Lab2Class / Math for America Field Experience Handbook
School of Education, Teaching & Health
June 2013 – June 2014
Teacher Education Office
Gray Hall, Room 111
4400 Massachusetts Ave., NW
Washington, DC 20016-8030
Julie Sara M. Boyd
Director of Teacher Education
Email: jboyd@american.edu
Phone: 202.885.3727
Danielle Goldberg
Coordinator of Clinical Placements
Email: dgoldber@american.edu
Phone: 202.885.3715
School of Education, Teaching & Health Main Office
Gray Hall, Room 119
website: www.american.edu/education
Phone: 202.885.3720
fax: 202.885.1187
Contents
SETH OVERVIEW ................................................................................................................................... 4
School of Education, Teaching & Health Vision and Mission Statement ................................. 4
Shared Values and Educational Philosophy ............................................................................... 4
Organizing Principles ...................................................................................................................... 4
Mission Statement of the Professional Education Unit ............................................................... 5
SETH Tenure Track Faculty ............................................................................................................. 6
Field Experience Overview ................................................................................................................ 8
Attendance .................................................................................................................................... 9
Courses During Field Experience .................................................................................................. 9
Observation and Evaluation Procedures .................................................................................... 9
FORMS AND DOCUMENTATION ...................................................................................................... 10
Fall Student Teaching Documentation ...................................................................................... 10
Spring Student Teaching Documentation ................................................................................. 11
Professional Teaching Portfolio ................................................................................................... 13
THE FELLOW ....................................................................................................................................... 14
Reporting to Assigned School ..................................................................................................... 14
In the School and Classroom ...................................................................................................... 14
Outside your classroom ............................................................................................................... 15
Observation .................................................................................................................................. 16
Participation, Planning and Seminars ........................................................................................ 16
Suggestions for the Student ........................................................................................................ 17
Job Seeking................................................................................................................................... 18
Applying for Teacher Licensure .................................................................................................. 20
THE COOPERATING TEACHER .......................................................................................................... 24
Honorarium for Cooperating Teachers ..................................................................................... 24
Preparation for the Arrival of the Student ................................................................................. 25
Supporting the Student................................................................................................................ 25
Evaluating the Fellow ................................................................................................................... 26
THE UNIVERSITY SUPERVISOR (MENTOR) .......................................................................................... 29
Evaluation ..................................................................................................................................... 29
APPENDIX ........................................................................................................................................... 31
Appendix A: Suggestions for Participation Activities for Fellows ............................................ 31
Appendix B: Other Resources ..................................................................................................... 31
Appendix C: InTASC Performance Standards for Beginning Teachers .................................. 32
Appendix D: District of Columbia Praxis Test and Passing Scores........................................... 33
Appendix E: Who to Contact When .......................................................................................... 33
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WELCOME MESSAGE
Greetings from the School of Education, Teaching & Health! This handbook is a
concise, ready reference to the program and clinical experiences, intended to
serve fellows and their school-based cooperating and university-based
supervisory teachers.
Fellows, as you begin the academic year as a new student, I want you to know
that the faculty and staff of the School of Education, Teaching & Health are
committed to your success. We look forward to working with you in the coming
semesters.
The strength of the School is the interest that faculty and staff take in the
academic and professional development of our students. This is a diverse,
academically rich, internationally known faculty. We hope you will get to know
your professors, their research, and their significant contributions to education.
In addition to the support and encouragement you will receive from faculty, you
will have another important set of resources - staff and fellow students. You will
find both to be rich in the diversity of their backgrounds and experiences.
Moreover, our program provides access to the full resources of the School of
Education, Teaching & Health, the University community, and the Washington
area.
My advice, then, is simple and straightforward: utilize all the resources of the
University, and seek out faculty, staff, and students to assist and support you.
Best wishes and good luck,
Dr. Sarah Irvine Belson
Associate Professor and Dean
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SETH OVERVIEW
This handbook provides an overview of the Lab2 Class / Math for America
program and outlines the roles and responsibilities of the fellow, the cooperating
classroom teacher, and the mentor. It also contains School of Education,
Teaching, and Health (SETH) policies regarding teaching, observation, and
evaluation procedures. The handbook is a guide but it is not an absolute, rigid
code. It may be necessary to alter these guidelines based on the placement's
characteristics or the fellow's strengths or weaknesses. The faculty of the
American University looks forward to working together with our partner schools
to make field experiences a stimulating, rewarding experience for fellows,
cooperating teachers and mentors.
School of Education, Teaching & Health Vision and Mission Statement
The faculty of the SETH contributes to the development and support of socially
responsible and change-oriented education and health professionals and the
motivation for theorized professional practice.
At the center of this mission is a belief in a democratic society. As such, SETH is
dedicated to the development of critically literate, reflective, caring, highly
skilled professionals, who through advocacy research, and the development of
programs predicated on the principles of participation and equity, contribute to
social change and the promotion of a socially just society in a linguistically and
culturally diverse, rapidly changing, and increasingly technological world.
Shared Values and Educational Philosophy
Four interrelated organizing principles guide the curricular, instructional,
research, and professional service activities of the SETH faculty. These principles,
which were derived from our mission statement, are equity, community, diversity
and excellence. These principles represent our shared values and educational
philosophy.
Organizing Principles
We make clear to our students that we expect them to understand and
appreciate the implications of a professional commitment to equity,
community, diversity, and excellence. We help them understand that the
meanings of these terms are not static and with time and varied circumstances
we may negotiate the meanings and implications of these principles both for
our programs and for themselves, and in keeping with the continuously
changing world around us.
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Mission Statement of the Professional Education Unit
The School of Teaching, Education and Health is committed to advancing
theory and professional practice through its programs and the scholarly
activities of our faculty. The faculty recognizes the significance of education in
contemporary life, the potential of education for each individual, and our
special responsibilities to produce individuals prepared for the twenty-first
century. SETH seeks to achieve its goals though creative teaching, rigorous
research, and professional service. It is committed to ongoing social change,
societal improvement, and advancing individual welfare and potential.
Graduates of its programs act as agents of social change through work as
health professionals, teachers, researchers, managers, and administrators. They
share a professional belief in working towards excellence, equity, community,
and diversity.
