Duquesne University

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• Duquesne University
• Cooperating Teacher Workshop

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Agenda

• Dr. Helen Henke, Director of Student Teaching
• Dr. Karen Levitt, Director of the Leading Teacher
  Program
• University Supervisors, Dr. Ed Bitler and Mr.
  Vince Cortese

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Purpose of the Meeting

• To review the details of the student teaching
  experience.
• To review the role and responsibilities of a
  student teacher and cooperating teacher.
• To ensure that YOU feel comfortable with a
  student teacher from Duquesne University.

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Student Teaching

• An opportunity for students to apply what they
  have learned.
• Most significant phase of teacher education.
• They have learned the science, the knowledge, of
  teaching. Now they will have the opportunity to
  develop the art of teaching.
• Give the students a chance to try some different
  techniques.

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THE ART OF TEACHING

• The art of teaching is the art of assisting
  discovery. You can teach a lesson for a day.
  But teach curiosity, you teach for a lifetime.
  The mediocre teacher tells, the good one
  explains, the superior one shows, the great one
  inspires. Teachers are precious people who cause
  joyful happenings in the hearts of children.

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What are the responsibilities of a Cooperating
Teacher?

• Prepare the children for the student teacher.
• Orient the student teacher to the building.
• Provide a schedule, etc.
• Discuss school rules.
• Plan initial activities.

• Increase teaching responsibility as earned.
• Guide and assist as new experiences arise.
• Provide feedback.
• Analyze lessons, strengths and weaknesses.

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Requirements for Student Teaching

• A 3.0 Overall QPA and a 3.0 QPA in the
  certification area.
• Qualifying Scores on Praxis I Exams.
• Faculty recommendations.
• Registration for Student Teaching just like any
  other course.
• Clearances Acts 33, 34, 114 negative TB test
  results.

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Agreements with Districts

• The student teacher is a guest of the cooperating
  teacher, the school, and the school district.
• The student teacher is a representative of
  Duquesne University

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The Leading Teacher Program

• Dr. Karen Levitt,
• Director of the LTP

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• What is unique about
• the Leading Teacher Program
• at Duquesne University?

• Education for the mind, the heart, and the soul
• Curricular Infusion
• Early Field Experiences
• Full Faculty Participation

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Themes and Domains

• Three Themes
• Technology
• Diversity
• Leadership

• Five Domains
• Becoming a learning theorist
• Becoming a curriculum designer
• Becoming a expert in school context
• Becoming a master practitioner
• Becoming an instructional leader

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What is a student teachers working portfolio?

• A working portfolio provides evidence of the
  student teachers impact on student learning. It
  identifies the source of their learning that
  enabled them to impact the students in your
  classroom.

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Portfolio Contents

• Artifacts that demonstrate student learning
• Lesson Plan that resulted in the evidence of
  student learning
• Reflection that describes their impact on student
  learningteaching-learning connection.

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Portfolio Contents

• Student teachers will capture one piece of
  evidence each week that demonstrates their impact
  on student learning.
• University supervisors will check progress on the
  portfolio.
• The Working Portfolio will become the substance
  of the Showcase Portfolio.
• They will present their Showcase Portfolio to
  program faculty in an Exit Interview.

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Weekly E-Journals

• Students are required to submit weekly electronic
  journals to their University Supervisor. The
  journals will be read and responded to in a
  timely manner. This evidence of growth and
  reflection is necessary for the students to stay
  on task, refine their strategies, and maintain a
  professional relationship within the school
  community.

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Weekly E-Journals

• The University Supervisor will respond to each of
  the journal entries during the following week.
• Each entry should be approximately one page in
  length.

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Weekly E-Journals

• The journal should address the following
  questions
• What additional feedback would you have liked to
  receive from your cooperating teacher that could
  help you improve as a Leading Teacher?
• Was sufficient time allotted for conferencing
  with your cooperating teacher following the
  lessons?
• Does the cooperating teacher encourage creativity
  in lesson planning?
• Did the University Supervisor conduct a
  conference with you and the cooperating teacher
  following your formal observation?
• In what areas do you think you need the most
  improvement and have you discussed this with your
  supervisor and cooperating teacher?

