Student Teaching Handbook

Teacher Candidate (TC)

…an education undergraduate during his/her student teaching experience.

Cooperating Teacher (CT)

…a host teacher who opens his/her classroom to a TC.

Danielson Framework-based Final Performance Assessment (DfFPA)

...the assessment with which student teaching performance is quantified—based on the Danielson Framework for Teaching (2007)

Field Supervisor (FS)

…an individual contracted by the university during student teaching to support the TC and CT and to assess TC progress, reporting early any concerns to the MSU Office of Field Placement and Licensure.

MSU Office of Field Placement and Licensure (FPLO)

…the team who will assist the TC, CT, and FS during clinical placement, and afterward provide for the TC a licensure recommendation to the Office of Public Instruction, Montana’s licensing agency.

Reflective Educator Project (REP)

…a student teaching capstone project in which the candidate researches his/her own practice and its effects on students during a selected lesson sequence.

REP Coach

… someone trained by the university to support and assess the Reflective Educator Project.

Pre-Week 1

• TC completes MSU and district requirements.
• TC meets with CT/Admin to determine expectations, set goals, and prepare for REP.
• TC completes OPI IEFA Course.

Weeks 1-2

• TC begins when CT starts after summer or winter breaks.
• TC schedules initial meeting for TC & CT led by FS.

Weeks 3-6

TC teaches first observed lessons:

• FS: 1 REP Goalsetting Observation & 1 Danielson Tool Observation.
• CT: REP Goalsetting Observation.

Week 7

Midterm Conference: FS & CT collaborate on midterm assessment with TC using Danielson Framework

Weeks 8-12

• TC takes on 1-3 weeks of full teaching load.
• FS: 1 REP Data Observation & 1 Danielson Tool Observation
• CT: 1 REP Data Observation

Weeks 13-14

• TC observes other teachers.
• FS & CT conduct closing conference with TC & complete Danielson-based Final Performance Assessment

Journaling (5%):  

Submit weekly to the field supervisor according to the schedule on Student Teaching Calendar. Follow the structure below:

• What was your “rose” this week…something positive that made you or your students feel good…a highlight or small “win”?
• What was your “stem” this week…something that made you grow stronger as a person or professional…a way you felt supported?
• What was your “thorn” this week…a challenge, an area where you need support…a “prickly” event that you didn’t know how to handle or that made you uncomfortable…maybe something that is giving you stress?
• How can your FS best help you this week?

IEFA BAdge (5%):  

See Student Teaching Calendar for due date.  Access IEFA course “An Introduction to Indian Education for All in Montana”:

https://learninghub.mrooms.net/course/index.php?categoryid=105 .  Create an account, wait for an authorization email, follow instructions.  Complete course (takes approximately 2 hours).  Take requested survey after course completion.  In D2L Assignment Dropbox, post a screenshot of your course badge when received from OPI. (See D2L example for badge; please do not post CEU page.)

Professional Issues (10%):  

Attend and complete all requirements for Student Teaching Seminars. (See Student Teaching Calendar for dates and D2L for requirements.)

Reflective Educator Project (30%): 

Submit all artifact drafts in D2L Discussions 24 hours prior to each PLC Seminar.  Fully participate in all four PLC seminars.  Submit revised artifacts in a Power Point cumulative poster to D2L Assignment Drop box by due date (Student Teaching Calendar).  Submit REP Final Research Poster in D2L Assignment Drop box by due date in Student Teaching Calendar.  Present REP project at the EDU 495 Final Student Teaching Seminar

Student Teaching Performance (50%):

Formative Assessment: (Items that, while ungraded by themselves, accumulate to comprise the final performance assessment score)

1. Formal Lesson Observations: There are 6 total formal observations—4 by the FS and 2 by the CT.  (Both CT and FS will observe same REP Goalsetting lesson.) Evidence will accumulate; not every category will be observed during each lesson.  FSs and CTs will script evidence from observations using the forms below and provide timely, written/virtual documentation to TCs.  (TCs who have not received this evidence within 72 hours of an observation should contact the FS/CT—if not received within 7 days, contact the FPLO).
2. Midterm Assessment Meeting:  FS collaboratively leads meeting with TC and CT, using the Formative Danielson-based Performance Assessment to set goals for remainder of experience. (FS will submit to MSU FPLO if there are any “1” “Unsatisfactory” scores or significant concerns). See the Danielson-based Performance Assessment Rubric for scoring descriptors.  FS will provide copies to CT and TC. (If TC has not received copy within 72 hours, contact FS; if not received within 7 days, contact the FPLO.)  For candidates demonstrating satisfactory progress, the FS and CT can sign the Substitute Teaching Form at the midterm conference. If no other issues arise, this form authorizes the TC to function as a regular sub in the placement classroom up to 5 days.  