Beyond SETH’s fundamental commitment to its students and alumni who work in
the community to advocate for the individual, both domestically and
internationally, it also prepares candidates to build a learning society in many
diverse environments and for many diverse populations. The mission is to equip
graduates of SETH programs to meet individual needs, to nurture the strengths
and talents of those they serve, and to provide leadership in public policy
arenas.
The teacher education programs in the professional education unit are
anchored in a knowledge-based, research- and values-informed conceptual
framework. The framework was developed and adopted by the faculty through
almost two years of deliberations. The mission of SETH reflects and reinforces this
conceptual framework, which is derived from the teaching, research,
professional service, and value commitments of the faculty. It is illustrated
below.
The conceptual framework for the SETH has at its center the core value of
Reflection, which is supported through the professional commitments and
activities evoked by teacher Beliefs, Knowledge, and Practice. The conceptual
framework is organized by the concepts of Community, Diversity, Equity, and
Excellence, and is made operational through the 10 InTASC standards.
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SETH Tenure Track Faculty
Alida Anderson, earned her PhD from University of Maryland, College Park in
Special Education with an emphasis in early childhood language acquisition
and teaches courses in special education, learning disabilities, language acquisition
and literacy development
Sarah Irvine Belson, Ph.D., Arizona State University, serves as Dean of the SETH, conducts
research, and teaches about integrating technology into teaching and the uses of
technology in the classroom.
Frederic Jacobs, Ph.D., University of Pennsylvania, is interested in higher education,
educational administration, graduate and professional education management in
higher education, and experiential education.
Robert Karch, Ed.D., American University, is the Director of the MS program in Health
Promotion Management and is the principal investigator for the USPS health promotion
program. His research areas include worksite health and global health issues.
Lauren McGrath, Ph.D., University of Denver, focuses on children with dyslexia, speechlanguage impairments, and ADHD through a cognitive neuroscience perspective.
Pete Mehlert, M.Ed, American University teaches several of the undergraduate health
and fitness course offerings and is the former Men’s Soccer Coach at AU.
Cynthia Miller-Idriss, Ph.D. University of Michigan, is the Director of the International
Training and Educational Program at American University.
Stacey Snelling, Ph.D., R.D. American University, is an Associate Professor of Health
Promotion, with a concentration in nutrition. Her research interests are in the area of
school food service programs and nutrition and behavior change.
Charles Tesconi, Ed.D., University of Cincinnati, is a leading scholar on the relationships
among social philosophy, public policy, and educational opportunity. His recent book
Good Schools focuses on the policy environments of public high schools that are
unusually successful with economically poor students.
Stephen Vassallo, Ph.D, Educational Psychology, Michigan State University, explores the
implicit and explicit roles that choice, control, autonomy and freedom play in efforts to
teach and learn self-regulation.
Vivian Vasquez, Ed.D., Indiana University, researches negotiating critical literacy with
children, critical literacy in practice, cultural literacy, early literacy, inquiry and social
justice, teacher education, and school reform.
Elizabeth A. Worden, Ph.D., New York University, is an Assistant Professor of International
Training and Education. Her research interests include education reform in the Soviet
Union and the internationalization of American higher education.
Faculty Mailboxes
Mailboxes are located on the first floor of Gray Hall. You may drop off papers and other
documents for professors or staff who are not otherwise available.
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Lab2Class / Math for America (MfA) Program Overview
The overarching project goals are to increase the number of highly qualified
science and math teachers teaching in high-needs schools in Washington, DC,
through effective recruitment, a high-quality, intensive graduate program
designed to prepare fellows for licensure, and retention through professional
development and mentoring support – all designed to increase the quality of
instruction and student achievement in science and math.
The Lab2Class Science program is funded by Toyota and the National Science
Foundation (NSF). It is a collaborative project between American University’s
SETH and Department of Environmental Science. Its primary goal is to improve
the teaching of secondary school science in Washington, DC secondary public
schools by providing teachers with strong backgrounds in both science and
science pedagogy, who will teach in the DC schools for at least four years after
completing a one-year intensive Masters Teaching Program.
Lab2Class MfA DC is funded by Toyota and NSF. It is a collaborative project
between American University’s SETH and Department of Mathematics and
Statistics (M/S) and the Carnegie Institution of Washington’s (CIW) Carnegie
Academy for Science Education (CASE). MfA DC seeks to improve the
teaching of secondary school mathematics in Washington, DC secondary
public schools by providing teachers with strong backgrounds in both
mathematics and mathematics pedagogy, who will teach in the DC schools for
at least four years after completing a one-year intensive Masters Teaching
Program.
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Field Experience Overview
All fellows will be placed in a variety of DC classrooms for over 800 hours
throughout the 12-month academic program. We work with a group of teachers
in DC’s public and public charter secondary schools to design placements that
expose fellows to challenging and successful urban classrooms. This critical
component of the program will provide fellows with field experience in urban
DC classrooms with highly qualified teachers who have been successful in these
high-needs urban classrooms. Fellows will observe these highly qualified teachers
and, under the highly qualified teachers’ supervision, gradually begin to plan
and teach lessons, eventually “taking over” the classroom for a period of time.
The field experience has three components: Summer Introductory Field
Experience, Fall Student Teaching and Spring Student Teaching. The Fall and
Spring Student Teaching will be at two different sites, with one site being a
middle school and the other at a high school.
Summer Introductory Field Experience (June – July)
EDU 696 School Reform in Education
During the EDU 696 Summer Course, you will be introduced to prevalent issues in
urban education reform. These issues will have a marked effect on your role as a
teacher in the DC classroom. Additionally, this course contains a field
experience component where you will see a sample of DCPS and DC Charter
schools and have a chance to interact with teachers and administrators.
Fall Student Teaching (August 19 – December 13)
You are expected to be at your school for a minimum of 4 days a week.
The fall placement allows the fellow to gain hands-on experience. The fellow will
observe their assigned cooperating teachers and participate by assisting the
teacher with the implementation of classroom objectives. However, he/she will
also teach more lessons and start to independently manage lesson planning
and teaching as the semester progresses.
Spring Student Teaching (January 3 – May 16)
You are expected to be at your school for a minimum of 4 days a week.
