Student Teaching Handbook

Image of Students in Classroom

The School of Education at Valley City State University believes an effective teacher is able to establish rapport with students and provide a nurturing, caring environment conducive to personal development. The teacher should be a person who has a love for learning and an adequate command of basic communication skills, as well as reasonable knowledge and skills in a field of study. An effective teacher should also be able to activate student energy to work toward a more just and humane social order.

The content of the teacher education curriculum at Valley City State University reflects what effective teachers need to know and should be able to do. The curriculum is designed to provide and develop the appropriate skills, knowledge, and attitudes needed by teachers. Field-based experiences, tests for admission to teacher education, disposition ratings, and tests for licensure contribute to the screening and evaluation of teacher candidates. The model that explains the Teacher Education Program at VCSU appears at the beginning of this handbook.

The goals for Valley City State University teacher candidates are achieved through the policies and procedures presented in the student teaching handbook. By following the ideas and procedures presented in the student teaching handbook, it is expected that the teacher candidate will successfully complete student teaching and continue to grow and develop toward becoming a more effective teacher.

VCSU Contact Information:

Valley City State University
School of Education
101 College Street SW
Valley City, ND 58072

education@vcsu.edu

1.800.532.8641

www.vcsu.edu

Allen Burgad
Dean, School of Education
701.845.7184
allen.a.burgad@vcsu.edu

Tom Klapp
Director of Student Teaching & Field Experiences (On-Campus)
701.845.7186
thomas.klapp@vcsu.edu

Shawn Krinke
Director of Student Teaching & Field Experiences (Online)
701.845.7183
shawn.k.krinke@vcsu.edu

Amber Olson
Director for Education Pathways & Compliance
701.845.7189
amber1.olson@vcsu.edu

SEGS 18-17 Student Teacher Progress Evaluation Form will be completed electronically by the cooperating teacher. A link to the Progress Evaluation will be sent to the cooperating teacher in an email message. As the cooperating teacher, please be sure you have the email message with the evaluation link from VCSU. It should be completed at the following times: For 6-week placements, complete at 2 weeks (1/3 progress) and 4 weeks (2/3 progress).
SEGS 11-19 Professional Dispositions

18-17 Student Teacher Progress Evaluations by Department

SEGS 18-17 Art Education Progress Evaluation
SEGS 18-17 Business Education Progress Evaluation
SEGS 18-17 Kindergarten Progress Evaluation
SEGS 18-17 Elementary Education Progress Evaluation
SEGS 18-17 English Education Progress Evaluation
SEGS 18-17 History-Social Science Education Progress Evaluation
SEGS 18-17 Math Education Progress Evaluation
SEGS 18-17 Music Education Progress Evaluation
SEGS 18-17 Physical Education-Health Education Progress Evaluation
SEGS 18-17 Science Education Progress Evaluation
SEGS 18-17 Technology Education Progress Evaluation

Student Teaching Final Evaluation

The Student Teaching Final Evaluation Form will be completed electronically by the cooperating teacher at the end of the experience. The final evaluations are important. A link to the final evaluation will be sent to the cooperating teacher in an email message. As the cooperating teacher, please be sure you have the email message with the final evaluation link from VCSU and complete the form promptly at the end of the student teaching experience.

SEGS 19-17 Student Teacher Final Evaluation

Valley City State University

Teacher Education Program

Mission and Objectives

The mission of the School of Education is to prepare teacher candidates to become competent teachers capable of making sound decisions in the areas of elementary education, secondary education, middle school, early childhood, reading, English language learners, special education, science, technology, engineering, and mathematics (STEM) education. Graduates need to be skilled in teaching and guiding students from varying backgrounds who possess a multitude of unique experiences, strengths, and needs. The school’s program is built upon the belief that competent teachers are knowledge-based decision-makers. This is reflected in the program’s goals and objectives.

Program Learning Outcomes

Content majors will demonstrate learning outcomes defined by their course of study and the teacher education learning outcomes:

Teacher candidates apply knowledge and skills to plan a unit that meets the needs of students in a P-12 classroom.
Teacher candidates apply knowledge and skills to implement a unit that meets the needs of students in a P-12 classroom.
Teacher candidates apply knowledge and skills to evaluate student learning during a unit taught to students in a P-12 classroom.
Teacher candidates apply knowledge and skills to reflect on student learning and their own practice as a teacher during a unit of teaching students in a P-12 classroom.

VALLEY CITY STATE UNIVERSITY TEACHER EDUCATION MODEL

Theme: Teacher as a Knowledge-Based Decision Maker
The Teacher Education Program can be described as having three major domains.

Domain I: General Education: To help teacher candidates acquire a broadly-based liberal arts education needed to function as informed members of our society and within the teaching profession.

Domain II: Specialty Studies: To prepare teacher candidates who possess strong backgrounds within each subject area they will teach.

Domain III: Professional Studies: To prepare teacher candidates to function in a variety of educational settings and with students of diverse backgrounds, abilities, and needs.

Goals

The broad goals of the teacher education program at Valley City State University are outlined in the conceptual framework.

Image of Teacher Education Model

Conceptual Framework

Many of the decisions educators make relate to the teacher candidate’s efforts to (1) plan, (2) implement, (3) evaluate, and (4) reflect upon what they know and are able to do. These components of the VCSU conceptual framework are emphasized throughout the program and the teacher candidates’ field experiences.

Plan

While planning, the teacher candidates must make decisions regarding areas such as goals and objectives, the degree of background building required, connections to standards and curriculum, and specific materials and methods to use. The planning of instruction is based upon knowledge of the subject matter, the students in the classroom, and the curriculum goals.

Implement

The implementation function requires the teacher candidates to carry out the plans that have been made. During the actual teaching phase, numerous decisions need to be made, often quickly, as the teacher candidates respond to students’ reactions, comments, and instructional needs. Teacher candidates learn to value the development of their students’ critical thinking, problem-solving, and performance skills. At times, these skills require a variety of instructional strategies, questioning skills, and teacher flexibility to come to the surface. As a result, modification of prepared plans becomes the rule rather than the exception.