Summative Assessment: Danielson Framework-based Final Performance Assessment

FS collaboratively leads meeting discussion with TC and CT, using the Formative Danielson-based Performance Assessment in preparation for the CT and FS to complete the Danielson Framework-based Final Performance Assessment (DfFPA).  MSU FPLO sends out a DfFPA link to CTs. Please see the Danielson-based Performance Assessment Rubric for scoring descriptors. When CT completes the assessment, a link automatically goes to FS.  FS reads through CT scores without altering them and completes FS portion (second half) of the assessment. FS & CT scores, while they do not have to be exactly the same, should reflect a collaborative partnership. 

Teacher candidates are expected to perform at "2" (Basic) levels in all graded categories by the end of student teaching. (Based on Danielson’s recommendations for using the framework during student teaching, 4c and 4d, while marked, are not graded.)

The MSU Department of Education will address on a case-by-case basis any teacher candidate earning one or more “Unsatisfactory” ratings (1) in any category and/or receiving a mentor recommendation against licensure.  This committee, under the supervision of the MSU Education Department Head, will conduct an individual review to resolve the final student teaching grade and to determine eligibility for Montana teaching licensure.

The grading scale (below) for the Danielson-based Final Performance assessment, is designed only for teacher candidates receiving a “2” (Basic) or above in allgraded categories.

50-60=A

45-49=B+

40-48=B

Teacher candidate duties include:

Reading, understanding, and adhering to MSU’s Professionalism Learning Outcome, MSU’s Professional Expectations and Competencies, & Professional Educators of Montana Code of Ethics.

Scheduling/completing all requirements using the Student Teaching Calendar.

Studying the REP Introductory Videos, REP Guide, Office of Field Placement and Licensure website & Student Teaching Handbook.

Initiating first contact with the school district, administrator, CT, and FS upon receiving contact information.

Proactively consulting the CT and FS about scheduling the semester, planning the REP, and contributing to the classroom.

Coordinating the time/date for an introductory meeting with the TC and CT, conducted by the FS.

Coordinating the times/dates of 6 formally observed lessons. (2 by CT; 4 by FS).  Please use Danielson-based Lesson Plan Format for all formally observed lessons.  Some FSs will authorize use of a shorter format after midterm.

Providing lesson plans 48 hours in advance to CT for all lessons and 24 hours in advance to FS for formally observed lessons.

Coordinating the times/dates for the midterm conference and the final conference.

Regularly engaging in all EDU 495 communications and requirements via D2L.

Fully participating in the placement classroom using a co-teaching model, which may involve observing, assisting, stations, parallel or supplemental teaching, alternative or differentiated teaching, and team teaching. Non-completion of any course requirement can result in not passing EDU 495, “Student Teaching.” In addition to requirements related to the field placement, these also include: Journaling. Participation at student teaching and PLC seminars. Taking and passing the OPI IEFA course on Teacher Hub. Fully and successfully completing the Reflective Educator Project (REP). Late Policy: Timely submission during student teaching is an expected professional disposition. All deadlines are final and non-negotiable. Extensions will be granted only through individual review by the instructor of record; assignments that have been granted an extension will be subject to a minimum 10% score deduction.  Egregious or repeated violations can result in not passing EDU 495 and/or not being recommended for educator licensure.  TCs may receive one email and one phone call from MSU FPLO to remind them of late/missing assignments. FPLO will not send multiple reminders.

Cooperating teacher duties include:

Reviewing the FPLO website and Handbook for Cooperating Teachers.

Preparing colleagues, students, and students’ parents/guardians for the arrival of the TC.

Providing a work area for the TC, stocked with needed materials (seating charts, faculty handbooks, course outlines, curriculum guides, classroom texts, etc.).

Orienting the candidate to class procedures (roll, lunch count, etc.) and school policies (discipline, homework, emergencies, etc.).

Acquainting the TC with school facilities and teaching resources.

Assisting the TC in mapping out the semester's activities early using “Student Teaching Calendar.”