This final placement allows the fellow to integrate all the experience and
knowledge from his coursework and prior student teaching experiences. The
fellow will continue to observe and participate in the classroom. However, the
student will “take over” the classroom for at least two weeks. With the assistance
of the cooperating teacher, the fellow will be responsible for all lesson plans,
teaching and assignments. The “two-week” take-over can be modified if
needed.
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Attendance
The fellow’s daily schedule is the same as the cooperating teacher's schedule.
Fellows should attend faculty meetings, PTA meetings, conferences, in-service
workshops, duty assignments, and any other appropriate meetings.
You are expected to be at your school four days per week. Absences should be
limited to emergencies. It is the responsibility of the fellow to notify the
cooperating teacher and the supervisor as soon as possible if he/she will be
absent. You may miss up to 3 days of student teaching each semester with prior
permission from your cooperating teacher. If the number of days absent
exceeds three days for Student Teaching, fellows will be asked to extend or
repeat their experience. The Director of Teacher Education evaluates each
case individually when a fellow, cooperating teacher or university supervisor
raises such concerns. When fellows have teaching responsibilities on a day
when they must be absent, they must arrange either to send their teaching
plans and materials to the school or have on file at the school alternate lesson
plans already prepared for teacher use.
Inclement weather can disrupt school schedules. Late openings or school
closings, which are announced on local broadcasting stations, will guide your
decisions. Fellows adhere to their assigned school's calendar, not American
University’s, including holidays. In the case of inclement weather, the Director of
Teacher Education will notify fellows on whether these hours need to be made
up.
Courses During Field Experience
We understand that field experiences can be challenging, especially with the
additional course load. Fellows are encouraged to keep the Office of Teacher
Education abreast of anything that may interfere with the objectives of student
teaching. Support will be provided to the extent possible.
Observation and Evaluation Procedures
Evaluation should be a continuous, sustaining process that helps students
recognize their strengths and weaknesses. Communication between the fellow,
cooperating teacher and mentor will often include brainstorming ideas and
analyzing practice in order to examine why teaching succeeds or falters. By
citing actual classroom performance, both informal and formal evaluations can
explore ways to refine or adapt practices so that the fellow becomes more
effective with all students.
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FORMS AND DOCUMENTATION
Submit the following documents each semester. All forms must be submitted in
GoEd, unless otherwise indicated.
Fall Student Teaching Documentation
Submit the following documents at the end of the fall placement. All forms are
due by January 1.
Fellow
☐ Initial meeting with cooperating teacher and mentor
☐ Log of Hours
☐ 4 Observation Forms: 2 observations of cooperating teacher and 2
observations of other teachers
☐ 1 Practicum Final Evaluation (self-evaluation)
☐ Pre- and post-conference observation meetings for mentor and fellow to
discuss observation
☐ Midterm and final conference meetings for cooperating teacher, mentor and
fellow to discuss progress
Cooperating Teacher
☐ 1 W9 Form, if one hasn’t been submitted in the past
☐ Updated Cooperating Teacher Dashboard
☐ Pre- and post-conference observation meetings for mentor and fellow to
discuss observation
☐ 1 Observation Form
☐ 1 Practicum Final Evaluation
☐ 1 Cooperating Teacher Program Evaluation Form
☐ Midterm and final conference meetings for cooperating teacher, mentor and
fellow to discuss progress
Mentor (University Supervisor)
☐ Sign Agreement and return to Gray 111
☐ Pre- and post-conference observation meetings for mentor and fellow to
discuss observation
☐ Midterm and final conference meetings for cooperating teacher, mentor and
fellow to discuss progress
☐ 4 Observation Forms
☐ 1 Lesson Plan Analysis and Implementation Form
☐ 1 Practicum Final Evaluation
☐ Approval of Log of Hours
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Spring Student Teaching Documentation
Submit the following documents at the end of the spring placement. All forms
are due by June 1.
Fellow Teacher
☐ Log of Hours
☐ 4 Observation Forms: 2 observations of cooperating teacher and 2
observations of other teachers
☐ Student Teaching Midterm Evaluation (self-evaluation)
☐ Student Teaching Final Evaluation and Content Addendum Form (final selfevaluation)
☐ Electronic portfolio (due in July)
Cooperating Teacher
☐ 1 W9 Form, if one hasn’t been submitted in the past
☐ Updated Cooperating Teacher Dashboard
☐ 1 Observation Forms
☐ 1 Lesson Plan Analysis and Implementation Form
☐ Student Teaching Midterm Evaluation
☐ Student Teaching Final Evaluation and Content Addendum Form
☐ Cooperating Teacher Program Evaluation Form
Mentor (University Supervisor)
☐ 4 Observation Forms
☐ Student Teaching Midterm Evaluation
☐ 1 Lesson Plan Analysis and Implementation Form
☐ Student Teaching Final Evaluation and Content Addendum Form
☐ Approval of Log of Hours
Log of Hours:
This form is used to document your field experience for purposes of AU credit
and state certificates. Most states require clock-hour information before granting
teacher certification. For these reasons, keep close track of the hours spent in
observation, participation, and teaching.
Record your daily hours on Form A. Our program requires 400 hours of Student
Teaching each semester, with at least 120 hours of "direct teaching activities"
over the course of both of these experiences. Form A allows AU to complete
future requests for state verifications when you apply for various state
certifications. University Superiors are responsible for approving Log of Hours in
GoEd.
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Definitions for time-log categories for Log of Hours:
• Observation - watching students and/or teachers, scripting lessons, working in
groups, writing detailed descriptions of specific children over time
• Participation - conferencing with cooperating teacher and/or university
supervisor, attending faculty/parent meetings, correcting papers, helping
students with assignments, making bulletin boards, interactions with students
which do not require a lesson plan and non-instructional time
• Direct teaching - instruction, either individual, small group, entire class, or
team-taught
Observation Form and Lesson Plan Analysis and Implementation Form
University supervisors observe fellows multiple times during their field experiences.
A pre- and post-conference should occur at every formal observation. Following
each visit, university supervisors should complete all pertinent forms within 48
hours of the visit.
Fellows must prepare written plans for the lessons they teach.The cooperating
teacher should preview plans in a pre-planning session. A fellow should not
teach a lesson without such pre-planning. A copy of the lesson plan should be
shared with the university supervisor before any visit.
