MONTGOMERY COUNTY COMMUNITY COLLEGE

Transcription

Student Teaching Handbook
Guidelines for EDU 250, 140
Student Teachers
Cooperating Teachers
College Supervisors
Center Directors
Preface
This handbook was written as a guide to the policies, procedures and requirements for people involved in
Education 250, Student Teaching, and Education 140, Child Care Practicum, which are the culminating courses for
the Early Childhood Education and Child Care Certificate Programs, respectively, at Montgomery County
Community College. It was specifically designed with information and suggestions for student teachers, cooperating
teachers, center directors, and college supervisors. Although it is impossible to foresee every question that will arise,
the writer attempted to address the major issues and concerns that people involved in these programs may face.
College policies are also included in the handbook as Appendices. It is suggested that the handbook be read
thoroughly at the beginning of the semester, and then used as a reference as the semester progresses.
I would like to thank the many people who contributed to this handbook with their ideas, suggestions, and
encouragement. The members of the formative committee, who saw the first draft, were Eileen Kupersmith, Jennifer
Foster, Maryann Mitchell, Ilene Henderson, Dee Short, and Debbie Ab, Dr. Albert Rauer, Dr. Judy Gay, and Dr.
Helen Gingrich, the members of the summative committee, reviewed the final draft. I am very grateful to all of them
for their time and expertise. I would also like to express my gratitude to colleagues, Susan Rhoads and Meryl
Sultanik for their suggestions on this latest revision. In addition, I offer my sincerest appreciation to Dianne Johnson,
who has spent many hours reviewing, editing, and formatting this handbook. In addition, she has willingly shared
thoughts and ideas as we have reflected on critical revisions.
.
Dr. Debbie G. Levin
Coordinator, Education Programs
Revised 1/9/2015
Table of Contents
Student Teacher Letter ........................................................................................................................................ 1
Center Director Letter ......................................................................................................................................... 2
Mission and Philosophy of the College........................................................................................................... 3-4
Education in the Early Years: Birth through Fourth Grade .......................................................................... 5-6
Education in the Early Years: Birth through Fourth Grade (A.A.) .............................................................. 5
Purpose ............................................................................................................................................... 5
Program Objectives ............................................................................................................................ 5
Child Care Certificate Program ....................................................................................................................... 7-8
Certificate in Child Care ................................................................................................................................. 7
Purpose ............................................................................................................................................... 7
Program Objectives ............................................................................................................................ 7
General Program Guidelines ...............................................................................................................................8
Student Teaching/Child Care Practicum ...........................................................................................................8
Placement .............................................................................................................................................................8
Clearances and Physical Exam............................................................................................................................8
Liability Insuranc ................................................................................................................................................8
Attendance ...........................................................................................................................................................8
Substitute Coverage .............................................................................................................................................8
Absence
.............................................................................................................................................................8
Student Teacher Participation ........................................................................................................................ 8-9
Planning Time ...................................................................................................................................................... 9
Feedback/Evaluations and Grading ................................................................................................................... 9
Final Conference/Grade .................................................................................................................................... 10
Problems or Questions ...................................................................................................................................... 10
Information for Student Teachers .....................................................................................................................11
Expectations ........................................................................................................................................................11
Dress Code ..........................................................................................................................................................11
School Policies/Health and Safety Procedures .................................................................................................11
Professional Preparation ....................................................................................................................................11
Learning Contract ..............................................................................................................................11
Journal for Self-reflection .................................................................................................................11
Professional Portfolio ........................................................................................................................11
Documentation Panel .........................................................................................................................................11
Resources ........................................................................................................................................................... 12
Written and Oral Communication .................................................................................................................... 12
Communication with Parents ........................................................................................................................... 12
Confidentiality ................................................................................................................................................... 12
Preparation ........................................................................................................................................................ 13
Nervousness ....................................................................................................................................................... 13
Responsibilities of Cooperating Teachers ........................................................................................................ 14
Orientation and Welcome ................................................................................................................................. 14
Resources ........................................................................................................................................................... 14
Weekly Planning Time/Review of Plans .......................................................................................................... 14
Lesson/Activity Preparation ............................................................................................................................. 14
Mentoring/Feedback ......................................................................................................................................... 15
Responsibilities of College Supervisor ............................................................................................................. 16
Student Teacher Placement .............................................................................................................................. 16
Orientation and On-going Support for Student Teachers ............................................................................... 16
Resource Person ................................................................................................................................................ 16
Evaluation and Grade ........................................................................................................................................ 16
Overall Responsibility ....................................................................................................................................... 16
APPENDIXES
Appendix A
…NAEYC Standards Summary ......................................................................................................................... 18
Appendix B
….NAEYC Code of Ethics.................................................................................................................................. 20
Appendix C
Student Teacher Reminders ........................................................................................................................ 23
Appendix D
Cooperating Teacher’s Checklist .................................................................................................................24
Appendix E
Suggested Sequence of Responsibilities for Student Teachers.................................................................. 25
Appendix F
Lesson Plan Outline .....................................................................................................................................26
Appendix G
Before During After Format Explanation ................................................................................................... 27
Appendix H
Sample Journal Entries ...............................................................................................................................28
Appendix I
Student Teacher Evaluation Form ..............................................................................................................29
Appendix J
Personal Learning Goals .............................................................................................................................. 33
