Rationale & Evaluation of Student Teaching Experience

The student teaching experience represents the culminating activity for the pre-service teacher at Northern State University.  It remains the single most influential learning activity for beginning teachers.  The faculty is committed to enriching this experience to better prepare teachers for the 21st century.

In order to establish and account for higher standards, the School of Education has adopted certain requirements of all student teachers in elementary, secondary, K-12, and early childhood programs.  The requirements include a paper portfolio containing scored items, other required items, and optional items.  Scored items include (1) work sample/Unit and (2) goals and reflections.  Other required items include (1) résumé , (2) cover letter, (3) philosophy of education, (4) classroom management plan, (5) case studies, and (6) a parent newsletter.  Optional items may include (1) an interview, (2) video-taped lesson, (3) goals and reflections from sophomore and junior field experiences, (4) evaluations and (5) other items of choice.  The following are criteria reference tools to assist cooperating teachers, university supervisors, and student teachers in building a paper portfolio of evidence to demonstrate that learning occurred due to their efforts.

The information below contains descriptions of the paper portfolio requirements for student teachers.  Descriptions are provided for the scored items.  Rationale is provided for all required items as well as the interview and video-taped lesson.

Grading

University supervisors hold the responsibility for evaluating the scored items.  As the student teaching experience unfolds through its stages, the university supervisor coaches the student teacher's efforts at producing the documentation.  Assistance is also expected from the cooperating teacher, but not in an evaluative sense.  The grade sheet that is returned to the student teaching office contains a record of the holistic (see evaluation scale) rating given each requirement by the university supervisor.

If any requirement is not completed to the satisfaction of the university supervisor, an incomplete or unsatisfactory grade will be issued.

If there are any questions concerning this assessment information, please do not hesitate to call the Director of Field Experiences, Education Office at Northern State University.

Evaluation Scale

The following scale is a standard for "holistically" evaluating the criteria for each activity.  Please review the entire document with all criteria in mind and then determine the level of quality for the "whole" product.

          4 - Advanced - All criteria are met with evidence of a high degree of competence.
          3 - Proficient - All criteria are met with evidence of competence.
          2 - Basic - Most criteria are met with evidence of competence.
          1 - Below Basic - Evidence of criteria is inadequate.
          NO - Not observed.

Résumé

 

Rationale:      A résumé documents important information and events about a professional's career.  Student teachers who are preparing for a job search are charged with creating a résumé that sells their special talents.

Criteria:

1.   The résumé contains the core items of career objective, education, education experiences, and references.  Other terms may be used for these categories.

2.   The presentation (style, color, printing, format) of the document is attractive, but modest.

3.   Mechanics are correct.

Cover Letter

Rationale:      A cover letter allows applicants to introduce themselves to prospective employers.  Student teachers who are preparing for a job search are charged with creating cover letters that also sell their special talents.

Criteria:

1.   The cover letter is written in a consistent business letter format  (See: http://www.northern.edu/career_dev/index.htm)

2.   The body of the letter includes a career objective, statement of strengths, interests, and expectations.

3.   An appropriate closing within the body draws attention to other documents and a willingness to interview.

4.   Mechanics are accurate.

5.   Presentation is attractive, but modest (form, style, color, print, etc.).

Work Sample/Units

Rationale:      A work sample/unit is a document that demonstrates the ability of a student teacher to foster learning in children.  A rubric has been developed by the School of Education faculty.

Criteria:

1.   The work sample/unit includes the sections judges prior learning, plans instruction, teachers, assesses, analyzes, and reflects.

2.   The work sample/unit has a minimum of three sequential lessons.

3.   Learning outcomes are aligned with instruction and assessment.

4.   Conclusions are supported by accurate data.

5.   Implications for improvement are included.

Case Studies

Rationale:      An important part of the student teaching experience is preparing case studies, which will provide an opportunity for you to develop and use your observational skills and abilities, as well as other informational sources, to evaluate and assess the WHOLE CHILD in your classroom.  Collecting data will help you to assess student attitudes, interests, achievement, performance, and social skills.  Gathering information about your students is an integral part of the teaching process, when you plan instruction to meet the individual needs and differences of your students.

Procedure:

1.   The student teacher will select two students to observe; student will discuss selection with cooperating teacher.

2.   The student teacher will gather information and record observations over an extended period of time, approximately four to five weeks.

3.   The student teacher will use any sources of information that will be helpful (other teachers, class participation, assignments, tests, grades, extracurricular activities, parent-teacher conferences).

4.   The student teacher may include conversations with students as well as comments they make about themselves.

5.   A typewritten case study about each student will be submitted.  This is due at the final observation or at a predetermined time scheduled by the university supervisor.  This report should include the objective data gathered as well as your subjective interpretation of how the teacher can best meet the needs of each student.  Look at the WHOLE CHILD--his/her social and emotional, physical, and intellectual development.  Each student is unique.

Confidentiality:

Information gathered about students must be used only for professional purposes, and the students' anonymity must be protected.  In order to maintain confidentiality, please choose a fictitious name for each student.

Student Teaching Interview (Optional)

Rationale:      The interview process should reflect a Commitment to Teaching, Professional Growth, Interpersonal Relations, and Respect and Concern for Students.  An interview will be conducted by the university supervisor or building principal with the student teacher prior to the culminating seminar.  The university supervisor may choose to tape the interview.  There is no wrong answer for any of the questions.  The answers are imbued with personal meaning.

Interview Questions:

• What are the student teacher's career plans for 5 years?  10 years?

• What are the student teacher's plans for growing professionally over the duration of one’s career?

• What actions of teachers reinforce the pride of the teaching profession?

• How important is it to mingle and interact with other faculty and staff?

• Why is it necessary to focus on the needs and progress of all children?

Criteria:

1.   The interview questions are answered candidly.

2.   The student teacher's manner is pleasant and confident.

3.   Correct grammar is used with distinct delivery.

4.   The student teacher models appropriate nonverbal communication.

The Video Taped Lesson (Optional)

Rationale:      The video taping process provides a student teacher with the opportunity to self-assess his/her effectiveness in creating, delivering, and managing a lesson.  The video provides the opportunity for the student teacher to reflect upon personal communication skills and the image projected as a professional. Video taping is viewed as a self-assessment tool for the improvement of instruction.  It is not intended to be included in the job search portfolio.

Procedure/Criteria:

1.   The student teacher is responsible for organizing the video taping session.

2.   The student teacher will complete a lesson plan to accompany the video tape.

3.   The student teacher will complete the self-assessment and share his/her assessment with the cooperating teacher and the university supervisor.  The lesson plan should be shared at this time.

4.   One video taped lesson is recommended.  The student teacher may choose to tape more lessons.  This is encouraged to further instructional growth.

5.   Video taping should be scheduled at the convenience of the student teacher and cooperating teacher.