Cooperating teachers are expected to critique the fellow’s lessons providing
professional assessment and guidance for improvement. It is highly
recommended that other school professionals observe the fellow, providing a
written performance assessment if possible (e.g. principal, vice-principal,
department chair, etc.).
Practicum Final Evaluation
The fellow, cooperating teacher, and university supervisor each complete the
Practicum Final Evaluation at the conclusion of the fall student teaching.
Student Teaching Midterm Evaluation
The fellow, cooperating teacher, and university supervisor each complete the
Student Teaching Midterm Evaluation during the spring student teaching
experience.
Student Teaching Final Evaluation and Content Addendum Form
At the conclusion of the spring student teaching placement, the fellow,
cooperating teacher, and university supervisor hold a final three-way
conference. Each individual completes a Student Teaching Final Evaluation and
Content Addendum Form to be discussed at this conference.
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Cooperating Teacher Dashboard, Cooperating Teacher Program Evaluation
Form and W9
We ask that cooperating teachers keep updated profile information in the
Cooperating Teacher Dashboard in GoEd. Accurate information is necessary to
ensure timely payment. In order to process the cooperating teacher
honorarium, each cooperating teacher is asked to evaluate the program using
the Program Evaluation Form and submit a W9 form, if one has not been
submitted in previous semesters. The W9 form can be found at
http://www.irs.gov/pub/irs-pdf/fw9.pdf and must be faxed, mailed or emailed to
the Office of Teacher Education.
Professional Teaching Portfolio
goed.american.edu
The electronic portfolio is the culminating assignment of your program. It should
consist of purposeful selections of work, which represent developing
competency and provide evidence of growth towards beginning teacher
performance standards. These selections may include assignments,
assessments, art, videotapes, photographs, etc. The portfolio can supplement a
resume to a prospective employer. The portfolio will be discussed in detail in
EDU 540/542 methods courses. You should be incorporating artifacts into the
portfolio system starting in the fall. As you gain more responsibility in their
classrooms throughout the year, your portfolios should also reflect an increased
level of activity, which will culminate in its submission in Summer 2014.
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THE FELLOW
Reporting to Assigned School
Once you get your placement assignment, check on the best transportation
route and method for getting to your assigned school. Also, contact or visit your
cooperating teacher to introduce yourself and to confirm your date of arrival.
When you arrive, report to the main office, unless you made other arrangements
with your cooperating teacher. Introduce yourself to the front office staff and to
the principal, if possible. These individuals will direct you to your classroom or
introduce you to your cooperating teacher.
In your first meeting, take time to understand the teacher’s background, class
culture and the layout and sequence of the class. Also, go through the
documentation sections of this handbook.
Discuss with your cooperating teacher how to introduce yourself formally to the
students, what roles you will play in your first week, and what ways you can
immediately be helpful.
In the School and Classroom
Responsibility to the Student
The first consideration of the cooperating teacher and the fellow should be to
the personal and academic welfare of the students you teach. Although this is
a preparation period, you must remember that you are influencing students
intellectually and emotionally. As a prospective teacher you must strive to be a
positive role model personally and professionally, relating to each pupil without
prejudice or partiality.
Responsibility to the Teacher Education Institution
You are representatives of American University. The quality and integrity of the
institution and the SETH are affected by the manner in which each fellow
upholds our academic and professional standards during interactions with
students, school staff members, and parents.
Responsibility to One's Development as a Professional
Patterns of professional behavior are nurtured as the fellow progresses through
SETH's teacher preparation program. Field experiences enable you to become
a more active member of the teaching profession, to recognize professional
obligations, and to assume administrative responsibilities that are part of an
educator's role. Use this time to inform yourself about professional organizations
and legal aspects of the profession, focus on continual self-development and
enrichment, reappraise teaching values and goals, and act according to
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professional ethics. It is important that you continue this development on a
regular basis after the conclusion of student teaching.
Responsibility to the Profession and Society
Fellows should be aware of the recent national concerns with the quality of
today's teachers and the quality of instruction students have been receiving.
Teaching is a golden opportunity to make a positive difference in your local
community and in the world. Good teaching infuses the educational system
with new ideas, an enthusiasm for teaching, and a commitment to create
learning environments that respect the needs of all children.
Relationship with the Cooperating Teacher
Your relationship with your cooperating teacher will probably be different from
that established with university faculty. The daily, informal contact between
students and cooperating teachers often lends itself to a more personal rapport
than is generally found in the university classroom. You should approach your
relationship with your cooperating teacher in an open manner, while always
acting with professional discretion. You should project an interested,
cooperative, and enthusiastic attitude when working with your cooperating
teacher, anticipating ways to be helpful.
Discuss your cooperating teacher's long-range plans for the classes you are to
teach so that you may better plan individual lessons. Learn about any individual
students in the classes you will teach who have special needs. Encourage the
teacher to explain what she/he does to meet such needs.
Relationship with the University Supervisor
A university supervisor is responsible for evaluating your work. However, your
supervisor's primary role is that of a resource person. You can seek help from
your supervisor in preparing lessons, invite suggestions for improving
effectiveness, and call upon her/him to resolve ambiguities or problems in your
student teaching setting.
Outside your classroom
Introduce yourself to other faculty and staff members. Arrange to meet the
school principal and other administrators, and tour the school building, including
the library, staff lounge, cafeteria, art, music, physical education rooms, and any
other facilities unique to the school. Familiarize yourself with the outside facilities.
If you plan to use any of these spaces with your class, inquire about school
policies concerning their use.
Obtain copies of school handbooks, textbooks, workbooks, or curriculum guides
you can use in lesson preparations. Locate other resource materials and
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technology in your assigned classroom or in the school, which may be useful in
lesson preparation.
Observation
When you have all the responsibilities of a full-time teacher, you will find little
chance to observe as thoroughly as you can now. At first, observe your own
classroom in order to become familiar with the children (learn their names
quickly!), the group dynamics, the curriculum, and your cooperating teacher's
expectations and routines. Also, at the beginning and at the end of this
experience, observe teachers of different subjects and ages (with their
permission). These visits will reveal the broad range of effective teaching styles
that your students encounter.
Participation, Planning and Seminars
Participation
From the first day, begin to be an active participant in the classroom. Find ways
to become actively involved (tutoring, small group work, bulletin boards, etc.),
participating wherever it is appropriate, in ways that are comfortable for both
you and your cooperating teacher.