Appendix K
Non-Discrimination Policy .......................................................................................................................... 34
Student Code of Ethics ................................................................................................................................. 34
Appeals Process ............................................................................................................................................ 34
Appendix L
Services for Students with Disabilities ........................................................................................................ 35
Appendix M
Staff Health Assessment .............................................................................................................................. 37
Appendix N
.... Professional Portfolio ...................................................................................................................................38
Appendix O
.... Student Teaching Agreement ............................................................................................................................ 39
Dear Student Teacher,
Welcome to the student teaching semester and the opportunity to be part of a learning community that
includes the director of the program, the cooperating teacher, you, and the children. Think of this semester as an
enriching growth experience, which will allow you to put all of the child development theory, curriculum planning,
and classroom management skills you have learned to use in an authentic early childhood setting, You will have the
help and support of an experienced teacher and to college supervisor to guide the way.
The unique aspect of student teaching is that everyone is involved in the learning process. The children are
always learning. Giving them the proper tools, guidance, and freedom to experiment enhances their learning. You
will be learning from the children, from your cooperating teacher, and from your own self-reflection. The
cooperating teacher will be learning from you, through the sharing of ideas and questions. As a result of your new
learning, you will need to decide whether your present philosophy of teaching young children will remain
unchanged or needs to be modified.
We hope you are looking forward to the challenge and excitement of student teaching. You probably have
many reasons why you selected early childhood as a major, but the primary reason should be that you want to make
an important difference in the lives of young children. Plan on working hard while you are learning a great deal
about children, teaching, early childhood settings, and yourself. Make the very best of this opportunity by cutting
back on work hours and other responsibilities, so that you can devote yourself to your professional development.
Remember that teaching young children is the most important job in the world!
We look forward to working with you this semester. Please use me as a resource or support, whenever
necessary. Good luck and warm wishes for a life-enhancing experience!
Sincerely yours,
Dr. Debbie G. Levin,
Professor,
Education/Coordinator,
Education Programs
[email protected]
(215) 641-6333
Meryl Sultanik
Assistant Professor,
Education/Coordinator
[email protected]
(215) 641-6376
Susan B. Rhoads
Education/West
Coordinator
[email protected]
(610) 718-1895
1
Elizabeth Lattanzi
Education Instructor
[email protected]
(215) 641-6411
Dear Center Director and Cooperating Teacher,
Thank you for agreeing to play a very influential role in MCCC’s early childhood program by having a
student teacher in your center this semester. We hope that it proves to be a rewarding experience for everyone. This
handbook was developed to answer most of your questions about student teaching, but please call me or e-mail me if
you have any concerns or need clarification. There are two sections specifically for cooperating teachers. One is in
the body of the handbook, and one is Appendix D. Please read the entire handbooks so that you understand the
student teacher’s responsibilities and your role in the mentoring process.
As you probably remember, student teaching is a time of practice, questioning, and personal growth. We
hope that you will be patient with your student teacher as she/he learns your children, schedule, and philosophy.
Please encourage your student teacher to take an active role in the room, try things on her/his own, and perhaps, do
them in a slightly different way than you do. This will help the student to develop a unique philosophy of teaching,
which coincides with developmentally appropriate practice and her/his individual style.
At MCCC, we have been encouraging our students to use an emergent curriculum planning approach so
that the interests of the children are used in designing the curriculum, rather than developing themes without their
input or desires taken into consideration. This simply means that overall goals and objectives of developmentally
appropriate programs reflect the interests of the children in your class. We hope that you will discuss emergent
curriculum planning with your student teacher and allow her/him to try it during the course of the semester. We
would recommend Emergent Curriculum by Jones and Nimmo, if you would like more information on this
approach.
We look forward to working with you this semester as we support student teachers in their final
preparations for a career in early childhood education.
Sincerely yours,
Dr. Debbie G. Levin,
Professor,
Education/Coordina
tor,
Education Programs
[email protected]
(215) 641-6333
Meryl Sultanik
Education/Coordina
tor
[email protected]
(215) 641-6376
Susan B. Rhoads
Education/West
Coordinator
[email protected]
(610) 718-1895
2
Elizabeth Lattanzi
Education
Instructor
[email protected]
(215) 641-6411
Montgomery County Community College
Mission and Philosophy
Montgomery County Community College is a place where the future is created, a place where desire and knowledge
are combined to yield opportunity. The College is a reflection and a response to the needs and aspirations of those
who live, work, and conduct business in Montgomery County and beyond. Grounded in a set of values that teach us
to encourage, listen, respect, and treat fairly those whom we serve, those with whom we work, and those who work
with us in service, the College strives to ensure that all residents of Montgomery County have access to the highest
quality and most affordable higher education possible. Most importantly, the College is dedicated to fostering the
growth and success of all we serve.
The College believes that learning is a lifelong activity requiring constant adaptation of programs, courses, and
learning support services to reflect social, technological, and workforce changes and to ensure that all learners reach
their unique goals.
Believing in the right of everyone to have access to a quality education, to workforce training, to opportunities for
personal and professional growth, and to culture and recreation, the College translates the values of its community
and reaches out to it, inviting involvement, offering learning, and fostering understanding.
As part of its role in the greater community, the College serves these vital functions:
•
•
•
•
•
It provides quality associate degree, certificate, and continuing education programs that lead to transfer,
employment and/or personal enrichment;
It extends the reach of its programs and services, and thus educational opportunity, to meet the learning needs of
those who can not readily access collegiate educational opportunities because of academic, physical, economic,
cultural, or geographic boundaries;
It links with leaders of the region's businesses and industries to assist in developing a vital, current, and
educated workforce;
It serves as a cultural and recreational destination, presenting opportunities for area residents to attend activities
that feature stimulating and popular entertainment and ideas;
And, acting as a significant element in a larger regional learning community, the College works with K-12 and
university teachers, leaders, and learners to ensure a seamless and successful transition from high school, to the
associate degree, to the baccalaureate degree, and beyond.
It is through its role as one institution with one set of shared values and principles, yet with multiple physical and
virtual points of access that the College works to define itself.
Evaluation of Mission Achievement
The College views education as a dynamic process that brings to the community a diverse, constantly changing set
of learning opportunities; opportunities that grow, change, transform and multiply as the community and our
learners confront and react to ever present change. Thus, to fully meet our mission, the College participates in ongoing self-assessment and review in order to enhance and improve instructional programs and services to students
and the county we serve.
Goals
As part of an overall planning process, the entire College community identified eight strategic issues that were built
into a three-year strategic plan titled “Connecting to Build Futures”. As a result, the following strategic goals are the
focus of all College efforts.
•
To place learning first. By moving the achievement of the Colleges academic agenda to the heart of the
institution.
3
•
•
•
•
•
•
•
To align the infrastructure to support learning. Facilities, technology, information, fiscal resources, planning
systems, and financial and budgeting systems are all essential for advancing and supporting learning.
To demonstrate our value. By effectively and consistently articulating the value that the College brings to the
community through the achievement of the mission.
To extend our reach. By developing new markets in underserved parts of the County, in professional and
corporate continuing education programming, in e-learning, through partnerships with other education
providers, and in the development of new academic programs.
To move to the community’s center. By working with all members of the community to advance, nurture and
support the quality of life and raising the community’s overall level of educational attainment.
To build a modern and model workplace. By attracting and retaining a highly skilled and talented workforce,
we must ensure that current human resources policies and practices, from hiring to benefits management to
professional development opportunities, meet the needs of a modern workforce.
To develop the Colleges multiple campus mission. By organizing and coordinating the Colleges infrastructure
to support the quality delivery of academic programs, courses and student services at more than one location.
To create a diverse learning and working environment. Living, working and learning with people of different
backgrounds is a critical part of the educational process and our strength as an institution derives from the
contributions and talents of everyone.
4
Education in the Early Years:
Birth through Fourth Grade Program A. A.
Purpose
Education in the Early Years: Birth through Fourth Grade is a program to prepare graduates for professional
opportunities in early childhood education as teachers in child care settings, as professionals in family child care
facilities, or as teachers in corporate child care. The program will also prepare graduates who want to pursue
