Dalton State College School of Education

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Dalton State College School of Education

• Orientation for
• Secondary Education Site Teachers

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Welcome to Our Web Site

• The faculty and staff of Dalton State College
  welcome you to our website. We have site teachers
  in ten school districts in Northwest Georgia. We
  could not survive without you. We appreciate you
  taking the time to complete this online
  orientation for site teachers.
• THANK YOU!

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Our Conceptual Framework

• The units vision is to become a 21st-century
  regional teacher education preparation program of
  choice. We firmly believe that our teacher
  candidates, as they enter the classroom, will
  have the self-efficacy to appropriately apply
  their professional content and pedagogical
  knowledge in a variety of teaching contexts
  (Gorrell Capron, 1990). The unit will
  accomplish this vision by closely working with
  our public school partners. Through sharing in
  the preparation of teacher candidates, we will
  produce teachers who are ready to enter the
  teaching field demonstrating competence,
  collaboration, caring, and reflection to build
  effective classrooms environments to support all
  learners (Eisner, 2005 Gardner 1985 Lezotte,
  1997).

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What to Remember About Our Conceptual Framework

• Dalton State College Students are CCCR
• Competent
• Collaborative
• Caring
• Reflective

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About Our Field Placements

• Teacher candidates spend about 1000 hours in the
  field in junior and senior years.
• Our semesters are called blocks, with Block I
  being the first block of the junior year and
  Block IV being student teaching in the second
  half of the senior year.
• Teacher candidates have a long-term plan to
  insure placements in middle school and high
  school.
• Students are placed in culturally and
  economically diverse settings in Blocks I, II,
  and III and may choose, with the approval of the
  site teacher, administrator/and or central
  office, to remain in the same setting for Blocks
  III and IV or return to a school for Block IV
  that they were placed at for previous block.

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Block I

• Teacher Candidates will complete a minimum of 133
  hours in the assigned classroom and will make
  arrangements for a schedule with the site
  teacher.
• It is important that the Site Supervising Teacher
  explain what and why activities are accomplished

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Appropriate Tasks for Block I

• The Teacher Candidate is not there just to be an
  observer. We ask that most of the time be spent
  directly involved with helping students.
• He/she is there to help the Site Supervising
  Teacher in any way possible
• reading to students who have difficulty with the
  material
• working with a small group or individual
• supervising activities
• grading papers and clerical tasks to a minimum
  degree
• informal teaching from the teachers lesson plans
• Please remember that this is the first full field
  experience for these teacher candidates and they
  might be hesitant to step in and take charge.
  Please encourage them to become as involved as
  you both are comfortable with.

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Block II

• Block II Teacher Candidates are in the field a
  minimum of 133 hours and will arrange their
  schedules with their site teachers.
• In addition to the regularly expected co-teaching
  and classroom assistance, the Teacher Candidate
  will develop and deliver three instructional
  lesson plans, which will be evaluated by a
  college supervisor.

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Block III

• In Block III, Teacher Candidates are expected to
  be in the field for a minimum of 133 hours. The
  first half of this will be in a high school and
  the second half will be in a middle school.
  Students are responsible for
• teaching small groups of students.
• preparing and delivering a minimum of three
  instructional lessons to the whole class. One
  lesson will be taught in the high school and two
  lessons will be taught in the middle school. A
  college supervisor will evaluate these lessons.
• The Teacher Candidate is expected to co-teach
  with the Site Supervising Teacher or teach from
  the Site Supervising Teachers lesson plans on a
  regular basis (preferably each week).

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Block IV

• Block IV candidates will spend five days per week
  (Monday-Friday) at designated sites. Teacher
  Candidates will be in the classroom for the full
  day, beginning at the same time as the Site
  Supervising Teacher.
• During the semester, the increasing
  responsibility for planning, organizing, and
  delivering instruction is assumed by the Teacher
  Candidate.
• When the supervisors deem it appropriate, the
  Teacher Candidate responsibilities increase to
  include full-time teaching for a minimum of two
  consecutive weeks.
• After the required full-time teaching period, the
  Teacher Candidate may continue to teach as a
  member of the teaching team. Full participation
  as a professional in the classroom will continue
  until the end of the semester.