When appropriate and feasible, you should attend faculty meetings, PTA
meetings, parent/teacher conferences, in-service meetings, extra-curricular
activities, and other applicable professional activities. Learn about ancillary
resources available to teachers, such as curricular libraries and book
depositories.
Planning and Teaching
Discuss your role with your cooperating teacher. When you begin teaching the
students, try starting with a small group and working toward a larger group of
students. Experiment with a wide variety of appropriate teaching methods and
materials.
After you have become more comfortable and competent, you will eventually
teach the whole group for an extended period. Meet with your cooperating
teacher to discuss lesson plans prior to implementing them. Ask your
cooperating teacher to observe your lessons and, for one lesson, to complete
the lesson plan form, Form D09. Keep any other feedback in your notebook.
Referring to the Evaluation forms will remind you of specific teaching behaviors
that you want to develop during these months.
Discuss your lesson strengths and needs with your cooperating teacher and
university supervisor and openly invite constructive criticism. Act upon their
suggestions.
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Suggestions for the Student
Be Professional: Look your best. The clothing you are used to wearing on the
university campus may not be suited to your new role as teacher. School
administrators, staff members, your students and their parents will make
judgments about you based in part on your appearance. Be sure your dress and
personal grooming habits say something positive about you!
Be Prepared: The power of preparation cannot be underestimated! Excuses for
teaching without proper planning are unacceptable. You have an obligation to
your students and to the teaching profession to do the best job possible. Time
spent in thoughtful consideration of specific lesson objectives, creative
motivation ideas, sequencing of class activities, questions and examples,
evaluation techniques, and differentiated instruction to assist those with special
needs IS A MUST! As you will soon discover, proper planning will give you a
feeling of personal confidence. Rather than “locking” you into a rigid set of
daily activities, it frees you to make necessary modifications to your lessons.
Having a very clear picture of your goals and procedures will allow you to
quickly adapt them when necessary to accommodate newly discovered
student needs or to compensate for unforeseen interruptions.
Be Dependable: The whole world is depending on you! Well, maybe not the
whole world, but the small part of the world in which you will soon find yourself.
The school principle the parents, and the community at large depend on you to
develop a solid educational program that will both guide and motivate students
throughout their academic careers. Most importantly, your students depend on
you for wisdom, strength, hope, and understanding.
Be Open Minded: You know the basics of education and of teaching, but there
is much information to learn. Be open to the possibility that your cooperating
teacher and other teachers in your school may have teaching styles very
different from your own. Their styles have been shaped and defined after years
of experience, and trial and error in the classroom. Some teachers’ methods
may at first seem “old fashioned”, “boring”, or ineffectual to you. Look deeper.
What positive aspects of their teaching can you find that is working for them
and for their students? Which students in the classroom respond to and benefit
from each teacher’s style? Think about what you can personally or
professionally learn from each person you come in contact with in your student
teaching experience.
Be Accepting of Criticism: Know that criticism from the cooperating teacher,
university supervisor, and even from the students is genuinely meant to be
constructive. Try to accept and even welcome criticism as a positive way to
improve yourself. Evaluative comments can be useful as a means for
17
understanding how others perceive you, even if you believe the perception is
an inaccurate assessment of your true personality or abilities. Accepting criticism
won’t be easy. It will take strength and courage to admit to having weaknesses
and to overcome them through change.
Be an Authority Figure: Developing good rapport with students can be a
formidable task. Be friendly to your students; show them care, respect, and
understanding; exhibit a good sense of humor, and be interested in their
interests. But be an authority figure first. It may feel good to be “one of the
gang” today, but tomorrow, you may notice repercussions such as lack of
respect, inappropriate language or behavior, or students unwilling to meet your
expectations. Students expect and desire discipline, leadership, and visible
maturity from their teachers.
Be a Team Member: Be an active part of the school and community in which
you teach! Get involved in extracurricular activities, by Co-advising a club or
sport. Help with theater set construction, tennis practice, yearbook
photography, or other activities appropriate to your skills and interests. Effective
teaching depends in part on the degree to which you know your students. Look
for ways outside the typical classroom setting where you can learn more about
them.
Be a team member with other school personnel. Get to know the various
specialists in your assigned school so that you may seek their services or offer
them yours. Custodians, secretaries, school cooks, psychologist, counselors,
librarians, etc., all have areas of expertise, which could be useful to your
planning and implementing lessons.
Job Seeking
This is the exciting part, the reason for all of your efforts. Jobs are out there to
reward your search. Organize your materials early. Prepare your portfolio
throughout the year, adding substantive, thoughtful components from your field
experience and your coursework.
•
Take the appropriate Praxis II content test by September 1 and the Praxis II
PLT test by February 1. http://www.ets.org/praxis/dc/requirements
•
Find out about the specific application procedures for each school system,
including public and charter schools to which you are applying. Don't
hesitate to call the school system offices to confirm their receipt of your
application materials.
•
Obtain multiple copies of strong recommendations from your cooperating
teachers, university supervisors, and university professors. It might help with
18
future applications to ask them to seal and sign the back of each envelope.
•
The AU Career Center (http://www.american.edu/careercenter/) organizes
an extensive on-campus Interviewing schedule every spring semester for
teachers. This service invites employers to interview selected graduating
students by appointment. Students who first attend a Job Search Orientation
at the Career Center may submit resumes for employer review. Other school
systems asked students to use the AU Resume Referral Service. Register early
in the semester to participate.
•
The AU Career Center offers advisory sessions in resume writing, interview
strategies, and job search strategies.
•
The AU Career Center hosts an education networking event every spring
semester.
•
School systems often send job opportunity notices directly to the AU SETH,
which is sent out on our list serve. To join the list-serv, email
sethadmin@american.edu.
19
Applying for Teacher Licensure
The Office of Teacher Education strongly recommends students apply for initial
DC licensure upon completion of your program. You can apply for an initial
license once your degree has been conferred, you have completed the
background check and fingerprinting and received DC passing scores on Praxis
I and applicable Praxis II exams.