undergraduate degrees for transfer to four-year colleges. Students who transfer with a grade point of average of 3.0
and pass the Praxis I exams may be eligible to be admitted to an education program at a four-year institution, which
could lead to PA certification to teach pre-kindergarten through fourth grade. The courses in this program include
both general education courses as well as professional education courses related to the development and teaching of
children through grade four. In the last semester of the program, students will student teach in an early childhood
environment with an experienced teacher under the supervision of College faculty.
.
Program Outcomes
Upon completion of the Early Childhood Education Program students will:
•
identify typical and atypical milestones in child development.
•
assess the appropriateness of early literacy opportunities in early childhood environments.
•
create curricula and environments that are cognitively, physically and social-emotionally appropriate for
•
communicate effectively with young children, their parents, and peers.
•
•
design activities that promote positive school-family-community relationships.
collaborate with teachers to create learning opportunities that meet the needs of all students.
children’s ages and needs.
5
5
SEQUENCE OF COURSES FOR PROGRAM
First Semester
EDU 100
HIS 203 or 205
MAT 103
ENG 101
EDU 213
Introduction to Education
U. S. History
Foundations of Mathematics I
English Composition I
Introduction to Special Education
3
3
3
3
3
15 credit hours
Second Semester
EDU 245
EDU 210
SPC 120
ENG 221 OR 222
MAT 104
Elective
Connecting Families, Schools, and Communities
Teaching Young Children:
an Intro to Early Childhood Ed.
Public Speaking
Literature OF Western World
Foundations of Math II
See note below*
3
3
3
3
3
3
18 credit hours
Third Semester
EDU 225
EDU 240
PSY 200
Elective
Elective
Guiding Children’s Reading
Teaching English Language Learners
Child Psychology
Core Goal 8: Physical and Life Sciences****
see note*
Fourth Semester
EDU 250
EDU 233
EDU elective
Student Teaching
Early Childhood Curriculum
See note below ****
3
3
3
4
3
16 credit hours
6
3
3
12 credit hours
TOTAL SEMESTER HOURS CREDIT: 61
* Check with Transfer Institution and elective must be TAOC approved course. PSY 101, 206, or
210 recommended.
** Choose from ART 101, 102, 103, 111, 121, OR MUS 110.
*** Possible Education electives are Teaching with Technology (EDU 120), Infant and Toddler
Development (EDU 114), Teaching Math (EDU 227), Children’s Literature (EDU 228), Teaching
Science (EDU 229), Art for Young Children (EDU 226).
**** Students must choose from AST 120/PHY 120/GLG 121, BIO 120, BIO 121, CHE 121, CHE
131, PHY 121.
6
Child Care Certificate Program
Certificate in Child Care
Purpose
The Child Care Certificate program is designed for the individual currently working in a day care facility or for the
individual who is interested in being trained as an assistant group supervisor in a day care center (according to the
regulations of the Pennsylvania Department of Welfare).
The course work includes child development, early childhood theory, and field experience, enabling the student to
get first hand experience with children in a day care center. Students are placed in a child care center for fifteen
hours per week as practicum at the end of this program.
Upon completion of the certificate program the graduate is able to transfer all of the credits into the Early Childhood
Education associate degree program.
Program Outcomes
A graduate should be able to:
•
Demonstrate an understanding of typical and atypical child development.
•
Effectively communicate with children, peers and families.
•
Collaborate with other professionals to design developmentally appropriate learning environments and
curricula that meet the needs of all children.
•
Demonstrate an understanding of the professional responsibilities of working in an early care and education
facility.
First Semester
ENG 101
EDU 114
EDU 226
SOC 230
EDU 210
Second Semester
1
EDU 140
Practicum in Child Care . . .. . . . . 6
2
EDU 233
Early Childhood Curriculum
and Administration . . . . . . . . . . . . . 3
PSY 200
Child Psychology . . . . . . . . . . . . . . . 3
ESW 245
Safety and First Aid . . . . . . . . . . . . . 3
(15 credit hours)
English Composition I . . . . . . . . . . . . 3
Infant and Toddler Development . . . 3
Art for Young Children . . . . . . . . . . . 3
Sociology of the Family . . . . . . . . . .3
Teaching Young Children. . . . . . . . . . 3
.
(15 credit hours)
1
EDU 140 takes the place of EDU 250 for students who transfer their credits into the A.A. Education in the
Early Years Program. Permission is needed from supervisor of the student teacher, to register for this
course with a grade of a C or better is required.
2
It is strongly recommended that this course be taken in conjunction with EDU 140.
Total Semester Hours Credit: 30.
7
General Program Guidelines
Student Teaching/Child Care Practicum
This six-credit course is used to satisfy the major field experience components for both the early childhood associate
degree program and the child care certificate program. The time requirements and essential elements are the same
for both, but the expectation of taking over the class for two weeks may need to be adjusted for the child care
certificate candidate. If the student is planning to ultimately get her/his associate’s degree in early childhood
education, she/he must satisfy the exact same requirements as the associate degree student. These issues should be
agreed upon by the college supervisor and the cooperating teacher. A supervisor from the college will oversee the
student teaching placement and visit the student teaching site every three to four weeks. Any problems should be
discussed with the supervisor immediately.
Placement
The student teaching placement is the responsibility of the college supervisor. Many factors enter into these
decisions, including the quality of the child care program, age requests of student teachers, scheduling issues, and
location of child care center. Any special needs should be discussed with the college supervisor.
Clearances and Physical Exam
Student teachers are required to have child abuse criminal and FBI (fingerprinting) clearances prior to the beginning
of student teaching semester. Please go to www.dpw.state.pa.us/ServicesPrograms/ChildWelfare/003671038.htm for
information about how to obtain the clearances. In addition, student teachers must have a health assessment (
Appendix M) indicating that they are in good health. Copies of the satisfactory health assessment and clearances
should be given to the college supervisor and center director.
Liability Insurance
MCCC students are covered by the College's liability policy at the $1,000,000//$3,000,000 level for fieldwork that
occurs during their course of study at MCCC. This field work includes EDU 250, Student Teaching and EDU 140
Practicum in Child Care.
Attendance
Student teachers spend 15 hours per week in the placement, generally from 9:00-12:00 noon every morning for the
entire semester. It is recommended that student teachers arrive 10-15 minutes early to set up. Lateness will not be
tolerated and should be reported to the college supervisor. Students are encouraged to spend at least two full days in
the center in order to experience the entire day’s activities. There will be several Fridays during the course of the
semester when student teachers will be meeting at the College or visiting other centers, instead of going to student
teaching. Students will follow the vacation schedule of the early childhood placement center rather than the MCCC
vacation schedule during the semester of student teaching. Please check your center’s vacation schedule at the
beginning of the semester.
Substitute Coverage
Student teachers should not be included in the ratio or used as substitutes during student teaching. Student teachers
do not get paid during the hours when they are student teaching. They are receiving college credit for their
participation in this field experience. Student teaching should be viewed as part of a college program. Students may
accept job offerings at the center after student teaching hours, although it is not recommended. Any unusual
circumstances must be arranged with the college supervisor.
Absence
Student teachers should not be absent during student teaching except for illness or family emergency. In the case of
absence, it is the student teacher’s responsibility to notify the center director or cooperating teacher as early as
possible. More than two absences must be made up in order to pass student teaching. Student teachers should be
notified if the center is closed due to snow or any other emergency.
8
Student Teacher Participation
Student teachers should be treated as part of the professional staff and invited to all meetings and conferences that
the staff attends. It is desirable for student teachers to have the opportunity to spend at least one morning in each
room in the center at some time during the semester to have the exposure to different ages and teaching styles. The
director or cooperating teacher should arrange this for the student teacher.
• Classroom Activities
Student teachers begin by getting to know the children, the staff, and the routines. Their responsibility gradually
increases throughout the semester. It is the cooperating teacher’s responsibility to let the student teacher know what
is expected of her/him from week to week. She/he may begin with simple tasks such as fingerplays, diaper
changing, or story reading as she/he is getting used to the routine. A Suggested Sequence of responsibilities may be
found in Appendix E
Student teachers should be involved in all aspects of child care such as planning, setting up, greeting children and
parents, cleaning up, classroom management, parent conferences, and staff meetings. They should make every
attempt to attend field trips or meetings, even if they are outside of the regular student teaching hours. The children
and parents should expect the arrival of the student teacher, and she/he should be addressed in the same manner as
other teachers.
•
Lesson Preparation
Student teachers are expected to plan in advance for all lessons. If thematic planning is used, lesson plans should be
written in advance using the lesson plan format located in Appendix F. Lesson plans should be pre-approved by the
cooperating teacher at least 3 days before they are to be presented. By the end of the semester, when students are
responsible for planning the entire program, they may switch to a block schedule or whatever other method the
center uses. If any student teacher needs help with lesson plan writing, please inform the college supervisor.
Students who are working with infants or toddlers should follow the planning techniques of the center, rather than
the traditional lesson plan or web format.
•
Final Responsibilities
By the end of the semester, student teachers should have the opportunity and capability to plan for and implement
the plans for two weeks for the entire group. The cooperating teacher becomes the assistant for that period of time.
Planning Time
It is important that the cooperating teacher and student teacher meet on a regular basis to discuss expectations, plans,
strengths, and weaknesses. Please arrange to meet at least once a week for one half-hour minimum, when there are
no interruptions. It may be necessary to meet before or after the regular student teaching hours, and student teachers