Evaluate

During the evaluation phase of decision making the teacher needs to determine the degree to which the instructional objectives were attained. Teachers must apply ongoing formal and informal assessment strategies to identify what and to whom re-teaching is required, and to what level of understanding the students have learned the skill or content from the experience. Evaluation information must be recorded to identify student strengths and monitor progressive student growth.

Reflect

Planning, implementation, and evaluation are done by using feedback in a reflective manner. During the entire process, it is essential the decision-maker realizes that professional growth and development is continuous.

Conceptual Framework Image

VCSU School of Education Learning Objectives and Standards

The following objectives provide direction for the design of the teacher education program and alignment with the Interstate Teacher Assessment Support and Assessment Consortium (InTASC). The program is designed to prepare teacher candidates who:

1. Supports students’ learning and development while recognizing that patterns of learning and development vary among individuals (InTASC Standard 1).

2. Utilizes awareness of individual differences and diverse communities to ensure inclusive learning environments that allow each learner to reach his/her full potential. (InTASC 2)

3. Works with learners to create environments that support individual learning, encouraging positive social interaction, active engagement in learning, and self-motivation as well as possessing the knowledge and skills to manage a classroom effectively. (InTASC 3)

4. Effectively teach subject matter. (InTASC 4)

5. Possess an understanding of the main ideas used in facilitating student higher-level thinking and creating learning experiences that allow learners to apply problem-solving skills. (InTASC 5)

6. Connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues. (InTASC 5)

7. Use multiple methods of assessment to engage learners in their own growth, document learner progress, and inform the teacher’s ongoing planning and instruction. (InTASC 6)

8. Draw upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan, implement and evaluate instruction that supports every learner in meeting rigorous learning goals. (InTASC 6, 7, and 8)

9. Integrate technology effectively to enhance learning. (InTASC 7 and 8)

10. Apply a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and to build skills to access and appropriately apply information. (InTASC 8)

11. Utilize effective communication skills of listening, reading, writing, and speaking. (InTASC 8)

12. Are reflective practitioners who use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapt practices to meet the needs of each learner. (InTASC 9)

13. Collaborate and communicate with students, families, colleagues, other professionals, and community members to share responsibility for student growth and development, learning, and well-being. (InTASC 10)

14. Exhibit the professional and personal characteristics of effective teachers such as responsibility, fairness, enthusiasm, cooperativeness, and ethical behavior. (InTASC 9 and 10)

Interstate Teacher Assessment and Support Consortium (InTASC) Standards

The Learner and Learning

Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Content

Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Applications of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Instructional Practice

Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teachers’ and learner’s decision-making.

Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Professional Responsibility

Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

The School of Education provides teacher candidates with varied models of instruction

The School of Education faculty members utilize a variety of teaching methods. Faculty systematically select the models of instruction that are best suited for the courses they teach. Frequently, models of instruction will be combined depending upon the course objective(s), the personality of faculty members, and the needs of the teacher candidates. The instructional models used by the faculty in the unit are briefly described.

The lecture method is typically associated with lower levels of cognition. With this method, learners are viewed, primarily, as receivers of knowledge. At VCSU, this method often involves PowerPoint presentations or other special technology.

The guided discovery method is used to promote learning outcomes involving application and analysis. The instructor uses this method to guide the teacher candidates to desired responses and outcomes. Instructors must utilize effective questioning strategies and strive to obtain active teacher candidate participation and interaction.

Inquiry learning is considered one of the most intellectually stimulating and valuable modes of learning. It is associated with the synthesis and evaluation levels of cognition. Inquiry involves teacher candidates in identifying content-related problems, generating hypotheses or tentative solutions to the problems, and gathering and analyzing data to arrive at a tentative conclusion. The inquiry strategy is an excellent means of helping teacher candidates develop decision-making and independent learning skills and provides them with an opportunity to practice higher-order thinking skills.

Mastery learning is an individual approach that lends itself to implementation in a traditional environment. The mastery model begins with the pre-assessment of the teacher candidate’s knowledge or ability followed by instruction leading to the mastery of the learning objective(s). The evaluation phase of mastery learning enables the teacher to determine if the teacher candidate has mastered the material and is ready to go on. Mastery learning, with its alternative learning activities, is also an effective way to provide learning opportunities compatible with the learner's unique learning style. The mastery learning model requires reflective thought at multiple stages and supports the other three teaching model areas of planning, implementing, and evaluating learning experiences.

Cooperative learning is a teaching/learning strategy that fosters group cooperation and interaction among teacher candidates. Cooperative learning strategies encourage teacher candidates to work together and promote positive inter-group attitudes.

Differentiating Instruction consists of the efforts of teachers to respond to variance among learners in the classroom. This method of instruction encourages teacher candidates to reach out to individual students or small groups of students to vary their teaching in order and create the best learning experience possible.

Reflective teaching is a critical element within our knowledge-based decision-maker model. It supports the view that professional development is a life-long process. We agree with John Dewey (1933) when he stated, "We do not actually learn from experience as much as we learn from reflecting on experience." In the beginning stages of the program, reflection on the process of teaching/learning happens through early field experiences, videotaping of classroom learning activities, and micro-teaching. Student teaching is the final field experience in which teaching, and learning are followed by reflective thought, which may lead to re-planning, re-teaching, and re-evaluation at the next opportunity. The reflective thoughts may also be journal writings or written reminders on a plan of how the lesson or unit may be taught more effectively in the future.

Delivery of Curriculum

The program provides an opportunity for teacher candidates to acquire entry-level teaching knowledge and skills through university courses and field-based experiences. Some of the field-based experiences take place in university classrooms, but most of the field-based experiences occur in grades K-12 public school classrooms.