The Teacher Education Program at American University is nationally accredited
by the National Association for the Accreditation of Teacher Education (NCATE),
and approved through the District of Columbia, which is a partner in a
reciprocity agreement with the National Association of State Directors of
Teacher Education and Education and Certification (NASDTEC). Reciprocal
certification is accepted in over 40 states. You may find the reciprocity
agreement at www.nasdtec.org/agreement.php.
Licensure is not an automatic process. It has detailed, prescribed procedures,
some of which are time-bound. You should plan carefully to complete the
licensure process in a timely fashion. SETH's Office of Teacher Education is here
to help you through the process, which is outlined below.
Initial Licensure in the District of Columbia
To teach in the public school system, you must be properly licensed. The
Teacher Education Office will answer any questions about the licensing process,
but you are responsible for submitting your application to OSSE. Teacher
certification is a state responsibility; it is not granted by any university.
By completing a teacher education program at American University, you are
eligible to apply for a Regular II Initial DC License (F-2). Following are the
procedures to complete this application.
1.) Students submit Regular II DC Initial License Application (F-2) to OSSE. The
application can be found at http://osse.dc.gov/publication/applicationregular-ii-license. The application includes:
• Fully completed application form (Parts I - V). Please include your AU ID on
your application.
• A $50 application processing fee in the form of a cashier’s check or
money order made payable to DC Treasurer. No cash and no personal
checks will be accepted.
• Official undergraduate transcript(s) sealed in a college/university
envelope documenting completion of a Bachelor's Degree. OSSE also
recommends that all degree-bearing transcripts be submitted to them,
20
•
•
which means you should also include your AU transcript and transcripts for
any other graduate degree program you have completed.
An original fingerprint supported nation-wide Criminal History Report that
has been issued within the previous 12 months. The report must be sealed
in the official enveloped mailed by the agency issuing the criminal history
background report. If you are employed with DC Public Schools (DCPS),
you may submit the official clearance letter issued by the DCPS Office of
School Security - Fingerprinting/ID Badge Office in lieu of the national
criminal history report. (Please see more information below)
Submit your complete application package to:
OSSE - Division of Educator Licensure and Accreditation
810 First Street, NE, 5th Floor
Washington, DC 20002
Background Check and Fingerprinting Information
DC Public Schools (DCPS) Employees:
All licensure applicants must provide a criminal history record/background
check with their licensure application. The DCPS fingerprinting clearance
process meets this requirement. This applies to initial, renewals, upgrades, and
added endorsements. This clearance must be completed no more than one
year from the date of the application submitted to OSSE. The District of
Columbia Public Schools (DCPS) currently fingerprints existing and recently hired
employees at no cost.
Please go to the DCPS Office of Human Resources located at 1200 1st street
N.E. Washington, DC 20002 10th floor to obtain the required authorization form
to complete the fingerprinting process. DCPS employees must submit the
original fingerprint clearance letter to OSSE along with their complete licensure
application packet. OSSE cannot accept applications that are not inclusive of
an official fingerprinting clearance letter from DCPS.
If you are not a current DC Public Schools Employee, (which includes new hires)
you may not access fingerprinting services from the District of Columbia Public
Schools.
21
Non-DCPS Employees
Applicants who are not employed or recently hired by the District of Columbia
Public Schools (DCPS) must submit official background check results from the
FBI.
STEP 1
Go to one of the following locations to complete your fingerprinting with a photo
ID:
•
•
•
•
Central Business Services
1634 I Street, NW Suite 702
Washington, DC 20005-1226
(202) 628-3716
Hours: 9:00 - 5:00 M-F
Fee: $15.00 (cash only)
Card provided
Miller Consulting Services
118 Broad St., Suite B
Falls Church, VA 22046
(703) 241-4911
Hours: By appointment
Fee: $15.00
Card provided
ID Systems, Inc.
1010 Vermont Avenue, NW Suite 221
Washington, DC 20005
(202) 265-6500
American Fingerprinting Services
7272 Wisconsin Avenue Suite 300
Bethesda, MD 20814
(301) 941-1916
Some (NOT ALL) local police stations can do it for you as well, but you must call
the FBI FIRST to have them send you a blank card for fingerprinting. You will need
a blank card with you when you go to the police station. You can receive a
card from the FBI by calling 304-625-5590, extension 3. Check with the local
police station first to see if it will fingerprint you.
Blank cards and more information can be found at www.fbi.gov: on the left side
near the bottom click on more services, then ½ way down on right click on
request FBI ID record.
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STEP 2
The next step is to mail your fingerprints in an envelope along with the following
items:
1. An $18.00 money order (no personal checks will be processed) made out
to the Treasury of the United States
2. A letter stating the reason for the request. Be sure to include your home
address. You will need to include the sealed envelope from the FBI with
your application to OSSE.
Please note that this process may take up to 16 weeks to complete, so we
encourage you to submit your fingerprints to the FBI at the beginning of your
student teaching.
AU Submits Program Verification Form to OSSE. The Field Placement Coordinator
will complete this form once your degree has been conferred. This form also
verifies the PRAXIS scores that SETH has on file for you. OSSE will not authorize
you to be licensed unless you have passed the appropriate PRAXIS exams for
your program.
Praxis Requirements for Graduation and Licensure
This link provides you with a list of the required Praxis exams
http://www.ets.org/praxis/dc/requirements. You must have passing scores on
all required tests to receive a license.
Licensure in Other States
Students who complete approved teacher preparation programs and pass the
appropriate national teacher examinations are eligible to apply for teacher
certification (licensure) in the District of Columbia, and through such
certification are eligible for reciprocal certification in over 40 states. Please be
aware that some states may require additional courses or national teacher
examinations. Students should contact individual State Departments of
Education for the most recent information on current state requirements. Also,
be sure to consult the ETS website (www.ets.org/praxis) for the specific tests
required by each state.
23
THE COOPERATING TEACHER
Cooperating teachers assume daily responsibility for the practical professional
experiences of the fellows. At the same time, cooperating teachers serve as
models for the fellows, who often emulate their philosophies, attitudes and
techniques.