should be prepared to arrive early or stay late for that purpose. As the student teacher gains more responsibility, it
would be helpful if the student teacher could have an additional hour during the course of the week for planning so
that the student teacher could use the resources of the center for ideas and activities.
Feedback/Evaluations and Grading
It is the responsibility of the cooperating teacher to give the student teacher regular feedback about her/his efforts.
This will be very helpful to make her/him aware of whether or not she/he is meeting the cooperating teacher’s
expectations. Please give this feedback by writing regular comments in a notebook for the student teacher to read
and perhaps to respond. Other ways to communicate are informal verbal exchanges or e-mail.
The student teacher will also be responsible for self-reflection in a journal that she/he will keep throughout the
semester. In this way, she/he will develop the ability to judge her/his own effectiveness. Sample journal entries may
be found in Appendix H.
Towards the end of the semester, the cooperating teacher will be given an evaluation form to fill out for the student
teacher, a copy of which is in the Appendix I. The student teacher will be filling out the same form as a selfevaluation. Both cooperating teacher and student teacher will be asked to suggest a recommended grade for the
student. The student teacher evaluation form should be sent back to the college supervisor before the final week of
student teaching, unless it is necessary to wait until the very end to make the final assessment.
9
Final Conference/Grade
The cooperating teacher and the student teacher should arrange to meet for a final conference to discuss the
evaluation forms and to discuss the student teacher’s growth during the semester. The cooperating teacher should
give honest feedback and make suggestions for future growth areas.
The college supervisor will also have a final conference with the student teacher to discuss evaluations and the
student’s future plans. The student teacher should bring her/his self-evaluation, portfolio, and professional reflection
journal to this conference.
The college supervisor will determine the final grade based on input from the cooperating teacher, student teacher,
and observations. Any documentation from the cooperating teacher will be very helpful.
Problems or Questions
It often takes several days for the student teacher and the cooperating teacher to begin to work together as a team;
this is normal. If anyone involved in the program perceives a problem or misunderstanding, it is best that the
individual attempt to straighten out the situation by speaking directly to all parties involved. If this attempt is
unsuccessful, please speak to the college supervisor immediately so that she/he is informed of the problem. Any
questions about the program may be directed to one of the following, College student teaching supervisors
Debbie Levin
215- 641- 6333
[email protected]`
Susan Rhoads
610-718 -1895
[email protected]
Meryl Sultanik
215- 641-6376
[email protected]
10
Elizabeth Lattanzi
215- 641-6411
[email protected]
Information for Student Teachers
Expectations
You should consider your student teaching experience preparation for your chosen profession. You should look and
act professionally at all times. Please remember to treat the children, parents, and co-teachers with respect.
Dress Code
Most early childhood programs do not have a dress code as long as teachers are dressed appropriately. Some centers
do not allow teachers to wear jeans; check with your cooperating teacher. Please do not wear very short skirts, seethrough clothing, heavy make-up, very long nails, or t-shirts with political, religious, or sexual sayings. Remember
that you are a professional and a role model for young children, so dress the part.
School Policies/Health and Safety Procedures
Please make sure that you are given an orientation to familiarize yourself with important school policies and
procedures. If there is a center and/or parent handbook, please make sure that copies are given to you. If you fail to
comply with the policies of the center, you may be asked to leave your student teaching placement.
It is important that you are familiar with all center health and safety policies such as emergency procedures, accident
reports, fire exits, and children drop-off and pick-up procedures. Make sure that you ask questions if you are not
certain about policies.
If you are removed from your student teaching placement, by your supervisor or center, because you did not comply
with any of the specified policies of the center or of MCCC, you are not guaranteed a re-placement and/or
completion of the requirements of EDU 250/140.
Professional Preparation
You will be preparing for your chosen profession by satisfying the following requirements. Effective teachers never
stop learning. Hopefully, you will begin to see yourself as a lifelong learner.
•
Personal Learning Goals
At the beginning of the semester, you will be required to fill out a learning contract, which will allow you to identify
individual goals that you would like to work on during the course of the semester. (Appendix J)
This is not meant to be a burden, but will, hopefully, help to guide you in self-reflection so that you begin to think
about your practices, decide what you would like to change or modify, and determine goals for yourself. Think
about two or three areas on which you feel you would like to focus. Examples: To develop ideas for transitions or to
learn some effective discipline techniques. A copy of the Personal Learning Goals form may be found in the
Appendix J.
•
Journal for Self-reflection
You will be expected to keep a journal during student teaching as a way to personally think about your questions,
concerns, and growth. Instead of just recording what happened, try to write about your feelings or interpretations
about what happened. Think about what is going on in the classroom and your response to it. Are the children
happy and learning? Is the environment set up with the particular ages and interests of the children in mind? How
are your activities going? Do you feel that you have the children’s attention, are they excited about the activities,
and are you giving them plenty of encouragement without being too directive? Sample journal entries may be found
in Appendix H. Please make entries in your journal at least twice a week. This will help you to assess your own
growth and comfort level as the semester goes on.
•
Professional Portfolio
Please collect all important items that you create for student teaching in your professional portfolio. Examples of
items would include letter of introduction to families, lesson plans and photos of the lessons, samples of student
work or photos of it, documentation panel, etc. Before photographing children in your class, discuss the policy
regarding photography. You may need to get parents permission by having them sign a consent form on which you
explain that the photos will only be used for your professional portfolio and not be used in any other way. The
professional portfolio will be discussed in more detail in a student teaching meeting.
Documentation Panel
Please take responsibility for creating a documentation panel at some time during the course of the semester. It
should reflect children’s work and creations, and include photos, not store-bought decorations. Documentation will
be discussed at a student teaching meeting.
11
Resources
Other teachers, or other student teachers
Libraries
Professional teacher stores
Activity books
Friends and colleagues
Professional libraries at child care centers
Internet
Written and Oral Communication
Be aware of your speech patterns while speaking to children, teachers, and parents. Do not use incorrect grammar
or language that you use with friends, which may not be appropriate in a professional setting.
If writing is not your strength, continue to work on it in the Learning Assistance Lab at MCCC while you are still in
school. This is important because people often judge you based on notes, letters, or announcements that you write.
Make sure that you use spellcheck, and ask someone else to proofread your notes or letters if you are not a strong
writer.
Communication with Families
Please write a professional letter of introduction to families explaining that you are student teaching at Montgomery
County Community College and perhaps share a little about your education, experience working with children,
hobbies and information about your own family ( if desired), and long-term goals. Make sure you ask your
cooperating teacher and director for permission to give this letter to the families of children in your class. In some
centers, these letters are posted outside the classroom with a photo of the student teacher.
Greet family members warmly, and introduce yourself if you have never met them. It is important to make family
members feel welcome in the classroom but it is not your responsibility to share personal or specific information
about children with family members. Teachers should be conveying that kind of information. It is very helpful,
though, to say something like “Did Sean tell you that we played with bubbles yesterday, and he enjoyed catching a
big bubble?”
You may have the opportunity to be a part of formal or informal family conference at the invitation of your
cooperating teacher. Make sure that you clear with your cooperating teacher the extent of your involvement. In
most cases, you will be an observer in these situations.
Interaction with Children
Treat all children with respect and care at all times. It is inappropriate to physically discipline, guide, or control
children in any situation for any reason. Failure to comply will result in removal from center and EDU 250/140.
Confidentiality
Please remember that information regarding children or their families is confidential and should not be discussed
with your friends, family, or other teachers in the center. Any information about your student teaching experience
should not be posted on any type of social media (i.e. Facebook, Twitter, Instagram, blogging, etc.) This breach of
confidentiality is not only unprofessional, but also against most centers’ policy. Violation of this policy will likely
result in your removal from your student teaching placement.
If you receive information that concerns you about a child, immediately discuss it with your cooperating teacher,
college supervisor, or center director. Pennsylvania law requires any professional who works with children to report
suspected cases of child abuse. Check with the center to find out how the reporting is handled in your center if you
have a concern.
12
Preparation
Student teaching can be a rich and rewarding experience. Plan to cut back on your other responsibilities so that you
can spend the necessary amount of time to get the most of this semester. The amount of time required for
preparation will increase as the semester goes on, and you take on more of the responsibilities of the room.
Nervousness
You will probably feel a bit nervous about your role as a student teacher. This is normal; every teacher has had the
same experience. If you have questions, concerns, or uncertainties about your role, speak to the cooperating teacher
or director of the center. No one will be able to anticipate your needs, if you don’t speak up. Please talk to your