Field-based experiences commence with an Introduction to Education course and continue through the senior year. Student teaching, a twelve-week experience, is completed during the senior year and is the apex of the entire teacher preparation program.

Courses and field experiences are organized into three broad areas--foundation studies, specialty studies, and professional studies. The preparation of teacher candidates is closely guided by the university faculty and cooperating public school classroom teachers. A carefully designed method to provide instruction and experiences includes a multi-method system to provide feedback to and evaluation of teacher candidates learning and performance.

Terminology

Student Teacher (teacher candidate) – is a university student who has been assigned to a cooperating school by a teacher-preparation institution to acquire practical teaching experience during a specific period, under the direction of one or more cooperating teacher(s) and a university supervisor. VCSU will use the terms “student teacher” and “teacher candidate” interchangeably. VCSU encourages the use of the words “teacher candidate” even better - “co-teacher” - when the student teacher is introduced to the K-12 students he or she will be helping to teach.

Cooperating Teacher – is a fully qualified teacher in an accredited school who guides the development of, and assists with the supervision and evaluation of, a teacher candidate.

University Supervisor – is a professionally qualified representative of VCSU, who visits, consults with, and evaluates the progress of, a teacher candidate during the student teaching practicum in the cooperating school.

Cooperating School – is a public school that works jointly with the university to direct the teaching activities of a student teacher. (A student teaching experience may be requested at an accredited private school by a teacher candidate.)

Student Teaching – is the period of directed teaching experience under the guidance of a cooperating teacher and a university supervisor.

Teaching for Learning Capstone (TLC) unit – The TLC unit enables student teachers to lead a unit by utilizing effective teaching strategies in a manner that meets the needs of all learners in the classroom. The unit will be decided on with the guidance of the cooperating teacher. The TLC unit involves a learning segment of three to five days of teaching.

The teacher candidate will put forth a tremendous effort to plan and implement the unit as well as assess student learning that occurs. The TLC process includes opportunities for growth as a teacher through video demonstrations of specific skills and reflective writing about his or her thoughts and efforts during the entire process.

Co-teaching - is defined as two teachers working together with groups of students and sharing the planning, organization, delivery, and assessment of instruction, as well as the physical space.

Co-Teaching

While VCSU recognizes its role as a guest in the cooperating school and classroom of the cooperating teacher, VCSU wants to serve its role in the partnership of educating K-12 students as fully as possible. Based on research, VCSU has made a commitment to modeling and promoting the concept of co-teaching based on the following list of potential benefits:

Reduced student/teacher ratio
Increased teacher involvement for learners with diverse needs and backgrounds
Increased instructional options for students
Enhanced classroom management
Greater student participation and engagement
Enhanced collaboration skills and engagement for the teacher candidate
Research indicates higher test score results in reading and mathematics among elementary students in classes with co-teaching as compared with classrooms taught by cooperating teachers without help or classrooms in which the cooperating teacher and student teacher took turns teaching the lessons
A realization that cooperating teachers are facing increased challenges to have students meet standards and test score requirements, and thus may not wish to give up quite as much classroom time

Valley City State University recognizes the need for some solo teaching time on the part of the teacher candidate. VCSU would like teacher candidates to lead at least one, full-time week (often candidates teach two or three full-time weeks) and welcomes opportunities for progressive amounts of individual teaching time as the candidate works toward full-time leadership of the classroom. The change to promoting co-teaching strategies invites greater use of the teacher candidate’s potential during those times when they are not leading and invites the cooperating teacher to observe or assist more often during the student teachers solo teaching lessons. VCSU would be glad to visit with a cooperating teacher or teacher candidate about ways to incorporate co-teaching strategies to enhance student learning.

Co-teaching strategies:

One Teach, One Observe - One teacher has primary instructional responsibility while the other teacher gathers specific observational information on the students or the (instructing) teacher. Either teacher could have either role, the key is to focus the observation.
One Teach, One Assist - One teacher has the primary instructional responsibility while the other assists students with their work, monitors behaviors, or corrects assignments. The teacher assisting often lends a voice to students or groups who would hesitate to participate or add comments.
Station Teaching - The co-teaching pair divides the instructional content into parts. Each teacher instructs one of the groups, then the groups rotate or spend a designated amount of time at each station.
Parallel Teaching - Each teacher instructs half the students. The two teachers are addressing the same instructional material using the same teaching strategies.
Supplemental Teaching - This allows one teacher to work with students at their expected grade level, while the other teacher works with those students who need the information and/or materials extended or remediated.
Alternative (Differentiated) Teaching - Alternative teaching strategies provide two different approaches to teaching the same information. The learning outcome is the same for all students, however the avenue for getting there is different.
Team Teaching – Well-planned, team-taught lessons, exhibit an invisible flow of instruction with no prescribed division of authority. Both teachers are actively involved in the lesson.

Student Teaching

Student teaching is the culminating experience of the Teacher Education Program. During this time, Teacher Candidates apply what they have learned about theory and methodology through their university coursework and earlier field experiences. Student teaching provides an opportunity to plan and implement interesting, relevant lessons, as well as use a variety of assessment techniques to determine both the effectiveness of instructional strategies and the level of student learning.

Teacher candidates will utilize the Teaching for Learning Capstone (TLC) unit model to plan, implement, evaluate, and reflect on one unit of instruction during their student teaching experience. Student teaching experiences allow for the application of the VCSU conceptual framework, adaptations for diversity, appropriate uses of technology, assessment of student learning, and reflection on teaching practice. Skills in decision-making, various instructional strategies, classroom management procedures, and questioning are further enhanced.

Student Teaching requires at least 12 full-time consecutive weeks. VCSU promotes co-teaching strategies to make optimal use of teacher candidates and cooperating teacher efforts to enhance student learning opportunities in the classroom.

