ED 490/495 HISTORY/SOCIAL STUDIES STUDENT TEACHING ASSIGNMENTS AND POLICIES College supervisor: Dr. Luci Fortunato De Lisle History Department Office: Tillinghast Hall 219 Bridgewater State College Bridgewater, MA 02325 Office telephone: (508) 697-1200 ext 2412 e-mail: LFortunato@Bridgew.edu Department secretary: (508) 697-1388 [The best times to contact me in my office are Monday, Wednesday or Firday 8 a.m.-9 a.m. and 11 a.m.-just before noon evenings are best at my home.] Home: 77 South Street Bridgewater, MA 02324 home telephone: (508) 697-1905 [Tuesday evenings I teach and will not be home until about 8 p.m. Please do not phone after 9:30 p.m. unless it is a matter of great urgency. Feel free to call as early in the morning as you need from 5 a.m. on especially if you need to let me know that you will not be attending school or if your school's classes have been cancelled due to weather. YOU MUST CONTACT ME IF YOU WILL BE ABSENT FROM YOUR SCHOOL FOR ANY REASON. Feel free to leave a message on the answering machine with your phone number; I will call you back as soon as I can. The phone is on a different floor from my study, so if I am working, the answering machine may pick up before I can physically reach the machine, so don't hang up!] INSTRUCTIONS AND BASIC ASSIGNEMENTS Please share the information on any hand-outs I give you with your co-operating practitioners and share your copy of the "Student Teaching Handbook" with them. They need to be clear on the college's expectations. Use the following guidelines to arrange your student teaching program with your practitioner(s): --Certification requirements include 150 CLOCK HOURS WITH FULL RESPONSIBILITY OF THE ROLE. You are responsible for documenting and keeping track of your work in fulfillment of this TEACHING requirement. Student teachers usually take responsibility for THREE CLASSES over TWO PREPARATIONS. Student teachers often begin with one class and add the ther two as their practitioners decide they are ready. At the very least, by the middle of the semester a student teacher should be carrying the full three-class teaching load. --Both before and during your actual time as an active teacher you should work out a weekly observation and assisting schedule in your school. Here again you musht complete a minimum of 150 CLOCK HOURS OF OBSERVATION AND ASSISTING DUTIES [eg. cafeteria duty, bus duty, library duty, hall duty, study hall, home room etc.] for certification. Do not confine yourself to the Social Studies Department for your observations--there is a great deal to learn from teaching and learning styles across the curriculum not to mention the possibilities for interdisciplianry thinking and connections! Please be sure to include your REFLECTIONS OF YOUR OBSERVATIONS IN YOUR JOURNAL. Your practitioner of record should initial your log of teaching and duties on a weekly basis. --Whether you are teaching your favorite field or one which is less familiar to you, you need to build some planning time into the school day--though you will need more time at home, certainly. Be aware of time management. Make time for preparation beyond the textbook!!!Gather resources; take time to read on the topics you will be teaching. Build the bibliography/resources for your units. --Familiarize yourself with any official course descriptions or curriculum guidelines of courses that you are to teach and discuss with your practitioner how much time you should spend on units you will teach. Be sure you are conforming to any system-wide policies. Keep in mind that some school systems have co-ordinated semester examinations for students; others are more individualized in their approach. --Reach out to the life of the school and community. Take every opportunity possible to become involved in or to attend extra- curricular activities, to participate in parent-teacher meetings etc. --Be sure to carry out any and all professional assignments given to you by your practitioner or the public school's administration. Make yourself aware of the standards for professional conduct expected by the school system in which you will be teaching. Become informed quickly about relevant school policies and procedures, and be sure to adhere to them. Ask for a STUDENT and/or FACULTY HANDBOOK if they are available to you. BE ESPECIALLY CAREFUL EARLY ON IN YOUR STUDENT TEACHING EXPERIENCE TO CLARIFY ANY SCHOOL-DEFINED LEGAL LIMITATIONS ON YOUR ROLE AS A STUDENT TEACHER [for example, most schools do not provide legal or medical coverage for you if your are gallant and jump in to break up a fignt which might occur among students. Anticipate. Clarify up front what to do in unusual cases like this or in medical emergencies. Be particularly sensitive to and vigilant about policies pertaining to ethnic, racial, and gender equity and [re]familiarize yourself with the legal responsibilities and limits of the professional educator pertaining to special education advocacy and privacy issues, child abuse, sexual harassment, the limits of advising students on issues beyond those of the academic classroom etc. If any circumstances arise about which you are not clear, consult your practitioner and college supervisor before acting. If circumstances and time do not allow, you are left to your own best judgment guided by the cocern for the child's welfare. When in doubt call the nearest full-time teacher. --In the classroom you are IN LOCO PARENTIS. You must know where your students are at all times. Attendance is therefore an important issue to attend to. If there is a fire alarm, take your rank/attendance book with you to call roll once your class is outside of the building. If you are given homeroom responsibilities, remember the homeroom record book is an important legal document which should be kept with care. --I.E.P.s: Be sure to acquaint yourself with the special education plans of any students in your classes. A meeting with one of the guidance counselors or speical ed. teachers during the first week of school to gain other helpful insights is a good idea. --Be in your school for the FULL CONTRACT DAY. This is usually from about 7 a.m. to 3 p.m.