college supervisor about any unresolved problem. It is important to get things straightened out quickly so that you
will feel comfortable in the setting.
13
Responsibilities of Cooperating Teachers
Orientation and Welcome
Most student teachers will feel very apprehensive at the beginning of the semester. Please help your student teacher
to feel welcome by introducing her/him to parents and children, as well as to your co-workers. If you have a weekly
or monthly newsletter, please include information about the student teacher in it.
It is important that the student teacher get an orientation to the center, its philosophy, and its staff. Please make
every attempt to help your student teacher learn about your center by doing this on the first day. Also give her/him
copies of any policy handbooks for staff or parents that your center has.
• Accident/Emergency/Fire Drill Procedures
Please make the student teacher aware of your center’s policies regarding accidents, medical
emergencies, fire drills, etc. Make sure she/he is aware of all emergency exits as well.
• Emergency School Closings
It is important that student teachers be made aware of how school closings are handled. Please add
her/him to your phone chain, if your center notifies staff by phone.
Resources
Please share ideas and resources with your student teacher. Since she/he will be anxious to learn as much as she/he
can this semester, please give her/him copies of finger plays, poems, game ideas or project ideas. She/he may have
some ideas to share with you as well.
Weekly Planning Time/Review of Plans
It is important to establish a time when you will be able to meet with the student teacher each week without
interruptions from children or other duties. A one half-hour slot would be the minimum amount of time necessary at
the beginning of the semester. Speak to your director about helping you to find a time for this meeting. The student
teacher should be willing to come in early or stay late for this planning time. Please advise your student teacher as
to what you expect her/him to be responsible for each week. It is helpful to give her/him suggestions, but allow
her/him the freedom to develop her/his own ideas. You can offer to lend her/him resource materials, but she/he
should know how to find age appropriate activities or children’s books. Please speak to the college supervisor if you
are not able to have a weekly planning time with your student teacher.
Lesson/Activity Preparation
The student teacher should have her/his plans prepared at least 3 days in advance to show you so that you can offer
suggestions before they are implemented. If she/he is using the planning web, advanced planning would still be
discussed with you as would goals and objectives. All activities or lesson plans should allow for flexibility, based
on the needs and interests expressed by the children. MCCC uses a traditional lesson plan format, which can be
found in Appendix F. If the center uses the emergent approach, please make sure that the student teacher identifies
objectives and has some thoughts about how the lesson or activity may evolve. It is important that the student
teacher does not assume that emergent planning means no advanced planning or preparation.
Later on in the semester it would be helpful for the student teacher to be given some planning time while she/he is
student teaching so that she/he can use the resources of the center. One hour used for this purpose would be ideal,
but the time does not have to be all at once. It could be broken up into smaller units of time or may not be possible
at all.
Before During After Format
In order to make the most of reading a book to children, student teachers are encouraged to use the Before, During
After format when reading a book. The introduction (before) encourages children to make predictions about the
book or connect it to other books or their life experiences, the "during" enables children to stay involved by thinking
about what will happen next or discussing vocabulary, and the "after" allows children to answer questions about the
book or connect it to previous learning. The student teacher follows up with extension activities that tie in with the
theme or plot of the book (science, art, math, etc). A more detailed explanation of this format can be found in the
Appendix G.
14
Mentoring/Feedback
Please give your student teacher on-going feedback to let her/him know how she/he is doing. Sometimes we assume
that an individual knows she/he is doing well but this is often not the case. It is important to let the student know
your opinion.
We have asked student teachers to purchase a dialogue journal in which they can ask you questions or make
observations on days when you are not scheduled to have a planning meeting. The journal would be left in an
accessible place so that you can look at it and respond with your comments. The dialogue journal provides an
additional means of communicating with your student teacher. You are able to initiate the communication or your
student teacher is able to do that. We hope you are willing to participate in the journaling. An alternative to the
journal could be e-mail communication if that is agreeable to both of you, but the e-mail dialogue does not give the
student teacher a permanent record of your communications the way a journal would
Please offer criticism in a positive and constructive way. Make sure that you let the student know that even the most
experienced teachers have room for growth. Encourage the student teacher to assess her/his own progress and
decide what areas she/he may still need work .
The cooperating teacher will be asked to complete a written evaluation form for the student teacher towards the end
of the semester, with a recommendation for a final grade. Any other documentation that is kept would also be
helpful, but not necessary, unless an on-going problem needs to be documented. The form should be sent back to
the college supervisor before the final week of student teaching, unless it is necessary to wait until the end to
evaluate the student. The college supervisor will make the determination of the final grade using your on-going
input and written evaluation.
Student Teaching Information Website (for Cooperating Teachers and
Center Directors)
An informational website was created in order to provide more information and easier access to information for
cooperating teachers and center directors.
https://sites.google.com/site/tipsforcooperatingteachersmccc/
This site is a work in progress and is constantly evolving. Please provide feedback about the site to the supervisor
working with the student teacher(s) at your center.
15
Responsibilities of College Supervisor
Student Teacher Placement
The MCCC supervisor arranges for the placement of the student teachers by contacting the directors of the
programs. Many factors such as quality of the child care program, student’s requests, student’s schedule, and
proximity to MCCC are taken into consideration.
Orientation and On-going Support for Student Teachers
The college supervisors give student teachers an orientation to the student teaching program so that they are aware
of the goals and responsibilities of the program. This meeting occurs prior to the beginning of student teaching.
During the course of the semester, there will be several meetings during which student teachers can informally
discuss various issues with other student teachers and the college supervisors. These will be held at MCCC, Blue
Bell campus and arranged by the supervisors.
The college supervisor will visit the student teaching site every 3-4 weeks unless there is a problem. During that
time, the supervisor will observe the student teacher interacting with the children in a structured or unstructured
activity, speak to the cooperating teacher, and speak to the student teacher regarding her/his progress and/or
questions.
The student teaching supervisor is the link between the college and the student teaching site. The supervisor should
be notified about any concerns or problems by the director of the center, the cooperating teacher, or the student
teacher. It is important that the supervisor be kept informed about the progress of the student teacher so that she/he
can work with the student teacher or cooperating teacher, if there are any areas of misunderstanding or concern.
Resource Person
The supervisor from MCCC acts as a resource for the student teacher and the cooperating teacher. It is her/his
responsibility to explain the student teaching program to everyone involved. She/he will also give the student
teacher ideas for activities, resources, or classroom management techniques. The MCCC supervisor also acts as a
mediator if there is a dispute or disagreement between parties involved in the student teaching program.
Evaluation and Grade
The college supervisor will inform the student teacher during the semester how she/he is doing, based on her/his
own observations and information provided by the cooperating teacher and the student teachers themselves. It is the
responsibility of the supervisor to make the final decision about the student teacher’s grade. This determination is
based on information gathered throughout the semester and on the final written evaluations submitted by the
cooperating teacher and student teacher.
Overall Responsibility
The college supervisor has the responsibility to make sure that the student teaching program is running smoothly.
She will take the necessary steps to make sure that everyone involved is kept informed and involved. The college
supervisor will also report any serious problems to the Dean of the Social Sciences Division, who is her immediate
supervisor at MCCC.
16
APPENDIXES
Appendix A
NAEYC Standards Summary
Standard 1.
Promoting Child Development and Learning
Students prepared in early childhood degree programs are grounded in a child development knowledge
base. They use their understanding of young children’s characteristics and needs and of the multiple
interacting influences on children’s
development and learning to create environments that are healthy, respectful, supportive, and challenging
for each child.
Key elements of Standard 1
1a: Knowing and understanding young children’s characteristics and needs
1b: Knowing and understanding the multiple influences on development and learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning
environments
Standard 2.
Building Family and Community Relationships
Students prepared in early childhood degree pro-grams understand that successful early childhood
education depends upon partnerships with children’s families and communities. They know about,
understand, and value the importance and complex characteristics of children’s families and communities.
They use this understanding to create respectful, reciprocal relationships that support and empower families
and to involve all families in their children’s development and learning.
2a: Knowing about and understanding diverse family and community characteristics
2b: Supporting and engaging families and communities through respectful, reciprocal relationships
2c: Involving families and communities in their children’s development and learning
Standard 3.
Observing, Documenting, and Assessing to Support Young
Children and Families
Students prepared in early childhood degree pro-grams understand that child observation, documentation,
and other forms of assessment are central to the practice of all early childhood professionals. They know