Criteria for Admission to Student Teaching

A student must meet the following criteria to be considered for admission to student teaching:

Admitted to the Teacher Education Program – Admission requirements can be found in the Teacher Education Handbook- https://onestop.vcsu.edu/support/solutions/articles/10000052152-handbooks
Senior standing with continued satisfactory performance on all criteria for admission and retention in the teacher education program. Recommendations by a representative of Student Affairs and the appropriate department/school chair will be reviewed.
Completion of the required field experiences including annual criteria for substitute teaching.
Completion of the professional education sequence before student teaching. The Director of Student Teaching in consultation with the School of Education Dean may make exceptions to this criterion if circumstances warrant changes.
Submission of student teaching application to the Director of Student Teaching during the semester preceding the semester of student teaching.

Requirements to Student Teach

Agreement to provide evidence of personal liability insurance by joining the Student North Dakota United (SNDU) or by a private insurance policy, with the minimum requirement is $1,000,000 or greater per cooperating school. The student will present proof of such insurance on or prior to the first day of the semester of student teaching.
A criminal background investigation through the Education Standards & Practices Board (ESPB), that includes the Bureau of Criminal Investigation and Federal Bureau of Investigation must be completed prior to student teaching.
Submission of Praxis II test scores or a confirmation number of registration for the Praxis II tests (content and Principles of Teaching & Learning [PLT]). See https://praxis.ets.org/state-requirements/northdakota-tests.html requirements for test requirements.
Meet state standards on North Dakota required tests to measure prospective teacher’s content knowledge in reading, writing, and mathematics.
During student teaching, students will not be allowed to take any semester hours of credit during the 12 weeks of student teaching without approval of the Director of Student Teaching. Students who request to take more than three semester hours of credit during the 12 weeks of student teaching will need approval from the SOE Dean. Any requests for exceptions must be presented in writing to the Director of Student Teaching. Classes cannot be taken during the daily full-time student teaching assignment block.

Valley City State University reserves the right to have the student meet additional requirements that the School of Education may establish. The Teacher Education Committee will review the application and recommend to the SOE Dean to approve or deny the application for admission to student teaching.

Assignment of Student Teachers (Teacher Candidates)

Student teaching assignments are made through the combined efforts of the Director of Student Teaching, representatives of cooperating schools, and the approval of the Teacher Education Committee. Accredited schools in the Valley City area have agreed to serve as cooperating schools. In making placement assignments, the first consideration is given to obtaining a location that provides the best possible educational experience for the student teacher. Valley City State University communicates its goals for student teaching and other field experiences through collaboration with liaison teachers and/or school administrators in the surrounding area schools.

Selection of Cooperating Teachers

Through the efforts of Valley City State University student teaching personnel and cooperating school personnel, cooperating teachers are selected who will best facilitate the professional growth of the teacher candidate. A cooperating teacher is an experienced practitioner who has volunteered to accept this added responsibility and is capable of providing the optimum learning experience and guidance for a particular student teacher. The cooperating teacher must meet the requirements of the North Dakota Student Teacher Guidelines. Cooperating teachers will be asked to review the responsibilities of a cooperating teacher, as presented in the Handbook for Student Teaching, and sign an agreement to cooperate in the student teaching program. The agreement will help delineate the roles of the parties involved in the student teaching assignment.

Student Teacher (Teacher Candidate)

A. Orientation to the Public School

Teacher candidates will receive written notice of their assignment to the cooperating school, the grade level or subject area, the cooperating teacher, and the university supervisor. The teacher candidate will arrange to visit the cooperating school and meet the cooperating teacher prior to the beginning of the student teaching experience. This conference provides an opportunity for the teacher candidate to become acquainted with the cooperating teacher, and oriented to the operation of the cooperating school. The parties will discuss expectations and goals for the student teaching experience at this initial meeting. At the beginning of the experience, the teacher candidate should:

become acquainted with the cooperating teacher.
meet the school superintendent and/or building principal.
be introduced to other classroom teachers, special education teachers, librarians, school counselors, school secretaries, and custodians.
become familiar with school and classroom policies.
memorize the daily schedule.
communicate the schedule with the university supervisor.
brainstorm ideas for the TLC unit (learning segment of 3-5 days), content, and approximate time frame.

B. Observation Period

During the observation period, the student teacher should be alert to the interactions within the classroom situation; the teacher candidate can gain insight into:

techniques for developing rapport with all students.
various teaching styles.
learning styles.
organization of classes.
techniques of classroom management.

C. Participation

The participation period will undoubtedly overlap with the observation period. During this time, the teacher candidate will assist the cooperating teacher with a variety of activities leading up to actual teaching. Particularly important are participatory activities in which the student teacher will:

arrive on time, be prepared and ready for daily challenges
become an active part of the school and community culture
communicate openly with cooperating teacher
share in classroom responsibilities
welcome feedback and make changes as necessary
take an active role in daily planning
take an active role in student assessments
communicate with the university supervisor
engage in formative and summative evaluations
lead a TLC unit
apply specific co-teaching observation, assistance, and/or team-teaching strategies.
consider co-teaching strategies that may be collaboratively planned for future use.

D. Teaching Situations

The amount of time a teacher candidate spends observing and participating in the classroom before moving into actual teaching will vary according to the situation. Co-teaching strategies are encouraged by VCSU. The cooperating teacher and student teacher will mutually decide when the student teacher is ready to assume teaching responsibilities, by reviewing the student teacher's initiative, knowledge of the subject matter, willingness to accept responsibility, planning ability, and overall readiness. Generally, student teachers will teach full-time for at least one week and at times two or three weeks. This decision should be based on the success and effectiveness of the student teacher.

Six-week student teaching assignments will require time adjustments accordingly. The Teacher Candidate will lead a TLC unit. VCSU recommends that teacher candidates lead their TLC unit at a separate time than their full-time teaching days.

In general, VCSU would like our student teaching candidates to be active teaching in small capacities right away. Gradually, we would like our teaching candidates to add teaching responsibilities as the weeks pass until they reach about two-thirds point of their experience. At that time, they should do their solo teaching. Upon completion of their solo teaching, they should gradually return the responsibilities to their cooperating teacher until they reach the end of their experience.