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What are the seminars for student teachers?

• There will be four seminars for student teachers
  Orientation Workshop, Career Workshop, Portfolio
  Workshop, and Exit Interviews.

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What is the length of the student teaching
experience?

• Student teaching is normally a 15 week
  experience.
• Dual majors serve 2, ten week experiences.
• Abroad 1-eight week placement 1-twelve week
  placement

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What is the policy on attendance during student
teaching?

• Students may have 2 days for medical or emergency
  reasons. Other days are at the discretion of the
  Director, University Supervisor, and Cooperating
  Teacher.

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Weekly Log

• Monitor the hours spent while student teaching.
  Maintain a running log of hours spent teaching,
  observing, participating in activities, etc.
• The hours logged must be a minimum of 525 hours
  total.

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What are the most common problems in student
teaching?

• Extending themselves too far
• Appearance
• Lack of planning/preparation
• Lack of discipline/motivation
• Poor Attitude/ Lack of professionalism
• Failure to communicate with the University
  supervisor

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Are students permitted to engage in outside
activities during student teaching?

• Student teaching is a full-time assignment.
• Undergraduate students are advised not to take
  coursework or engage in activities that take a
  significant amount of time.
• Graduate students have more latitude.
• Every exception must be approved by the Student
  Standing Committee

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Should student teachers observe other classes?

• Yes. Students should make arrangements with the
  cooperating teacher and university supervisor to
  see at least 3 other teachers, grade levels, etc.
  Forms are provided for these observations.

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Is it necessary for student teachers to write a
lesson plan for every lesson?

• Yes. Planning is a critical skill and must be
  learned. A student teacher is not a veteran
  professional.

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What is the format for lesson plans?

• This is a joint decision of the cooperating
  teacher and university supervisor.
  Objectives,Standards, Procedure, Materials, and
  Student Evaluation are critical components.

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When should lesson plans be submitted?

• Lesson plans should always be submitted to the
  cooperating teacher before a lesson is taught.
  Courtesy would be at least the day before. Follow
  the building/district requirements.

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When should a student teacher assume a full
teaching load?

• The minimum requirement is two full weeks (10
  consecutive days).
• Most students exceed the requirement.

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When may the student teacher function as a
substitute teacher?

• Student teachers must not be used as substitute
  teachers. They are not certified to teach a
  class alone. If the cooperating teacher is
  absent, an approved substitute must be present
  even if the student teaches the full day.

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How will the student teacher be evaluated by the
cooperating teacher?

• A 15 week placement requires a minimum of 5
  formal observations.
• A 10 week placement requires 4 observations.
• Midterm and final evaluations are also required.
• A conference after each is required.

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How will the student teacher be evaluated by the
University Supervisor?

• The supervisor is required to complete two ST5
  forms, two Pathwise observations with
  conferences, two state PDE-430 forms, which act
  as a midterm and a final. Students should
  schedule a period after the observations for a
  conference. Most supervisors visit five or six
  times.

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What are the possible grades for student teaching?

• There are four possible grades and a competence
  scale.The grades are Pass, Fail, Withdrawal and
  Incomplete. The competence scale includes
  Exemplary, Superior, Satisfactory, and
  Unsatisfactory.

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Who is ultimately responsible for the students
grade?

• Although we want agreement on the students
  grade, it is ultimately the legal responsibility
  of the university supervisor to submit a grade.

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ELECTRONIC SIGNATURE

• Index Card Information
• Name
• Address
• Phones
• Email
• Electronic Signature
• Last name 5 digits
• Example henke98765

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Have a wonderful experience with your student
teacher!

• henke_at_duq.edu
• 412-396-6095