Supporting and collaborating on the REP goal and focus question, reviewing REP lesson plans, and consulting about elements of the project related to class instruction.

Discussing with the TC dangers of inappropriate conduct and appearance, stressing the need for a friendly but professional relationship between the TC and students.

Reporting any TC concerns to the field supervisor and/or MSU FPLO.

Including the TC in all appropriate professional development and out-of-classroom educator responsibilities (lunch duty, parent conferences, IEP meetings, etc.).

Working collaboratively and enthusiastically with the TC in planning, instruction, the REP, and assessment.  MSU encourages the use of a co-teaching model.

Regularly observing the TC’s instruction and providing constructive feedback; conducting two formal observations: Early in placement: one REP Goal-setting lesson (using REP Goalsetting Observation Form). After midterm: observing one REP lesson (using a protocol designed by the TC for collecting focused data on an area of TC instruction and learner response).

Collaborating on the Formative Danielson-based Performance Assessment during the midterm conference.

Serving as a model of pedagogically sound and realistically appropriate knowledge, skills, ethics, and dispositions. Using nurturing yet direct techniques, encourage and support the candidate in reflecting and developing into a competent beginning teacher.

Completing and submitting the DfFPA/OPI Content Assessment (not available on website; link will be sent directly to CT by FPLO). Scores should reflect teacher candidate readiness to instruct in a first-year classroom as a competent beginning instructor—not as a master teacher.

Field supervisor duties include:

Facilitating communication among the student teaching team: school personnel, TC, and MSU. Communicating with and supporting the TC as needed from the first day of student teaching to the end of the term.

Conducting an introductory meeting with the CT and TC within 10 days from the first day of student teaching.  Explaining co-teaching model as necessary.

Completing two formal lesson observations during the first 7 weeks of the placement: REP Goalsetting lesson using the REP Goalsetting Observation Form. A traditional observation using DF Observation Tool.  (DF Tools are cumulative--not all lessons will demonstrate all categories of TC progress and are not submitted to MSU FPLO unless there are concerns with TC performance.)

Leading a midterm conference and collaborating with the CT and TC to set goals for the TC and create a combined, valid score on the Formative Danielson-based Performance Assessment.  (…submitted to the Field Placement Office only if there are scores of “1” and/or concerns about TC performance.)

Completing two formal lesson observations during the second 7 weeks of the placement: REP focus question data-collection lesson using a protocol provided by the TC. A traditional observation using DF Observation Tool.  (These are not submitted to MSU FPLO unless there are concerns with TC performance.)

Scoring student teaching performance using the DfFPA/OPI Content Assessment. (Link will be sent by Qualtrics; check CT scores without changing them before completing FS portion of assessment.) Scores should reflect teacher candidate readiness to instruct in a first-year classroom as a competent beginning instructor—not as a master teacher.

The Director of Field Placement & Licensure, along with the FPL team, is responsible for the following tasks:

Submitting a request to the appropriate public-school official for the field experience placement.

Submitting to the building administrator a statement of the objectives for the field experience program and a clarification of the duties and responsibilities of the university and the schools.

Notifying the TC of placement and providing the beginning/ending times of the assignment.

Updating the field experience website.

Arranging assignments of field supervisors for teacher candidates.

Maintaining an open line of communication with all placement participants; facilitating the Q & A on D2L.

Being responsible for payment to the cooperating teacher and field supervisor.

Recording the final student teaching grade.

Reviewing and advising when problems arise.

Recommending the teacher candidate for Montana Educator Licensure when all requirements have been completed and the teacher education degree has been posted.

Maintaining records of program completion and licensure recommendation.

The school administrator is responsible for the following tasks:

Selecting a capable cooperating teacher with no less than three years successful teaching experience. (The MSU Department of Education strongly recommends selecting cooperating teachers from those who have experience and training in supervision.)

Ensuring that the teacher candidate is made aware of the following: ...the general philosophy of the school. ...the building and district policies/procedures. ...the organization of the school day. ...the use of cumulative and other school records. ...the daily attendance report and the policy on excuses. ...how are teachers evaluated.

Contacting as early as possible the FS and the MSU Director of FPLO if any serious concerns arise with the teacher candidate.

If possible, conducting one formal observation of the teacher candidate.

The REP coach is responsible for the following tasks:

Preparing for and facilitating the WebEx-based PLC Seminars.

Reading, responding to, and scoring artifact submissions.

Responding to TC REP questions via e-cat email (checked 2 times each work week).