E. Teacher Education Policy Regarding University Activity During Student Teaching Experience

Teacher candidates wishing to participate in a university sport and/or activity during the semester they student teach must understand the sport and/or activity will not interfere with twelve continuous weeks of the student teaching field experience.

Placement will only be considered if a twelve-week uninterrupted student teaching experience can be completed with no interference from the sport/activity.
Prerequisites must be completed the semester before their student teaching field experience.
Teacher Candidates whose activity is ongoing at the beginning of the spring semester must conclude their participation with the activity prior to completing student teaching.
Teacher Candidates may not leave their placement schools early to participate in any practice or rehearsal.
Participation in weekend events during the semester of student teaching is allowed as long as it does not interfere with student teaching or their preparation for student teaching.
Participation in a university sport/activity may require more than four years to complete a degree in education.
It is best if Teacher Candidates do not student teach the semester, they are participating in a university sport/activity. A request to do so must meet the criteria identified above.

F. Planning Experiences

Planning, implementing, evaluating, and reflecting are the basis of effective teaching. The teacher candidate will develop skills in writing clear lesson plans, provide a variety of appropriate learning experiences, develop valid and reliable methods of evaluation, and become a reflective practitioner motivated toward lifelong learning. The TLC unit will be the primary time in which the teacher candidate documents his or her work.

In planning, the teacher candidate:
1. develops lesson plans for all lessons taught.
2. submits lesson plans to cooperating teacher for approval.
3. collects lesson plans for review by the university supervisor.
4. connects lesson plans with standards and developmentally appropriate curriculum.
5. considers the interests and needs of all students.

2. In implementing, the teacher candidate:

provides an effective introduction.
follows the lesson plan sequence for instruction yet is flexible and makes decisions about necessary or valuable adjustments.
strives to meet the developmental needs of all students.
displays enthusiasm.
provides directions/explanations in a clear, direct manner.
uses positive and productive classroom management techniques.
makes effective and appropriate use of instructional technology.
demonstrates effective questioning skills.
utilizes opportunities for impromptu teaching.
applies closure techniques.
demonstrates respect and an understanding of diverse cultures.
is aware of classroom environmental factors.
shows resourcefulness, initiative, and achievement.

3. In evaluating, the teacher candidate:

checks formally and informally for student understanding.
determines students' attainment of key objectives.
re-teaching when necessary.
shares evaluation results with students in an appropriate manner.
uses diagnostic procedures and plans remediation for learners when necessary.
reviews student progress and grading system.

4. In reflecting, the teacher candidate:

compiles a journal that includes lesson plans used during the semester, teaching units, and teaching materials (handouts, worksheets, etc.) that may be useful in the future.
collects lessons and unit plans that have been reflected upon and improved for future use.
Candidates use lesson and unit plans for senior portfolio projects and reflections as well.
reviews lesson plans with cooperating teacher or university supervisor.
uses self-evaluation and review of personal effectiveness to improve practice.
responds reflectively to feedback from the cooperating teacher and university supervisor.

G. Personal Decision Making

The teacher candidate should use common sense in all interactions and relationships while in the pre-professional, student teaching experience. The teacher candidate should remember that he or she carries the reputation of Valley City State University in all dealings in the local community and becomes a member of the team of the local school. In this position, the teacher candidate must try to make the best impression through conscious effort.

H. Student Teaching Retry

The second placement in a student teaching field experience is at the sole discretion of Valley City State University. After reviewing the circumstances of a failed first student teaching field experience, the Director of Student Teaching, in consultation with the Dean of Education, may place a student teacher a second time if the failure of the first placement is due to conditions that would not otherwise disqualify a candidate. A third student teaching placement will not be considered.

I. Student Teaching Out-of-Country

Candidates requesting student teaching out-of-country must be first approved by the Student Teaching Director and Dean and meet the following criteria:

have a good academic record and potential for success.
have a strong record of performance in pre-student teaching field experiences.
have appropriate career-oriented reasons necessitating out-of-country placement.
have confirmation of creditable cooperating school and teacher.
pay any additional expenses beyond regular tuition and fees, including travel, and housing for student teaching experiences along with locating housing and transportation in the country.
provide addresses and phone numbers of local schools and universities that have teacher education programs.
be approved by the Teacher Education Committee.

Fees: All student teaching candidates will incur a $350 fee during the semester of student teaching to cover the expenses of the cooperating teacher.

Things to Remember:

The student should realize that student teaching is a full-time commitment. Student Teaching requires at least 12 full-time consecutive weeks. During the semester, the teacher candidates should not allow university classes, part-time jobs, travel, or other university activities to interfere with student teaching.
Report illness to the school administrator and cooperating teachers as soon as possible when you become ill. The teacher candidate should notify the Valley City State University Director of Student Teaching if an illness, injury, or personal problem causes the student teacher to be absent for more than one day. The teacher candidate may be required to make up days absent from student teaching. If the university supervisor is planning a visit, the teacher candidate should contact his or her supervisor as well.
It is the student teacher's responsibility to provide housing during student teaching.
The teacher candidate must dress for function and professionalism.
Purchase of liability insurance is required. Membership in student NEA provides coverage; however, the teacher candidates may obtain insurance from a private agency. Verification of insurance coverage is required.
Commuting to the city in which the teacher candidates are assigned is discouraged. There may be instances in which it is permissible to commute depending upon the conditions and needs of the student. However, because of weather and travel conditions, commuting generally is inadvisable. All student teaching activities involving students should be conducted in a highly responsible and professional manner. The student teaching placement will start and end within the University’s established dates for the fall or spring semester. Teacher candidates will follow the cooperating school's schedule during their experience. If the cooperating school has a scheduled day of classes and the University is closed, the teacher candidate will student teach that day. The final evaluation will be completed by the cooperating teacher. The cooperating teacher may consult with the university supervisor or the teacher candidate. The final evaluation form will be kept in the VCSU Education Office.
Criteria for certification recommendations may be found in the appendix.
The procedure to appeal decisions related to student teaching is explained in the university supervisor's section of this handbook.