--but check with your school system. You may arrange with your practitioner to leave early on the days when meetings are required at the college. COMMUNICATION AT THE BEGINNING OF THE SEMESTER, YOU WILL NEED TO CALL ME EACH WEEKEND until we set up observation visits. After that we can communicate between visits by phone on a more informal basis. MONTHLY SEMINAR MEETINGS These meetings [the dates of which are furnished on a separate sheet] are REQUIRED. Please bring your journals and any other requested materials to each meeting. SUPERVISORY VISITS I shall be out to your school to meet with you and your practitioners and to observe your classes mostly on TUESDAYS AND THURSDAYS; it would be helpful if you could schedule a minimum of your tests or long films on those days to keep them open for visits. In preparation for supervisory visits: 1.--Have a copy of your LESSON PLAN for the day which I may keep along with any materials [handouts, textbooks, supplementary readings] you will be using in the course of the lesson for my consultation. 2.--Please have available your THREE-RING BINDER with your UNIT OUTLINES AND ALL YOUR LESSON PLANS IN ORDER. I shall be very interested to see the individual lesson in the larger context of your unit plans--especially lead-up and follow-up lessons. N.B. Please keep in mind that school systems have different policies about how far in advance you should have your formal lesson plans projected. Unless otherwise directed by your school, please aim at preparing your lessons for a full week in advance. This may be difficult early in the semester, but after the half-way point should be realizable. Your FULL FORMAL LESSON PLANS should include: TITLE OF LESSON TITLE OF UNIT DATE GOALS/HABITS OF MIND [in the light of the MA Curriculum Framework] OBJECTIVES STRATEGIES [reflecting what you've learned about constructivism, multiple intelligences, student-centered learning, etc.] including: INITIATING ACTIVITY LESSON CORE OUTLINE AND/OR PIVOTAL QUESTIONS CLOSURE HOMEWORK ASSIGNMENT SELF-EVALUATION Lesson plans should be wordprocessed/typed if at all possible; if this format proves a hardship please speak with me about a format alternative. Your final formal unit which should be part of your professional portfolio at the end of your student teaching experience must be typed but should include the evaluations from each class which may be in longhand. FINAL UNIT AND MATERIALS Your best unit for formal submission should be handed in at the last group seminar meeting at the college. Please be sure this unit includes: A TITLE COVERSHEET SCOPE, SEQUENCE, RATIONALE UNIT GOALS [INCLUDING CONTENT AND SKILL GOALS AND HABITS OF MIND LINKED TO THE MA CURRICULUM FRAMEWORK] TABLE OF CONTENTS TOPIC/CONTENT OUTLINE ALL LESSON PLANS TESTS ETC. IN ORDER [indicate the length of period or number of periods for which each plan is designed] ALL HANDOUTS/SUPPLEMENTAL READINGS/OVERHEADS ETC. A RESOURCE LIST/BIBLIOGRAPHY divided into teacher/student resources 10 or so EXAMPLES OF STUDENT WRITING/PROJECTS with your written commentary/feedback [these may be photocopies] JOURNAL On this due date you should also submit your journal with all entries PLUS YOUR CURRENT RESUME AS YOU INTEND TO PRESENT YOURSELF AS A CANDIDATE FOR A TEACHING POSITION ALONG WITH A 1-2 PAGE STATEMENT OF YOUR PHILOSOPHY OF EDUCATION EMERGING FROM YOUR STUDENT TEACHING EXPERIENCE. OTHER SUGGESTED OPTIONS FOR YOUR STUDENT TEACHING PRACTICUM: You might consider selecting signifcant samples from among your units, lesson plans, and evaluation instuments to begin compling a PROFESSIONAL PORTFOLIO. [The required formal assignment materials above might be used here.] Further TAKE PHOTOS of your class in action over the course of the semester and include some in your portfolio. If you can arrange with your school to have one or several of your class sessions VIDEO-TAPED, the film can be utilized constructively for self-critique as well as for presentation, if need be, when you seek employment. Once you feel comfortable in the classroom, [and ideally toward the END of your experience] invite the Social Studies Department Head, and perhaps the Principal or Vice-Principal to visit your class-- you'll benefit from another set of eyes and suggestions; also, if they are impressed with your work, you might find in them a willing recommendation as you set out to look for a full-time teaching position. A FINAL NOTE: Please do not hesitate to phone me at any time should any problems or quesitons arise. Extend the same invitation to your cooperating practitioners and the principal of your school. I WISH YOU A WONDERFUL, EXCITING AND CHALLENGING SEMESTER. MAKE THE MOST OF IT!!!