about and understand the goals, benefits, and uses of assessment. They know about and use systematic
observations, documentation, and other effective assessment strategies in a responsible way, in partnership
with families and other professionals, to positively influence the development of every child.
3a: Understanding the goals, benefits, and uses of assessment
3b: Knowing about assessment partnerships with families and with professional colleagues
3c: Knowing about and using observation, documentation, and other appropriate assessment tools and
approaches
3d: Understanding and practicing responsible assessment to promote positive outcomes for each child.
Standard 4.
Using Developmentally Effective Approaches to
Connect with Children and Families
Students prepared in early childhood degree programs understand that teaching and learning with young
children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the
settings within which teaching and learning occur. They understand and use positive relationships and
supportive interactions as the foundation for their work with young children and families. Students know,
18
understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and
tools to connect with children and families and positively influence each child’s development and learning.
4a: Understanding positive relationships and supportive interactions as the foundation of their work with
children
4b: Knowing and understanding effective strategies and tools for early education
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches
4d: Reflecting on their own practice to promote positive outcomes for each child
Standard 5.
Using Content Knowledge to Build Meaningful Curriculum
Students prepared in early childhood degree programs use their knowledge of academic disciplines to
design, implement, and evaluate experiences that promote positive development and learning for each and
every young child. Students understand the importance of developmental domains and academic (or
content) disciplines in an early childhood curriculum. They know the essential concepts, inquiry tools, and
structure of content areas, including academic subjects, and can identify resources to deepen their
understanding. Students use their own knowledge and other resources to design, implement, and evaluate
meaningful, challenging curricula that promote comprehensive developmental and learning outcomes.
5a: Understanding content knowledge and resources in academic disciplines
5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic
disciplines
5c: Using their own knowledge, appropriate early learning standards, and other resources to design,
implement, and evaluate meaningful, challenging curricula for each child. comes for every young child.
Standard 6.
Becoming a Professional
Students prepared in early childhood degree programs identify and conduct themselves as members of the
early childhood profession. They know and use ethical guidelines and other professional standards related
to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable,
reflective, and critical perspectives on their work, making informed decisions that integrate knowledge
from a variety of sources. They are informed advocates for sound educational practices and policies.
6a: Identifying and involving oneself with the early childhood field
6b: Knowing about and upholding ethical standards and other professional guidelines
6c: Engaging in continuous, collaborative learning to inform practice
6d: Integrating knowledgeable, reflective, and critical perspectives on early education
6e: Engaging in informed advocacy for children and the profession
19
Appendix B
20
21
22
Appendix C
Student Teacher Reminders
•
Be flexible!!!! Working with young children involves the ability to tune in to the children’s needs, interests, and
moods. This may involve changing your plans or ideas to accommodate the children.
•
Have fun! Be enthusiastic in your interactions with children, teachers, and parents.
•
Remember that each child comes from a different family and a different background. Respect, share, and
celebrate those differences in the classroom.
•
Use positive reinforcement to encourage good behavior. “Tony, thanks for being such a good listener while I was
reading the story.”
•
Encourage independence by commenting on children’s efforts. “You all helped to clean up the blocks you were
playing with. That’s called cooperation.”
•
Be a good listener by getting on the same eye level as the child, reflect back what you think he or she is saying,
and show that you are interested. “It sounds like you were scared when the lights went out.”
•
Help children to develop problem-solving skills by teaching them to find solutions that everyone can agree on.
“Marie, you want the dump truck, but Eric is already playing with it. What could you do?” Wait for a response.
Then repeat the idea. “Ask Eric for a turn. That sounds like a good idea.”
•
Help children to develop self-confidence by commenting on their skills. “Sonia, you put that puzzle together all
by yourself. That took a lot of patience.”
•
Comment on children’s specific activities. Instead of saying, “That’s nice,” say, “You made a tall castle with lots
of wooden blocks. Would you like me to make a sign for it?”
•
Encourage children’s participation by listening to what they are interested in. Support documentation, as well.
“Oh, you saw a fire engine outside your house last night. What color was it, and how many firefighters were on
the truck? Would you like to draw a picture of it, or write a story about it? Shall I read the story about the fire
engine?”
•
Promote creativity by doing activities that allow children to make choices about what materials they use and how
they use them. Make sure children can reach their own materials.
•
Try to read to children several times during the day, and integrate quality children’s literature into all aspects of
the curriculum.
•
Recognize the importance of play as the primary way that children learn. Try to capture the teachable moment
by asking a question or helping a child make a connection. “Oh, you made another new color today. Do you
remember how you made orange yesterday?”
•
Use on-going assessment techniques such as observation; check lists or anecdotal records to monitor children’s
behaviors and progress. Keep watching, listening, and documenting.
•
Give clear, simple directions without lots of negatives. “Remember, we need to clean up one activity before taking
out another.”
23
Appendix D
Cooperating Teacher’s Checklist
Orientation
Have I ...
yes
Prepared the children and the parents for the arrival of the student teacher
___
___
Introduced the student teacher to other staff members
___
___
Acquainted the student teacher with school and classroom routine
___
___
Explained philosophy, policies, procedures, and regulations relating to the
school to the student teacher
___
___
Read the Student Teaching Handbook and signed the agreement sheet
___
___
Modeled specific teacher-child interactions for student to observe
yes
___
no
___
Demonstrated planning techniques
___
___
Involved the student teacher in planning sessions
___
___
Demonstrated effective classroom management techniques
___
___
Conferences
Have I ...
yes
no
Met with student teacher on a weekly basis to plan for the next week
___
___
Set aside a few minutes each day to record in student’s book and evaluate
the day’s activities
___
___
Examined the student teacher’s plans in advance and offered ideas to
integrate emergent curriculum and children’s literature
___
___
Given the student teacher plenty of advanced notice regarding what I would
like him or her to do.
___
___
Given the student teacher suggestions for improvement and reasons why
___
___
no
Demonstration
Have I ...
Evaluation
Have I...
yes
no
Informed college supervisor about student teacher’s progress
and called college supervisor about any concerns
___
___
Completed final student teacher evaluation and returned to college
supervisor
___
___
Had a final conference with student teacher to discuss my evaluation
and student’s self-evaluation
___
___
24
Appendix E
Suggested Sequence of Responsibilities
for Student Teachers
The student teacher begins by getting to know the children, cooperating teacher, and routines. His or her
responsibilities are gradually increased during the semester so that he or she is in charge of all the planning and
implementation of plans by the end of the semester. This is only a suggested sequence and may be altered according
to the procedures in a particular classroom.
1st Week
Learn children's names and daily routine. Get to know children by interacting
with them.
2nd and
3rd Weeks
Begin to assume a more active role through reading or telling stories, doing
fingerplays, show and tell, calendar, songs, games, etc. Student teacher should do at
least one simple activity with children each day
4th to
8th Weeks
In addition to responsibilities listed above, plan and present at least three lessons
(activities)per week that tie in with the curriculum. Lesson ideas and plans should be
approved by cooperating teacher in advance. Lessons can be in any subject area.
9th to
12th Weeks
Continue with responsibilities above. Plan and carry out lessons for one entire subject
area (art, music, etc., or choose one subject for first week and one for the second week).
Continue additional responsibilities.
13th to
14th Weeks
Plan, schedule, and present lessons for entire week. Student should discuss overall
theme and individual lessons with cooperating teacher in advance. Student teacher
should take over all of the responsibilities of the teacher for two weeks at the end of the
semester. Students completing EDU 140, Child care practicum MAY only be required
to take over full responsibilities for one week. This should be discussed with
supervisor.
Please Note: Cooperating teacher may assign as many responsibilities to student teacher as she/he can
handle comfortably. You may alter this sequence as necessary, to meet your program’s
requirements. Discuss any questions with the student teaching supervisor from the Community
College.
25
Appendix F
Lesson Plan Outline
(Identify your audience for this lesson. What are ages, special needs, etc. of the group?)
I.
LEARNING OUTCOMES (refer to PA Learning Standards)
What are your goals for this lesson?
Ex: To visually recognize the difference between upper case B and lower case b.
II.
PA LEARNING STANDARDS
III.
MATERIALS
Make a list of materials needed for lesson
IV.
INTRODUCTION
How will you introduce the lesson? Find out what children already know by asking a question or
using a prop to gain their interest and to link new concepts to concepts children already know.
V.
PROCEDURE (Body of Lesson)
Write down everything you plan to do and say in the lesson, but plan to be flexible so that you can
switch gears, based upon the children’s participation and/or interest.
VI.
EVALUATION
How will you assess whether you have accomplished your objectives? What will you use to judge the
effectiveness of your lesson?
VII.
FOLLOW-UP
What is the next step? What other activities do you plan to do on the same topic?
VIII. CRITICAL SELF-REFLECTION
How do you think your lesson went?
What would you do the same or differently next time? What did you learn? What are ideas to think
about for next time?
26
Appendix G
Before During After Activity
Before
Decide how you will introduce the story. Ask children to predict what they think the story will be about OR Try to