Cooperating Teacher

The cooperating teacher is in a unique position to facilitate the professional growth of the teacher candidate through a successful and satisfying student teaching experience. The cooperating teacher can demonstrate in a practical way the many challenges of teaching, the responsibilities that must be assumed, and the magnitude of a career in teaching. Much of the success of the student teaching experience depends upon the development of a close relationship between the cooperating teacher and the student teacher.

The cooperating teacher also has the responsibility of communicating the progress of the student teacher to the university supervisor. The cooperating teacher and university supervisor must work effectively together to facilitate a successful student teaching experience. The cooperating teacher must meet state guidelines for a cooperating teacher and be recommended by the school administration.

VCSU invites cooperating teachers to view measures of teacher candidate success as evidenced through aggregate data and feedback received from cooperating teachers, first-year teachers, and employers of VCSU alumni.

A. Interpersonal Relationship with the Teacher Candidate

The orientation period affords the cooperating teacher an opportunity to dispel some of the anxieties that the student teacher may possess. The cooperating teacher should:

become acquainted with the student teacher's personal and educational background.
accept the teacher candidate as a co-teacher but recognize the leadership responsibilities required to be a cooperating teacher.
welcome and introduce the student teacher to students and staff.
provide information concerning school policies and regulations.
be available for support, suggestions, and conferences.
notify the university supervisor of progress or concerns.
help the teacher candidate with ideas for the Teaching for Learning Capstone (TLC) unit

B. Classroom Procedures and Techniques

The cooperating teacher serves as a model for the teacher candidate by developing insight into successful teaching styles, providing an understanding of the teaching-learning process, and enhancing understanding of teacher-pupil relationships. To introduce classroom procedures and techniques, the cooperating teacher can:

demonstrate successful planning and teaching styles.
point out a variety in methods of presentation and be open to incorporating co-teaching strategies.
give support and recommend resources for creative planning on the part of the candidate.
exhibit skill in effective classroom management.
give suggestions in matters of motivation and classroom management.
stress the use of a variety of materials, including technology.
demonstrate and review effective evaluation techniques.
utilize and contribute to the reflective thinking process.

C. Guidance of Student Teaching

A cooperating teacher should provide an atmosphere that is conducive to personal exploration, allows freedom to experience trial and error, and furthers the discovery of effective teaching techniques. Careful planning is necessary to guide the teacher candidate in developing an effective and personalized teaching style. The cooperating teacher should:

acquaint the student teacher with routine matters.
share in the planning, implementing, evaluating, and reflective strategies.
delegate teaching duties gradually.
encourage student teachers to develop and implement their own ideas.
provide continuous feedback.
cooperatively help set personal goals and formulate a philosophy of education.
exhibit professional attitudes.

D. Evaluation of the Student Teacher

Evaluation of the student teacher must be a continuous and ongoing process throughout the student teaching experience. The main purpose of the evaluation is to provide the teacher candidate with verbal and written feedback so they recognize strengths and weaknesses and can set goals for improvement in areas of weakness. Cooperating teachers are urged to hold three-way conference sessions with the student teacher and university supervisor to provide feedback and evaluation of performance. Cooperating teachers are asked to complete evaluation forms on the student teacher's performance (see appendix). These forms indicate and communicate areas of strength and weakness. The forms help the teacher candidate realize what progress has been made to that point, and what must be done to continue toward the successful conclusion of student teaching.

Varied evaluative procedures are utilized by the cooperating teacher.

Informal evaluation assessments may include the following:
1. daily exchange of teaching ideas and suggestions.
2. written comments on the student teacher's lesson plans.
3. brief conferences following teaching experiences.
4. use of audio and videotapes.

2. Formal evaluation assessments should include the following:

prearranged conferences to discuss the student teacher's progress.
completion of the ongoing student teaching evaluation form (see appendix).
completion of the final student teaching evaluation form for inclusion in the teacher candidate’s file (see appendix). This form is completed by the cooperating teacher and returned to the Education Office. The cooperating teacher and university supervisor should confer as this step is completed.

University Supervisor

The university supervisor is assigned by the Director of Student Teaching to serve as a coordinator between the university and the cooperating school. A basic responsibility of the university supervisor is to foster a friendly, cooperative, and effective working relationship. The university supervisor will review the supervisor's responsibilities, as stated in the Handbook for Student Teaching, and complete the agreement to work for a successful student teaching experience.

It is important for the university supervisor to:

A. Communicate Student Teaching Objectives

The university supervisor will communicate and promote the objectives of the student teaching experience to cooperating school personnel.

B. Serve as a Liaison

An important role of the university supervisor is to serve as a link between the university and the cooperating school, cooperating teacher, and student teacher. The visits of the supervisor help to maintain the unity of action in the overall student teaching experience.

C. Assist Cooperating Teacher

The university supervisor is in a position to assist the cooperating teacher in guiding the student teacher. The supervisor can help focus purposeful conferencing, assist in resolving problems that may develop in the program, and participate in three-way conferencing.

D. Act as Resource Person

An area where the university supervisor can be of special service to the cooperating teacher and teacher candidate is in the role of the resource person. The supervisor can:

Share innovative methods, procedures, and materials.
Share research findings and current trends.

E. Provide Guidance for Student Teacher (Teacher Candidate)

Although the cooperating teacher carries the major responsibility for guiding the development of the student teacher, the university supervisor also plays an important role in providing guidance. The supervisor will:

Make regular classroom visits.
Minimum of four observations during the 12-week student teaching assignment
Have a conference after each observation.
Complete written evaluation for each visit.
Offer praise and encouragement.
Offer tactful and constructive criticism.
Provide any assistance requested.
Inform a teacher candidate of personal habits or practices that may be interfering with successful student teaching.
Provide support for the TLC unit or refer TLC questions to the Director of Student Teaching.