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Duties of Site Teachers

• Complete the Assessment of Professional Behaviors
  and Dispositions (APBD) at the midterm and final.
  Discuss the results and give the student a hard
  copy. Submit the results online. You will
  receive very specific instructions from our
  Educational Technology Center (ETC) via email on
  how to do this.
• Serve as a positive role model in education.
• Maintain open communication necessary for
  productive team work.
• Review any instructional plans and provide
  feedback prior to and after delivery.
• Observe and evaluate the Teacher Candidate in all
  settings.
• Complete the planning and teaching schedule with
  the Teacher Candidate early in the experience.
• Assist the Teacher Candidate in developing an
  understanding of professionalism and dedication
  to the students in the classroom.

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Administering the APBD

• The APBD asks the site teacher to evaluate our
  Teacher Candidates on a number of professional
  behaviors and dispositions using a simple scoring
  system of 1 for does not meet expectations, 3
  for meets expectations, and 5 for exceeds
  expectations.
• You can download a copy of the APBD on this web
  site and/or the DSC faculty supervisor can
  provide you with a copy. Instructions for
  submitting the online version will be sent at the
  midterm and final parts of the semester via email
  from our Educational Technology Center. The
  online version goes into an assessment system for
  accreditation records for our program.

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Administering the APBD Cont.

• The site teacher should discuss the APBD with the
  Teacher Candidate, print a copy, and give it to
  her or him for records. They in turn will give a
  copy to their seminar professor for the School of
  Educations records.
• If a teacher candidate receives a score of 1 on
  any portion of the APBD, Mrs. Rachel Davis, the
  Director of Field Experiences, will contact the
  site teacher to discuss the area(s) of weakness.
  Mrs. Davis will then meet with the teacher
  candidate and the faculty supervisor to create a
  professional growth plan (PGP). The teacher
  candidate will then have the remainder of the
  semester to improve the area(s) of weakness and
  exit the PGP.

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Ways You Can Help Us

• We ask that you talk to your teacher candidate
  about the written and/or unwritten dress code for
  your school. Dress codes vary from place to
  place.
• Please keep the lines of communication open.
  Give your teacher candidate frequent and specific
  feedback on how he or she is doing and please
  discuss areas that need improvement throughout
  the placement.
• Please follow the chain of command in dealing
  with problems in the field
• If there are any problems, please notify the
  college supervisor.
• If the supervisor is unavailable or you need
  further help, please notify Mrs. Rachel Davis,
  the Director of Field Experiences.
• In cases where the college supervisor or Mrs.
  Davis are not available or you need further help,
  you can contact the Dean of the School of
  Education, Dr. Calvin Meyer.

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Our Dress Code

• Teacher Candidates enrolled in the
  pre-professional and professional education
  courses should be dressed and groomed according
  to professional standards. They must identify and
  comply with the adopted dress code of the School
  of Education and the host school.
• Body piercings and tattoos will be covered.
• The Site Supervising Teacher should discuss the
  host schools dress code on the first day the
  student is in the school.

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Attendance and Punctuality

• Regular attendance and punctuality are mandatory.
  
• The teacher candidate should be there and leave
  at the scheduled times.
• The Teacher Candidate is responsible for
  obtaining phone numbers of the Site Supervisor,
  DSC Supervisor, and the placement school office.
  
• In cases of illness or emergencies, the Teacher
  Candidates must notify the Site Supervising
  Teacher, the DSC Supervisor, and the Director of
  Field Experiences.
• While placed in a school, Teacher Candidates must
  sign in at the office and also keep a DSC time
  sheet and get it signed daily by the Site
  Supervising Teacher.
• All missed days MUST be made up, unless they are
  the result of the school system canceling due to
  bad weather or other types of emergency.