During virtual office hours, facilitating one-on-one REP conferences with TCs who request them.

Participating in REP development and trainings.

Scoring the final REP poster using the provided checklist.

Danielson Framework for Teaching

Expert teachers demonstrate professionalism in service both to students and to the profession.  Teaching at the highest levels of performance in this component is student focused, putting students first regardless of how this stance might challenge long-held assumptions, past practice, or simply the easier or more convenient procedure.  Accomplished teachers have a strong moral compass and are guided by what is in the best interest of each student….they conduct interactions with colleagues in a manner notable for honesty and integrity….They also display professionalism in the ways they approach problem solving and decision making, with student needs constantly in mind.  Finally, accomplished teachers consistently adhere to school and district policies and procedures but are willing to work to improve those that may be outdated or ineffective (Danielson, 2013, p. 75).

MSU Department of Education Professional Dispositions Learning Outcome

Pre-service teachers will act in accordance with the professional and ethical standards, norms, and dispositions of the district within which they are working, the university within which they are learning, and the profession of teaching (MSU, 2020). 

A culture’s most vulnerable and treasured population—its children—is trusted to the care of professional educators.  All of us remember teachers who degraded the profession, disrespected their school communities, criticized students’ families, and, worst of all, erased the self-esteem of their learners with thoughtless or even cruel comments that have never been forgotten.  The bedrock of educator professionalism remains “the best interest of each student” (Danielson, 2013, p. 73). For this reason, serious or repeated violations of any professional dispositions can be grounds for a candidate not passing EDU 495, “Student Teaching,” and/or the MSU FPLO withholding recommendation for Montana teaching licensure.

Attendance:

Students cannot learn from teachers who are absent; thus, attendance becomes an important priority in establishing professionalism.

• To prepare for future classrooms and to establish a professional disposition of trustworthiness, teacher candidates must fully attend all placement dates calculated by the MSU FPLO to meet OPI licensure recommendation requirements. Thus, TCs need to avoid absences or tardiness for any reason save serious extenuating circumstances, and they are required to promptly and directly notify both the CT & FS when these occur.
• To demonstrate commitment to their learners, TCs must avoid taking days off for optional events or those that can be rescheduled, such as PRAXIS testing, job fairs, travel, Planned time away from the placement, must be approved by MSU FPLO – including late entrance to or early departure from student teaching placements or seminars.
• TCs who need to be absent due to illness for more than two days during the semester must contact the FPLO to revise student teaching placement end dates in order to fulfill Montana licensure recommendation requirements.

Timeliness:

In order to learn effectively, learners must be able to rely on their teachers.  Therefore, in every aspect of student teaching—including university coursework and placement responsibilities—it is crucial for teacher candidates to be trustworthy regarding timeliness.   

• The MSU FPLO and EDU 495 Instructor of Record will issue due dates for all student teaching assignments and requirements (see D2L and the Student Teaching Calendar). In order to meet professionalism requirements, TCs must meet these due dates and should regularly submit requirements early to avoid unforeseen complications that could result in late submissions.
• MSU professional standards require that TCs provide advance lesson plans to CTs (48 hours minimum) and to observing field supervisors (24 hours minimum).
• Promptly after formal observations, TCs can expect to welcome objective, collaborative, and face-to-face feedback conversations with their observing mentors (can be done virtually if a physical conference is not possible). Field supervisors will also issue to the TC timely, written (can be virtual) feedback using the appropriate Danielson-based tool.

Readiness:

Despite having completed many semesters of university preparation, teacher candidates must continuously expand their knowledge by ongoing professional development to daily engage their diverse learners in updated and accurate content instruction, implemented using research-based, current best practices. 

To demonstrate readiness in content, TCs must engage in rigorous preparation practices, implement flexible and differentiated strategies, and engage in assessment practices used to inform improvement of their practice.

• To show preparedness in professional collegiality, TCs need to embrace and make earnest use of mentor suggestions.
• To evidence a growth mindset, TCs will have to accept that, despite rigorous preparation, they will make mistakes; nevertheless, they must work hard to convert such errors into professional growth for the benefit of their learners.

Appearance:

Educator appearance has the potential to distract from learning as well as to enhance professional authenticity.  Thus, learner need becomes priority when selecting items to characterize educator appearance.