connect the story to experiences that the children have had OR Call attention to details on cover that children may
notice.
During
While reading the story, ask the children questions to keep them interested and involved, but do not ask too many
questions or they may get distracted. “Why do you think Spot did that?” or “What do you think is going to happen
next?” Remember to explain vocabulary that children may not be familiar with. “Does anyone know what the word
“huge” means? Can you think of another word that means the same thing? You can also keep individual children
following along by saying, “Tony, why do you think Tanya ran home from school?”
After
First, discuss the story, the events that took place, main idea, character analysis, etc. You can also ask children to
retell the story. Retelling is a good way to assess comprehension. Then, ask questions linking the story to the
children’s own lives OR to other stories they have read OR to events in the larger community. “Has this ever
happened to you?” “Do you know anyone like Clifford? Does he remind you of any other characters we have read
about?” “Do you ever feel like Max?” “What do you think he should have done?” “Does the storm in the story
remind you of any you may have heard about in the news.?”
Extension Ideas
Link story to a writing activity, act out the story, do an art activity, music, cooking, math, etc. If children are
interested, you can make the book the centerpiece of a theme and keep re-reading the story with a different focus
each time. Be creative here and try to think of interesting ways to stretch the story by including other areas of the
curriculum. You can also re-read the story to teach a concept, such as contractions (if there are lots of contractions
in the story) or consonant blends. If you are using the story to teach a concept, you should be using a big book so
children can see the words, or make sure that each child has a copy of the book.
Other Books That Tie In
Read other books that continue the theme or other books by the same author. OR you may decide to read other
books in the same genre. (science fiction) OR you may decide to read poems about animals if you have just read
non-fiction books about animals.
27
Appendix H
Sample Journal Entries
Make sure you write about what happened, how you feel about what happened and how this event will affect your
future teaching
“Working closely with an experienced teacher gives me a chance to question someone about the why’s, what’s, and
how’s of implementing theory in the classroom. I see a lot of what I’ve learned in school, but I also see some things
that are not the best practices for children. This is also helping me learn what I want to do in my own class room.”
“Today I was disappointed by the children’s reactions to the story I read. After I thought about it, I realized that the
children are only three and had already been sitting for a 10-minute circle time. The story was just too long for them
to sit through at that time. Maybe I will try reading it again when they have not been sitting and when I can
introduce it in a more exciting way. Need to remember the BDA format.”
“I know that Lisa is having a hard time getting along with the children, but I have a feeling it relates to her parents’
divorce. Sometimes she arrives looking so unhappy. I must remember to spend extra time with her during free play
and give her lots of positive feedback and affection.”
“I feel so good when my cooperating teacher asks for my opinion on how an activity went. She really wants to hear
what I think. I ask a lot of questions, and her answers are helping me develop my reflective strategies. She doesn’t
always answer the questions but asks questions of me. This is helping me to develop my own philosophy of
teaching, based on what I know about children and what I am learning in student teaching.”
10/16
Today I experienced a very interesting episode. Rachel and Noah were playing at the art table. Rachel was making
worms out of play dough and laying them down by counting every single worm that was made. Noah noticed that I
gave Rachel a little more attention while counting the warms. He decided to join her, but he did not know how to
roll the play dough up so the worms wouldn’t fall apart. He asked me for help. Normally I would give him the
answer and help him, but this time I hesitated. I asked Rachel if she could give him instructions on how to roll a
worm. She was doing such a good job with that. This was wonderful, Rachel could not explain this to him in any
better way, and they engaged in a short conversation and worked together for a long time making worms. This was a
reminder for me that more often I should step back and let the children work together on problems by helping each
other. Repeatedly, I catch myself in a situation where I spontaneously respond too quickly, giving children the
answers without giving them and others the opportunity to work independently on the problem.
10/13/06
Friday is library day at the MCCC Children’s Center. Most of the older children have the opportunity to go. The
women that read the books to children today were great. She asked them many questions about the story as she was
reading along. Her voice was nice and soft. The Children seemed to be hypnotized for the 25 minutes that she read
to them. Even the teachers were amazed. This woman really impressed us all. I realized more then ever that the way
you read is so important for the children’s learning process. I decided to practice my reading, every day one book,
and reflect on the book as I read and think of ask questions I might ask.
28
Appendix I
Student Teacher Evaluation Form
MONTGOMERY COUNTY COMMUNITY COLLEGE
Student Teacher’s Name _________________________________________
Date _____________
PLEASE NOTE: For the cooperating teacher or student teacher who is completing this form, use the
following information to help you decide what number to use for each question. National Association for the
Education of Young Children, (NAEYC) uses the terminology below.
1- 2 STUDENT DOES NOT MEET EXPECTATIONS
1-Student falls SIGNIFICANTLY short of meeting expectations
2-Student falls SLIGHTLY short meeting expectations
3- STUDENT JUST MEETS EXPECTATIONS (no extra effort demonstrated)
4- 5 STUDENT EXCEEDS EXPECTATIONS
4 Student SLIGHTLY exceeds expectations
5 Student SIGNIFICANTLY exceeds expectations (little or no room for improvement)
Please check the appropriate column:
1 - Unacceptable
2 - Needs Improvement
Personal Qualities
3 - Satisfactory
4 - Good
5 – Excellent
1
2
3
4
5
NA
Appropriate dress and neatness
____
____
____
____
____
____
Dependability
____
____
____
____
____
____
Adaptability/Flexibility
____
____
____
____
____
____
Initiative
____
____
____
____
____
____
Enthusiasm
____
____
____
____
____
____
Patience/Tone of voice
____
____
____
____
____
____
Use of appropriate vocabulary and grammar in
oral and written communication
____
____
____
____
____
____
Cooperation
____
____
____
____
____
____
Ability to relate to children
____
____
____
____
____
____
Ability to relate to adults
____
____
____
____
____
____
Ability to self-evaluate and reflect on personal
strengths and challenges
____
____
____
____
____
____
Comments
29
Early Childhood Education
Student Teacher _________________________________________ Date _____________
1 - Unacceptable
Professional Qualities
3 - Satisfactory
4 - Good
5 - Excellent
1
2
3
4
5
NA
Understanding of children's needs and
developmental levels
____
____
____
____
____
____
Mature judgment
____
____
____
____
____
____
Self-confidence
____
____
____
____
____
____
Ability to accept suggestions/direction
____
____
____
____
____
____
Ability to use suggestions to improve techniques
____
____
____
____
____
____
Ability to cooperate with teachers
____
____
____
____
____
____
Ability to anticipate need and do what needs to be
done
____
____
____
____
____
____
Consistency of preparation
____
____
____
____
____
____
Ability to encourage independence in children
____
____
____
____
____
____
Ability to establish positive rapport with children
both individually and in a group
____
____
____
____
____
____
Ability to create environments that respect and
welcome diversity.
____
____
____
____
____
____
Comments
30
1 - Unacceptable
3 - Satisfactory
Lesson or Activity Preparation
4 - Good
5 - Excellent
1
2
3
4
5
NA
Lessons are developmentally appropriate
(age/level) and based on the interests of the
children
____
____
____
____
____
____
Appropriate topic and length of lesson
____
____
____
____
____
____
Knowledge of subject
____
____
____
____
____
____
Lesson plans or activities are complete and
prepared in advance.
____
____
____
____
____
____
Transitions
____
____
____
____
____
____
Ability to adjust lesson or activity to include all
children with special needs
____
____
____
____
____
____
Organization of lessons
____
_____
____
____
____
____
Appropriate reinforcement planned based on cues
from children
____
____
____
____
____
____
Ability to use appropriate teacher resources
____
____
____
____
____
____
Comments
31
1 - Unacceptable
3 - Satisfactory
Teaching Techniques
4 - Good
5 - Excellent
1
2
3
4
5
NA
Ability to listen to and observe children and derive
activities (lessons) based on their interests
____
____
____
_____
____
____
Skill in teaching or explaining concepts
____
____
____
____
____
____
Skill in questioning
____
____
____
____
____
____
Ability to involve children in lesson
____
____
____
____
____
____
Attention and interest of children
____
____
____
____
____
____
Overall effectiveness of activities or lessons
____
____
____
____
____
____
Ability to effectively assess student needs and
create plans using that information
____
____
____
____
____
____
Ability to effectively manage groups
____
____
____
____
____
____
Use of visuals and technology to enhance lesson
(pictures, posters, films, books, concrete objects,
etc.)
____
____
____
____
____
____
Creativity in presentations
____
____
____
____
____
____
Comments
Summary of Student Teacher's Growth
Suggested Letter Grade ______
Cooperating Teacher_____________________
Phone # and e-mail__________________________________
32
Appendix J
Personal Learning Goals
Learner______________________
Identify at least two or
three individual goals
that you would like to
work on this semester.
Ex: To learn some
positive discipline
techniques
(Learning Objectives)
How are you going to
learn?
(What people or resources
will you consult to gain this
knowledge?)
Target date for
completion
33
How are you going to know that you
learned it? (Evidence-Will you feel
or act differently-will you record
your new knowledge?)
How are you going to prove that you
learned it? (Criteria and Means to
Validate Evidence- How will you be
able to let others know that you have
gained the new knowledge?)
Appendix K
Non-Discrimination Policy
Purpose
Montgomery County Community College (MCCC) strives to create a community of and for learners. To do so
requires an environment of trust and openness. MCCC is committed to the premise that all individuals have a right
to learn and work in an environment that is safe, productive, respectful, and free from discrimination. Discrimination
will not be tolerated as such behavior is disrespectful, contrary to our goals and objectives, and threatens to destroy
the environment of mutual respect that must prevail if the College is to fulfill its mission.