SETH recognizes that cooperating teachers, while concerned with the
preparation of future teachers, must first consider their obligations to the
students for whom they are responsible. Nonetheless, cooperating teachers
must be willing, especially in the early part of the experience, to give extra time
and energy to provide adequate guidance for the novices. Relying upon you
for your professional guidance, we urge you to trust your professional instincts
and judgment, not only about delegating responsibility, but also about any
reservations about the student's ability to be successful. Rarely, but inevitably, a
few students come to this point with solid records but lack skills or traits to meet
high professional standards. In these cases, teachers aid the university
immensely by documenting problems in performance and by working with the
supervisor, principal, and the Director of Teacher Education to provide the
support our student needs or to remove the student from this teaching situation.
Inducting new teachers can be thrilling, but is indeed the time to shift from
academic to professional standards.
Honorarium for Cooperating Teachers
(Cooperating Teacher Dashboard, Program Evaluation Form and W9)
The SETH presents small financial honoraria to cooperating teachers in
appreciation for their professional assistance in the training of future teachers.
By January 1st (fall placements) or June1st (spring placements), cooperating
teachers should complete all forms on GoEd. Also, we must have a W9 on file to
process payment. The W9 can be mailed, faxed or emailed to the Office of
Teacher Education. All forms must be received by due date in order to process
payment. Please note: We will not be able to compensate you if you do not
submit your payment request on time.
24
Preparation for the Arrival of the Student
Before the student arrives, you can take steps to establish a positive environment
in which the student can learn and grow professionally.
It is very helpful if you prepare a work area for the student to designate a place
for personal items such as clothes, books, and teaching materials. Copies of
curriculum guides, textbooks and teachers' guides, handbooks, faculty and
student directories, or other materials that you think will help the student can
provide a good start with you and your students.
The students in your class should be prepared for the fellow. They should know
the length of time in which the student will be in the classroom and that he or
she should be given as much respect as any other teacher in the school. In the
secondary level, desktop names or seating charts for each class can help a
fellow immensely.
Please inform the school faculty, administration, and staff prior to the arrival of
your fellow. You might set up conferences for the first week between the fellow
and various school personnel (e.g., principal, vice-principal, guidance
counselor, department chair, media specialist, etc.). Such meetings enable the
fellow to learn about school personnel, services and general policies.
Supporting the Student
Communication
Establishing a rapport with the fellow will allow initial teaching experiences to
take place in a supportive atmosphere. It is important that you model the types
of lessons/activities you expect the student to prepare, and share your longrange plans, in order to help the fellow develop effective individual lesson plans.
Praise and encouragement (when appropriate) can go a long way, for this is an
anxious time for the fellow. Specific constructive criticism can clearly identify
ways of improving. Although too much responsibility too soon might inhibit the
student’s successful growth, too little responsibility detracts from growth as well.
Acquainting the student with your school and class
You may want to arrange for the fellow to tour the school building, including the
staff lounge, cafeteria, art, music, physical education rooms, library, special
education facilities, and any other facilities unique to the school. It is also helpful
to direct the student to other resources in your classroom or in the school, which
may be useful in lesson preparation, in addition to the copies of textbooks,
workbooks, and curriculum guides available in your classroom.
Inform the student of any individuals in the classroom with special needs and
share ways you have found to meet those needs successfully.
25
Helping the student better observe teaching
Sharing your lesson plans will both guide your fellow’s observations and reveal
the preparation needed for successful teaching. You might suggest specific
areas for the student to focus upon while observing and share your own
reactions about the lesson you just taught, noting any changes you might make
if you were to do the lesson again.
It is helpful if you demonstrate varied teaching methods and materials. Please
provide time and encouragement for the fellow to observe other staff members
as well.
Involving the students in all capacities
Please suggest ways for the fellow to become actively involved in your
classroom right away (e.g., tutoring, small group work, developing bulletin
boards).
The fellow looks forward to sharing your duties and responsibilities, and with your
prior instruction and modeling, should be able to assume them at an
incremental pace.
You can aid the fellow's professional growth by encouraging participation in
parent-teacher conferences, teacher in-service meetings, extra-curricular
activities, and professional organizations whenever it is appropriate and feasible.
Working with the University Supervisor
You and the supervisor are the two expert advisors for the fellow. Supervisors will
meet with you, as the semester begins and during the midterm and final
evaluations of the fellows. You may always contact the university supervisor with
questions or concerns by contacting the Office of Teacher Education.
Evaluating the Fellow
Planning
To assist the fellow in developing comfort and confidence in teaching, plan
cooperatively and review the student's daily plans. Expect consistent, effective
lesson plans. No fellow should teach without such planning.
Observations
Critique the fellow’s lessons, sharing your observations in a constructive and
timely manner. For formal observations, give complete written and oral
feedback using the appropriate forms. For other lessons, give enough oral or
written feedback to provide the fellow guidance for future lessons.
26
Evaluations
Conversing frequently and openly, on a daily basis, with the fellow assures that
the two of you are working as an effective team and nurtures the fellow's quest
to become an effective teacher. Informal conversations are one of the most
effective ways to give this type of feedback. Reviewing the student's
performance at the end of each week is another way to offer constructive
feedback in a timely manner, pointing out strengths and suggesting specific
ideas for overcoming needs. This might also be a good time to discuss the
academic and social needs of individual students. Forms E and F indicate the
specific teaching skills and strategies American University uses to identify high
standards. These performance-based assessments direct evaluation and
feedback toward actual teacher practice.
A successful field experience should prepare a fellow to perform at a level that
is consistent with professional standards for a beginning teacher. As the
cooperating teacher you will be responsible for assisting in the achievement of
that level of proficiency, which will qualify the fellow for entrance into the
teaching profession. Included in the Appendix is a set of performance
standards, which have been adapted from InTASC: The Interstate New Teacher
Assessment and Support Consortium. Please refer to this document to assist you
in writing the midterm and final recommendation for your fellow.
27
Guiding a Candidate that is not progressing
•
Identify the problems and discuss them with the fellow and university
supervisor in a three-way conference.
•
Identify areas for growth, and create an action plan to remedy the
problem.
•
Arrange for the fellow to observe you teaching a lesson to a small group,
and then have the fellow teach the same lesson to another small group
(micro-teaching).
•
Be sure that the fellow understands the performance expectations of the
field experience.
•
Increase observations of fellow and provide continuous written and verbal
feedback that includes specific examples for change.
•
Provide many opportunities for the fellow to reflect on the instruction and
assess their own performance. Use audio and videotaping.
•
Identify strengths, and have fellow work in areas of strength to enhance
the possibility of success.