• To attain caring, professional standards, teacher candidates should make choices about their clothing, body art, jewelry, and grooming with P-12 students’ learning needs and school district requirements in mind—always remembering that one of the most important accessories is a welcoming smile!
• When unclear on district-level appearance expectations, TCs and mentors need to seek clarification on school-specific guidelines. TCs must be sure to request a faculty handbook and read it thoroughly to uncover district-level norms.

Communication:

Perhaps no professional disposition has as much potential for building up communities, schools, and learners or for tearing them down than communication.

• Each TC must initiate prompt communication to the CT, FS, and instructor of record or MSU FPLO whenever s/he misses a deadline or is absent from the placement due to extenuating circumstances. A prompt, one- or two-sentence explanation can fulfill the requirement of professional communication and establish TC reliability. 
• Likewise, a candidate must demonstrate reliability by promptly responding to email, phone, or other communications from MSU faculty or staff, mentors, administrators, and others who depend on prompt, clear communication from that candidate.
• Student-centered educators create an atmosphere of mutual problem solving and support within their schools and classrooms. In both their university and student teaching roles, TCs need to model dialogue that informs positive, productive problem solving.  TCs must understand that educator communications to and about colleagues, students, families, and others reach beyond the teachers’ lounge and can change the culture of a school—either to the betterment or to the detriment of its learners.  Thus, TCs must avoid thoughtless, deprecating, or biased remarks, which have destructive consequences that are never quite erased.  The “THINK” acronym can be helpful in crafting communications that build up learners and colleagues: “True, Helpful, Important, Necessary, Kind.”
• MSU professionalism requirements mandate that TCs exhibit extreme caution regarding on-line communications that may be viewed by learners, their families, or school personnel. Web-enabled communication generated by teacher candidates and available to P-12 learners or learners’ families must adhere strictly to MSU and to local district standards.  At no time should a TC conduct anything but district-approved, school-based online communication with learners.  This includes but is not limited to TC public social media web communications and online platform gaming.

Teacher Candidate

If there is a problem during your field experience, it is imperative that you handle the situation in a truly professional manner. The following steps should be followed:

• Step 1: Get a good night’s sleep so that you will be able to address the problem the next day in a professional Sit down with your CT(s) and calmly share what you see as the problem. Then, listen carefully and quietly to the CT’s response. Experience shows that using good communication will usually solve the problem over 95% of the time.
• Get a good night’s sleep. Meet with FS and follow the same communication procedures as above. Again, this will almost always result in a workable solution.
• If the problem still persists, contact the Director of FPLO, John Melick, at (406) 994-6277 or [email protected].

Cooperating Teacher

• Meet with the TC in a private setting and carefully review the problem or allow the TC an opportunity to express his or her perceptions.
• If there is no significant change in the problem, provide the TC with the concerns in writing.
• If this still does not provide a solution, then contact the FS and set up a meeting.
• If this meeting does not produce the desired results, then contact John Melick, the Director of FPLO at (406) 994-6277 or [email protected].

Field Supervisor

• Discuss with the TC strengths and areas of persistent need or concern. Note this event using Documenting a Conversation Form.
• If this does not produce a reasonable improvement, consult with the FPLO Director at (406) 994-6277, who will help prepare a Student Consultation Form.
• If the concern persists or is egregious, consult with the FPLO Director, who will work with the department head to create a Professional Improvement Plan for the TC. The plan will specify exact behaviors that the teacher candidate needs to accomplish or avoid in order to remain in his or her student teaching placement.  Be sure to keep in communication with the Director at 406-994-6277.

 

John Melick, M.Ed

Director

Field Placement & Licensure

Email: [email protected]

Phone: (406) 994-6277

Fax: (406) 994-1950

246 Reid Hall, P.O. Box 172880

Bozeman, MT  59717

 

Gini Mohr, Ed.D.

Assistant Director

Field Placement & Licensure

Email: [email protected]

Phone: (406) 994-4762

248 Reid Hall

 

Rosemary Madero, MFA

License / Certification / Permit Technician

Field Placement & Licensure

Email: [email protected]

Phone: (406) 994-4761

247 Reid Hall

 

Joe Hicks II, MPA

Director of the After-School Initiative

Field Placement & Licensure

Email: [email protected]

Phone: (406) 994-6753

245 Reid Hall

 

Jamie O’Callaghan, M.Ed.

Post Baccalaureate Licensure Specialist

Field Placement & Licensure

Email: [email protected]

Phone: (406) 994-6743

243 Reid Hall