Policy
MCCC, in its educational programs, activities, employment and human resources policies and practices, will not
discriminate against any individual because of race, sex, color, religion, creed, national origin or ancestry, age,
marital status, sexual orientation, disability, or veteran status. Reasonable accommodation will also be provided to
persons with disabilities, veterans, and to accommodate religious practices. Moreover, regardless of whether the
discrimination violates or does not violate federal, state or local laws, MCCC takes seriously all allegations of
discrimination.
Student Code of Ethics
http://www.mc3.edu/aboutus/policies/aa-3/ethics.aspx
34
Appendix L
Services for Students with Disabilities
Purpose
Montgomery County Community College (MCCC) welcomes qualified students with disabilities and endorses the
principles of nondiscrimination and reasonable accommodation as described in Section 504 of the Rehabilitation Act
of 1973 (504) and the Americans with Disabilities Act of 1990 (ADA). The College's policies and procedures for
serving and accommodating students with disabilities are designed to ensure equal access to its educational
programs, services, and activities. Students, faculty, and staff are required to utilize these policies and procedures to
request, authorize, and implement reasonable accommodations.
Policy
Eligibility for Services and Accommodations
To be eligible for services and reasonable accommodations, a student must meet the following criteria:
•
Be a person with a disability as defined by 504/ADA
A person with a disability is someone who has a physical or mental impairment that substantially limits one
or more major life activity (for example, walking, seeing, hearing, breathing, caring for oneself, and
learning). A substantial limitation exists if the manner, duration, or condition under which the activity is
performed is significantly limited compared to most people. With respect to post-secondary education, a
qualified person with a disability is one who, with or without accommodation, meets the standards for
admission to or participation in an educational program, service, or activity. (Adapted from Subpart E: The
Impact of Section 504 on Postsecondary Education, Association of Higher Education and Disability.)
•
Submit appropriate documentation of a disability that supports the need for services and accommodations
(see documentation requirements) to:
Director of Services for Students with Disabilities, Central Campus Counseling Center, College Hall, (215)
641-6575 or 6577, (215) 641-6574 TTY, (215) 619-7183 FAX; or
Coordinator of Disability Services, West Campus Student Development Center (W-152), (610) 718-1853
Voice/TTY; (610) 718-1837 FAX.
•
Contact the Director or Coordinator to request accommodations in a timely manner. Information about
accessing services and accommodations will be included in all appropriate publications and
communications to students and faculty, including the College’s catalog and web site, student and faculty
handbooks, and admissions and welcome back letters. The College will make every effort to implement
reasonable accommodations whenever they are requested. However, accommodations will not be
implemented retroactively.
Disability Documentation
In general, all documentation should be typed on letterhead stationary (physician’s prescription pad notes are not
acceptable) and should include the following information:
•
•
•
•
•
a clearly stated diagnosis of a disability
the student’s functional limitations in an academic environment
a statement that the disability is a substantial limitation to a basic life process (such as hearing, seeing,
speaking, learning, etc.)
the signature, printed name, title, and professional credentials of the evaluator
the date of evaluation
35
Learning Disability Documentation
A psycho-educational evaluation by a licensed psychologist or an Evaluation Report by a school district within three
years of enrollment date at MCCC, which includes:
•
•
•
•
•
•
a clearly stated diagnosis of a learning disability
a statement that the learning disability is a substantial limitation to learning
a description of strengths and weaknesses (functional limitations)
all test and subtest scores (scaled, standard, and percentile) from a cognitive evaluation (WAIS-III)
completed within three years of enrollment at MCCC
all test and subtest scores (grade equivalent, standard and percentile) from recent reading (decoding and
comprehension), math (computation and application), spelling, and written language achievement tests
(Woodcock-Johnson III, WIAT, or other appropriately normed tests) completed within three years of
enrollment at MCCC
recommendations for accommodations appropriate for college students with learning disabilities, based on
the student’s functional limitations in an academic environment
Attention Deficit/Hyperactivity Disorder (ADD/ADHD) Documentation
An evaluation by a psychiatrist, neurologist, licensed psychologist, or an Evaluation Report by a school district
within three years of enrollment date at MCCC, which includes:
•
•
•
•
a clearly stated diagnosis of ADD/ADHD and the last contact with the student
a statement that the ADD/ADHD is a substantial limitation to learning
a description of the symptoms which meet the criteria for the diagnosis, instruments/procedures used to
make the diagnosis (including all scores from cognitive and academic tests), and current medications,
including dosages and frequencies
recommendations for accommodations appropriate for college students with ADD/ADHD, based on the
student’s functional limitations in an academic environment
Psychiatric, Neurologic, or Medical Disability Documentation
An evaluation by a medical doctor, psychiatrist, or licensed psychologist, within three years of enrollment date at
MCCC that includes:
•
•
•
•
•
a clearly stated diagnosis (DSM-IV diagnosis if applicable) and description of the disability
a statement that the disability is a substantial limitation to learning or other basic life process
the functional limitations in an academic environment as well as other settings
relevant information regarding current treatment and medications
recommendations for accommodations appropriate for college students based on student’s functional
limitations
Mobility, Visual, and Hearing Impairments
Documentation may be required from a qualified professional, depending on the disability and accommodations
requested. See general documentation requirements on previous page.
Disclosure and Confidentiality
Student disclosure of a disability is voluntary. MCCC considers disability-related information as confidential
material, and it will not become a part of a student’s academic record at the College. This information will be
released only under the following conditions:
•
•
•
if required by law
with the student’s written consent
on a need-to-know basis
Appealing Accommodations Decisions
Students who follow the College’s procedures for requesting accommodations and believe the Director, the
Coordinator, or a professor has denied them a reasonable accommodation may appeal the denial. Appeals should be
made in writing using an accommodation appeals form within ten (10) workdays of the disputed decision to ensure a
timely resolution.
36
Appendix M
37
Appendix N
Professional Portfolio
Guidelines: All students who are majoring in Education in the Early Years: Birth: Through Fourth Grades
are required to complete a professional portfolio beginning with EDU 100 and to continue throughout all of
their educational courses up to graduation.
The Professional Portfolio will consist of a loose-leaf, 3-ring notebook that is approximately 2-21/2 inches
thick. As the student completes each of the courses listed above, the documents will be added to the one
portfolio with tabs that identify the separate courses. Plastic cover sheets are required for all the documents.
The following courses are to be included in the portfolio: EDU 100, EDU 114, EDU 120, EDU 210, EDU 213,
EDU 225, EDU 226, EDU 227, EDU 228, EDU 229, EDU 233, EDU 240, EDU 250. Each course is to include
the following documents:
EDU 100 Introduction to Education
1. Educational Philosophy
2. Celebration of Learning
3. Journal Reflection Paper
4. Educational Issue Research Paper
EDU 240 Teaching English Language
Learners
1. Brochure
2. SIOP lesson plan
EDU 114 Infant Toddler Development
1. Parent Education Brochure
2. Parent News Letter Assignment and
Observation Journal
EDU 245 Connecting Families, Schools and
Communities
1.Family Survey and Paper
EDU 250 Student Teaching
1. Lesson Plans
2. Parent Introduction Letter
3. Updated Educational Philosophy
4. Documentation Panel (photos)
5. Additional Photo documentation of lessons,
etc.
EDU 120 Teaching with Technology
1. Software Presentation
2. Thematic Unit Presentation
EDU 210 Introduction to Early Childhood
Education
1. Child Study
2. Advocacy Research Assignment
EDU 213 Teaching Students with Special
Needs
1. Adaptation Project
EDU 225 Guiding Children's Reading
1. Before, During, After Activity
2. Early Literacy Observation Paper
EDU 226 Art for Young Children
1. Art Project- select one
EDU 227 Teaching Math
1. Trade Book
EDU 228 Children's Literature
1. Book in a Bag
2. Culminating Project/Assignment
EDU 229 Teaching Science
1. Trade Book
2. Lesson Plan
EDU 233 Early Childhood Curriculum
1. Thematic Unit
2. Interest Area Presentation (optional)
38
Appendix O
Student Teaching Agreement
• I have read the entire student teaching handbook, and I understand the expectations and
responsibilities involved with this program.
• I agree to comply with all of the policies and procedures in the handbook as well as Montgomery
County Community College policies that relate to this program.
• I agree to satisfy the goals and objectives of the student teaching program to the best of my ability.
• I agree to the highest level of confidentiality during my student teaching semester. I will refrain from
posting any information about student teaching on social networks, Internet sites, or blogs. I will not
discuss any issues concerning student teaching with friends, family, or peers.
• I have discussed any disabilities or concerns that may affect the successful completion of student
teaching or the child care practicum with my college supervisor and cooperating teacher or director.
Center Director______________________________
Date_____________________________________
Cooperating Teacher__________________________
Date_____________________________________
Student Teacher_____________________________
Date_____________________________________
Please list any questions you have.
It is the responsibility of the student teacher to return this agreement to the college supervisor within one
week of the beginning of student teaching.
39

MONTGOMERY COUNTY COMMUNITY COLLEGE

Transcription

Similar documents

research facility for teachings and exams registration

planningAND development - myOrangeLadder

college official`s report curry college

Ciri Keusahawanan Rasulullah - Universiti Teknologi Malaysia

Employment Application for Rhinehart Railroad Construction

A hallgatók teendői egy félévben a Neptun tanulmányi rendszerben

Nesting Structure Design by Toronto Region Conservation Authority

Supporting the LA SemeSter - Syracuse University Giving

Signed Student Responsibilities Form

New Student Orientation, Fall 2016 Student Financial Services

Section III Student Teaching Handbook