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Extra-Curricular Activities

• Teacher Candidates are encouraged to attend
  faculty meetings (when invited), attend PTA
  meetings, and attend other extra-curricular
  activities.
• Many of our Teacher Candidates have family
  obligations and part-time jobs that may limit
  this participation in Blocks I, II, and III
  please do not interpret minimal attendance at
  these events as a lack of commitment.

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Relationships and Confidentiality

• We ask that you introduce our student to your
  class as Teacher Candidate, who are working
  with you to be mentored and to learn how to be a
  successful teacher.
• Teacher Candidates should exercise respectful
  discretion when voicing their personal views.
• Confidentiality is expected in all professional
  discussions. Discussions with the Site
  Supervising Teacher may give Teacher Candidates
  access to confidential student and/or school
  information. It is important that this
  information be used only in professional
  circumstances.

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Classroom Management

• During the beginning week of either Field
  Experiences or Clinical Practice, the Site
  Supervising Teacher should discuss with the
  Teacher Candidate the school and/or the
  classrooms discipline plan.
• The Site Supervising Teacher should specify to
  the Teacher Candidate which discipline measures
  have been identified by the school as appropriate
  and which ones can be administered by the Teacher
  Candidate.
• Teacher Candidates are NOT to use corporal
  punishment. Teacher Candidates are NOT to be
  called upon to witness corporal punishment. When
  substitute teachers replace the Site Supervising
  Teacher, they, not the Teacher Candidates, have
  legal responsibility for discipline.

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Some Thing We Teach Our Students About Classroom
Management

• Respect the worth and dignity of the individual.
• Seek to attain a high degree of participation.
• Plan thoroughly.
• Learn and make use of names quickly.
• Be alert, keep your eyes open, and focus
  attention on the total situation.
• Plan for use of freedom and responsibility of
  movement in classroom, corridors, and the
  lunchroom.
• Exhibit poise, dignity, and calmness at all
  times.
• Stop little things before they gain momentum
  without undue emphasis on their seriousness.
• Be warm and friendly, but be firm.
• Use proximity control and low profile
  interventions.

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Legal Issues

• Background Checks and Liability Insurance
• All DSC Teacher Candidates are required to have
  a background check and to carry professional
  liability insurance before they are permitted to
  do field work.
• Substitute Teaching
• Even though our Teacher Candidates may be
  teaching the
• lessons in the absence of the Site Supervising
  Teacher, The
• State of Georgia requires the presence of a
  certified
• teacher or system authorized substitute in the
  classroom
• to be in the classroom for legal reasons.
• Medication
• Our Teacher Candidates are not permitted to give
  medication to students.
• .

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Emergency Contact Information

• The Teacher Candidate should give emergency
  contact information to the Site Supervising
  Teacher in case an illness or accident occurs.
  This would include family members to contact, a
  preferred doctors name, and a preferred
  hospital.
• In case of a serious emergency, call 911 and get
  the Teacher Candidate to the nearest hospital.

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Additional Information

• The DSC Supervisor will provide you with an
  overview of the following documents which you or
  your teacher candidate will use this semester.
  Some of these may also be found on the School of
  Education website
• The Assessment of Professional Behaviors
  Dispositions (APBD), which you will give at the
  midterm and final portions of the semester.
• The DSC Time Sheet
• The School of Education Handbook
• Standard Lesson Plan
• Lesson Plan Rubric
• Short Lesson Plan (only for Block IV teacher
  candidates once approved by DSC supervisor)
• Unit Plan (Block IV)
• Unit Plan Rubric (Block IV)

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Contact Information

• Please contact the Director of Field Experiences
  with any questions you have.
• Rachel Davis, M.S.Ed.
• Director of Field Experiences
• 650 College Drive
• Dalton, Georgia 30720
• Phone [phone]
• FAX [phone]
• E-Mail rldavis_at_daltonstate.edu

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Verification Form

• Please complete the Site Teacher Orientation
  verification form to verify you completed this
  orientation and submit as an e-mail attachment to
  Rachel Davis (rldavis_at_daltonstate.edu) or fax to
  706-272-2495.
• Thank you again for your commitment to our
  students and our teacher education program in the
  School of Education at Dalton State College. We
  greatly appreciate all you do!