Student Government
1. What activities exist?
2. How are they organized?
3. How many participate?
4. What is their relationship to the school program?
5. How are these activities financed?
Extracurricular Activities
Professional Organization
1. What is the nature and function of the faculty meetings?
2. What in-service programs are offered?
3. What local professional organizations exist?
4. What professional services are offered?
5. What professional services are offered?
Community Relations
1. What parent groups are there?
2. What community agencies are active in the schools?
3. How is the community kept informed about school activities?

29. XII. Student Teacher Sign-In
Sign in for every day you are present during the student teaching semester.
For days when you are absent or not at school for any reason, write the reason instead of your signature.
Have your CT sign on the appropriate line.
Place this document in your Student Teaching Notebook (XII.-Daily Sign-In Sheet).

30. Student Teacher Sign-In
SAMPLE- Current term sign-in sheet is available on the website.
Spring 2010
DIRECTIONS: Sign in below for each day of student teaching and/or seminar. Please indicate holidays and breaks on the “Signature” line. Also, do not sign on days when you are absent; instead, indicate “Absent” on the signature line. Your CT must also sign before you submit to your University Supervisor at the end of each placement.
Date (2010) Signature
1/11 (Orientation) ___________________________________
1/12 (Orientation) ___________________________________
1/13 (Orientation) ___________________________________
1/14 (Orientation) ___________________________________
1/15 ___________________________________
1/19 (1st Placement) ___________________________________
1/20 ___________________________________
1/21 ___________________________________
1/22 ___________________________________
1/25 ___________________________________
1/26 ___________________________________
1/27 ___________________________________
1/28 ___________________________________
1/29 ___________________________________
2/1 ___________________________________
2/2 ___________________________________
2/3 ___________________________________
2/4 ___________________________________
2/5 ___________________________________

31. Sign-In, continued 2/8 ___________________________________
2/9 ___________________________________
2/10 ___________________________________
2/11 ___________________________________
2/12 ___________________________________
2/15 ___________________________________
2/16 ___________________________________
2/17 ___________________________________
2/18 ___________________________________
2/19 ___________________________________
2/22 ___________________________________
2/23 ___________________________________
2/24 ___________________________________
2/25 ___________________________________
2/26 ___________________________________
3/1 ___________________________________
3/2 ___________________________________
3/3 ___________________________________
3/4 ___________________________________
3/5 (Mid-Semester Seminar, ___________________________________
University Center Ballroom)
First Placement Cooperating Teacher ___________________________________
Mid-Term Seminar with Supervisor ___________________________________

32. Other Forms Information Form Calendars
First and Second Placement Forms
Student Teacher Responsibilities
University Supervisor Evaluation
Cooperating Teacher Evaluation

33. Evaluation of Notebook
Accuracy
Completion
Submitted by date due (tba by US)
Satisfactory completion of the Student Teaching Notebook is required before the US can assign grades for student teaching.
Helpful Hint: Do not wait until end of term to begin notebook. Put items in notebook on at least a weekly basis.

34. Notebook Rubric
A revised “Student Teaching Notebook Rubric” will be posted on the website by the end of the week.
Please replace current rubric (if printed) as requirements have been revised.