F. Evaluation Performance of Student Teacher (Teacher Candidate)

The university supervisor and the cooperating teacher share the responsibility of evaluating the student teacher. The university supervisor will:

Encourage triad conferences between the teacher candidate, cooperating teacher, and university supervisor.
Confer with the cooperating teacher regarding the teacher candidate's progress.
Be available for special consultation and additional observations, if needed.
Work with the Director of Student Teaching for reassignment of a teacher candidate if the need arises.
Recommend removal of a teacher candidate that, for a variety of reasons, is not capable of handling the classes, is not prepared in a subject area, or has not the personal characteristics necessary to deal effectively with students. This decision will be made jointly with the cooperating school, the Director of Student Teaching, and the teacher candidate. Student teachers may appeal any decision in writing to the Teacher Education Committee. Candidates wishing to appeal any recommendation of the Teacher Education Committee, or a decision of the SOE Dean should consult the Student Handbook, which details final appeals procedures under the University Hearings and Appeals Board.

Final Comments

This section covers topics which are of vital interest to the student teacher; legal status, substitute teaching, seminars, visitation to other classrooms, and professional ethics.

A. Legal Status of Student Teachers

The state of North Dakota has given legal authority for the student teacher to work in a capacity similar to that of a regular teacher. The student teacher has an obligation to follow instructions and take advice from the supervising teacher and cooperating school administration.

B. Substitute Teaching

Valley City State University discourages student teachers who have not successfully completed their full-time student teaching from being used as substitute teachers for other teachers in the school system in which they are placed. The official statement of the ESPB reads, “In the event of an emergency, the student teacher may once during the student teaching semester be placed as a substitute in the student teacher’s regularly assigned classroom for a period of time not to exceed two consecutive days.”

Student teachers will be eligible for a 40-day provisional license upon completion of all requirements for their bachelor’s degree minus the awarding of the degree and the official transcript as documented by the institution of higher education registrar. Once the degree has been awarded and the official transcript has been received the student will receive the initial two-year license.

C. Visitation to Other Classrooms

Sometime during the student teaching experience, the teacher candidates should work with their cooperating teacher to arrange an opportunity to observe other teachers. Visits to other classrooms will give the teacher candidate exposure to a variety of teaching styles, methods of classroom management, and effective motivational techniques.

D. Professional Ethics

Student teachers should become familiar with the Code of Ethics as given in the publication "Rules of Procedure and Interpretation of Code of Ethics of the Teachers' Professional Practices Commission." It is expected that teacher candidates will put the Code of Ethics into practice (see appendix).

E. Career Services

The Valley City State University Career Services Office assists individuals in preparing for the job search. A job search course for seniors in education is offered each semester to teach students the essential elements of effective job searching resume writing, writing letters, interviewing, networking, negotiating, and locating job vacancies. Education graduates register with Career Services through the CSO System.

F. Licensure

Questions on Teacher Licensure can be answered by contacting the Valley City State University School of Education or the Education Standards & Practices Board, 600 E Boulevard Avenue, Bismarck, North Dakota, 58505-0440.

G. Libraries

The Valley City State University Library and Curriculum Library have materials available for student teacher use. Student teachers should know what is available to them and use whatever is appropriate. Both the university library and the curriculum library offer increased privileges to student teachers.

H. Nepotism

Student teacher candidates shall not be placed in a student teaching field experience with a relative, nor shall they have a relative serve in the role of the university supervisor.

I. Policy for Removal of Student Teacher (Teacher Candidate)

A cooperating school may ask that a teacher candidate be removed from its school. There is no appeal to this decision. Teacher candidates may be removed from student teaching by the university when conditions require. In this case, students should be aware of their rights through the appeals' procedure, as stated in the University Supervisor's section (F) of this Handbook.

J. Special Comment

The faculty and staff at Valley City State University wish each teacher candidate the best in the student teaching experience and gratefully thank the cooperating school's personnel for their assistance in this worthwhile program.

APPENDIX

Sample Lesson Plan Outline

I. PLANNING:

(What is the purpose of the lesson?
What are the objectives?
What materials or technology equipment will I need to have ready before class?
Am I considering and differentiating the needs and backgrounds of all my students?
Am I considering lesson objectives that connect to state standards?
Is the lesson developmentally appropriate?
Do I have a backup plan for anything that may not work due to equipment or time constraints?

INTRODUCTION:

How will I "open" the lesson?
What will I say, do, and ask my students to engage them?
How will I close the lesson to review what we have learned and transition into the next activity?

II. IMPLEMENTATION:

What modifications in terms of time or direction of the lesson might I anticipate?
What teaching strategies will be most effective for my students?
How will I implement those motivational and effective strategies?

FOLLOW-UP:

How will the lesson close?
What follow-up activities will I use?
Will the lesson be continued?
What will I say and have the students do as I summarize learning experience?
How will I transition into the next activity?

III. EVALUATION:

(How will I formally assess my objectives?
How will I informally assess how well, the students are grasping the content as I am teaching?
How will I use my evaluation to assist student learning and enhance my teaching?)

IV. REFLECTION:

Did I have the materials ready to teach the lesson?
Did the students understand what the lesson was about?
Did the students reach the objective?
Did I use the most effective strategies I could have to help all my students learn?
How could I improve this lesson in the future?
How can I improve my teaching and my students’ learning when I teach in the future?)

Criteria for Licensure Recommendation

Criteria for Licensure Recommendation

The Certification Officer makes the recommendation for Teacher Licensure. A teacher candidate must meet the following requirements to be recommended:

Satisfactory completion of all program requirements as described in the University Catalog and the Teacher Education Program Handbook.
Successful student teaching experience.
Successful completion of TLC unit and capstone requirements for his or her major(s).
Successful completion of all licensure requirements. The School of Education & Graduate Studies sends the application to the North Dakota Education Standards and Practices Board for issuance of a teaching license.