•
Keep accurate records of specific instances of difficulties, and discuss with
fellow.
•
Arrange for the principal or another teacher to observe the fellow, and
provide feedback.
•
AU requires our fellows to video themselves "in action" during the student
teaching semester. If the student asks you to view the lesson, please
support this effort. These evaluations enable us to monitor and assess
student professional development through their pre-service training,
identify program strengths and weaknesses, and obtain
recommendations for program and staff refinement.
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THE UNIVERSITY SUPERVISOR (MENTOR)
The supervisor is the liaison between SETH and the school where the fellow is
placed for their field experience. The primary function of the university supervisor
is to provide guidance for the fellow in their development of teaching
competency and to give assistance to the cooperating teacher.
Supervisors are responsible for the following:
• Attending University Supervisor Training session each semester
• Initiate and attend an initial meeting with the cooperating teacher and
fellow
• Conducting pre- and post conference meetings for every formal
observation to assist in improving instruction, analyzing problems,
identifying strengths, and reflecting on teaching effectiveness
• Reviewing lesson plans prior to formal observations
• Completing required evaluation forms as outlined in the checklist
• Unannounced visit – once during the practicum semester
• Communicating regularly with assigned fellows and their cooperating
teachers
• Suggesting specific strategies or approaches if fellows are unsuccessful in
implementing particular lesson plans or have management problems
• Utilizing the observation framework, lesson plan format and rubric, and the
InTASC standards to frame the evaluation of fellows;
• Assisting fellows in identifying and collecting appropriate activities for their
portfolios
• Monitoring fellow’s progress on graduation portfolio;
• Acting as a critical and resource for fellows as they face the challenges of
teaching and learning
• Assigning a grade for each fellow by using the Student Teaching rubric
(Student Teaching Supervisors Only)
• Grading two portfolios for each assigned student (Example: if you have 2
assigned students you will grade their two portfolios plus two others)
Make an initial visit to each school to meet with the fellows and their
cooperating teachers. Facilitate communication among the fellows, their
cooperating teachers, and yourself. Encourage candidates to become actively
involved in class and professional activities right from the start and give them
suggestions on how to do so.
Evaluation
Encourage fellows to analyze their own lessons. Support their efforts in
evaluating their performance through the use of video lessons. Suggest specific
areas for the candidates to focus on while observing other teachers' lessons.
29
Monitor the pace at which fellows accept responsibilities and classroom duties
from their cooperating teachers.
Observe candidates' lessons on a regular basis, sharing your observations with
them in a timely and constructive manner and completing written lesson
evaluations. Encourage fellows to use a variety of appropriate teaching
methods and materials.
Check the fellow’s developing portfolio at each post-observation conference.
Communicate on a regular basis with the Director of Teacher Education about
the fellows' progress. Carefully documenting problems in a placement allows
everyone involved to work toward a successful field experience or, if that is not
possible, an informed, thoughtful change.
Join the fellows and their cooperating teachers in both the Mid-Term and Final
Conferences and complete the appropriate evaluation forms. The purpose of
the conferences is to discuss the candidate’s progress to date and to discuss
specific strengths as well as recommendations for improvement. This feedback
provides the student with clear directions and expectations about
competencies and skills.
The final evaluation conference can be a rewarding culminating experience for
the fellow provided that there are no last minute surprises. This conference
includes a summative report of the performance criteria that has been
considered and discussed during the student teaching semester. This
conference should result in the fellow knowing his or her strengths and areas for
continued growth. It can also be a time to discuss the type of teaching position
for which the candidate is best suited.
A successful field experience should prepare the fellow to perform at a level
that is consistent with professional standards for a beginning teacher. As the
supervisor, you will be responsible for assisting in the achievement of that level of
proficiency, which will qualify the fellow for entrance into the teaching
profession. Included in the Appendix is a set of performance standards, which
have been adapted from InTASC. Please refer to this document to assist you in
writing the midterm and final recommendation for your student.
30
APPENDIX
Appendix A: Suggestions for Participation Activities for Fellows
Below are some suggestions of ways in which fellows can become involved in
classroom tasks from the start as they gradually assume their full role as teachers.
•
Conduct the day’s opening and closing sessions
•
Take attendance
•
Collect and distribute homework and other papers
•
Help supervise lunch, halls, and other informal activities
•
Dismiss students at the end of the day
•
Prepare bulletin boards
•
Create charts, posters, mobiles and other visual aids
•
Display students’ work within the classroom
•
Design individualized activities for students with special needs
•
Write instructions on the board
•
Assess assignments
•
Identify common student errors on test or homework
•
Set up and operate technology
•
Select and preview filmstrips, videos, movies
•
Gather materials needed for class demonstrations
•
Make seating arrangements conducive to a particular lesson or activity
•
Create a library corner with related readings
Appendix B: Other Resources
The AU Career Center
• Offers extensive On-campus Interviewing schedule every spring semester for
teachers. This service invites employers to interview selected graduating
students by appointment. Students who first attend a Job Search Orientation
at the Career Center may submit resumes for employer review. Other school
systems asked students to use the AU Resume Referral Service.
• Provides advisory sessions in resume writing, interview strategies, and job
search strategies.
• The AU Career Center hosts an education-networking event every spring.
31
•
Job opportunities are frequently sent directly to the AU SETH, which are sent
out on our list serve.
Appendix C: InTASC Performance Standards for Beginning Teachers
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 Knowledge
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 these aspects of the discipline accessible and
meaningful for learners to assure mastery of the content.
Standard #5: Application 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 teacher 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:
32
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.
Appendix D: District of Columbia Praxis Test and Passing Scores
For updated information, please visit
http://www.ets.org/praxis/dc/requirements.
Appendix E: Who to Contact When
Fellows should always initially contact their university supervisor with any
questions or concerns within their field experience or portfolio. If a fellow has a
concern with their placement or supervisor, he/she should contact the Director
of Teacher Education.
University Supervisors should contact the Director of Teacher Education with any
questions or concerns.
Cooperating Teachers should contact their university supervisor with any
questions or concerns. If the university supervisor is not available, they should
either contact the Director of Teacher Education or Field Placement
Coordinator.
Any serious concerns should be directly elevated to the Director of Teacher
Education.
33