Out-of-State Licensure

Valley City State University’s nationally accredited education programs meet requirements for North Dakota teacher licensure. Although most states accept our teacher education program graduates for licensure, VCSU cannot confirm nor advise that education programs meet requirements for every state. Students seeking licensure in states other than North Dakota should contact the appropriate licensing board in the state in which they are pursuing licensure.

Additional Information Regarding Licensure

Licensure applications must be submitted by the student for processing to begin.

When completing electronic applications through the NDTeach Online Application Site, an email notification will be sent by ESPB for VCSU to complete your record of education after payment has been made.

Paper applications should be mailed to:

Amber Olson, Director for Education Pathways & Compliance

Valley City State University

101 College Street SW

Valley City, ND 58072

Or emailed to amber1.olson@vcsu.edu

Applications will be processed after the degree is conferred.

If you have a job pending or plan to substitute teach, please refer to the ESPB: 40 Day Provisional or Interim/Substitute (1 year) License instructions. For more information, please contact ESPB at (701) 328-9641.

North Dakota ESPB Links

ESPB Licensure Information

ESPB Types of Licensures

ESPB Licensure Forms

NDTeach Online Application

Out of State Licensure

For out-of-state licensure forms and procedures, please contact the appropriate state office.

Institutional recommendation forms can be mailed to:

Amber Olson, Director for Education Pathways & Compliance

Valley City State University

101 College Street SW

Valley City, ND 58072

Or emailed to amber1.olson@vcsu.edu

Transcripts

To request VCSU transcripts, please follow the instructions available at Academic Transcript Requests

Complete a Transcript Request for all institutions attended.

Helpful Hint:

Save a copy of all your Praxis test score reports.

North Dakota Educator's Code of Ethics

THE PREAMBLE

The educator recognizes that education preserves and promotes the principles of democracy. The educator shares with all other citizens the responsibility for the development of educational policy. The educator acts on the belief that the quality of the services of the education profession directly influences the nation and its citizens. The educator promotes the worth and dignity of each human being and strives to help each student realize the student's potential as a worthy, effective member of society. The educator, therefore, works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals. The educator measures success by the progress each student makes toward the realization of his/her potential as an effective citizen. The educator regards the employment agreement as a solemn pledge to be executed both in spirit and in fact in a manner consistent with the highest ideals of professional service. The educator accepts the responsibility to practice the profession according to the highest ethical standards. The educator strives to raise professional standards to improve service and achieve conditions which attract highly qualified persons to the profession.

The following code of professional conduct of the education standards and practices board governs all members of the teaching profession. A violation of this section constitutes grounds for disciplinary action which include the issuance of a warning or reprimand or both, suspension, or revocation of the license of the affected educator, or other appropriate disciplinary action.

PRINCIPLE I

COMMITMENT TO THE STUDENT

In fulfilling obligations to students, the North Dakota educator:

Shall not, without just cause, deny the student access to varying points of view;
Shall not intentionally suppress or distort subject matter relevant to a student’s academic program;
Shall protect the student from conditions detrimental to learning or to physiological or psychological well-being;
Shall not engage in physical abuse of a student or sexual conduct with a student and shall report to the education standards and practices board knowledge of such an act by an educator;
Shall not harass, discriminate against, or grant a discriminatory advantage to a student on the grounds of race, color, creed, sex, national origin, marital status, political or religious beliefs, physical or mental conditions, family, social, or cultural background, or sexual orientation; shall make reasonable effort to assure that a student is protected from harassment or discrimination on these grounds; and may not engage in a course of conduct that would encourage a reasonable student to develop a prejudice on these grounds;
Shall not use professional relationships with a student for personal advantage or gain;
Shall disclose confidential information about individuals, in accordance with state and federal laws, only when a compelling professional purpose is served or when required by law; and,
Shall accord just and equitable treatment to all students as they exercise their educational rights and responsibilities.

PRINCIPLE II

COMMITMENT TO THE PROFESSION

In fulfilling obligations to the profession, the North Dakota educator:

Shall accord just and equitable treatment of all members of the profession in the exercise of their professional rights and responsibilities;
Shall not, on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, physical condition, family, social or cultural background, or sexual orientation, deny to a colleague a professional benefit, advantage, or participation in any professional organization, nor discriminate in employment practice, assignment, or evaluation of personnel;
Shall not sexually harass a fellow employee;
Shall withhold and safeguard information acquired about colleagues in the course of employment, unless disclosure serves a compelling professional purpose;
Shall present complete and accurate information on the application for licensure and employment;
Shall present complete and accurate information on any document in connection with professional responsibilities;
Shall present evaluations of and recommendations for colleagues fairly, accurately, and professionally;
Shall cooperate with the education standards and practices board in inquiries and hearings and shall not file false complaints or shall not seek reprisal against any individuals involved with the complaint;
Shall not knowingly distort, withhold, or misrepresent information regarding a position from an applicant or misrepresent an assignment or conditions of employment;
Shall not breach a professional employment contract;
Shall not knowingly assign professional duties for which a professional educator’s license is required;
Shall not accept a gratuity, gift, or favor that might influence or appear to influence professional judgment, nor offer a gratuity, gift, or favor to obtain special advantage; and
Shall exhibit professional conduct in safeguarding and maintaining the confidentiality of test materials and information.

PRINCIPLE III

COMMITMENT TO THE COMMUNITY

In fulfilling these obligations to the public, the North Dakota educator:

Shall distinguish between personal views and the views of the employing educational agency;
Shall not distort or misrepresent the facts concerning educational matters; and,
Shall not interfere in the exercise of political and citizenship rights and responsibilities of others.

Education Standards and Practices Board Effective July 1, 1995; amended August 1, 2002