Transcript Student Teaching Orientation

Student Teaching Orientation
Complete
form and
return now
(or mail using envelope
provided)
Student Teaching Orientation
January 8, 2015
4:00 p.m.
208 Blair Hall
Office of Student Teaching
and Placement
♦
Ms. JoEtta Cooper–
Director of Student Teaching and Placement
• 204 Blair Hall
• 937-327-6176
• [email protected]
♦
Mrs. Kathy Kridler –Assistant, Placement & Licensure
• 224 Blair Hall
• 937-327-6318
• [email protected]
Wittenberg University
Education Department
Mission Statement: Wittenberg’s Teacher
Education Program strives to integrate the ideals
of moral responsibility, social consciousness, and
vocational commitment into the lives of teachers
in such a way that their character, competence
and community involvement establishes them as
leaders for constructive social change.
Program Theme: Educational leaders for constructive social change
Program Outcomes
(What Wittenberg Teacher Candidates should know and be able to do.)
PLANNING
1. Demonstrates thorough content knowledge.
2. Plans effective instruction.
INSTRUCTION
3. Implements instructional practices that support the achievement of all learners.
4. Uses assessment to guide classroom instruction and evaluate learning.
ENVIRONMENT
5. Establishes a safe, nurturing, accessible, and just learning community.
6. Demonstrates global awareness of sensitivity towards issues affecting schools,
communities, nations and the world.
PROFESSIONALISM
7. Demonstrates a commitment to professional growth and teaching excellence.
8. Demonstrates the ethics and values associated with the teaching profession.
9. Advocates for learners in school and community.
Wittenberg University Teacher
Education Licensure Programs
# of candidates
Early Childhood PK-3
♦ Dual Licensure: Early Childhood Education +
Intervention Specialist (Mild-Moderate) K-12
♦ Middle Childhood (two content areas) 4-9
♦ Adolescent to Young Adult 7-12
(2 Lang. Arts, 4 Math, 2 Science, 2 Social Studies)
♦ Multi-Age PK-12
1 Drama/Theatre, 1 Spanish and
4 Bachelor of Music Education
♦
50 TOTAL CANDIDATES
10
17
7
10
2
4
University Supervisors
Pat Benne
Linda Bodey
Kay Elam
Francis Fonza
Wendy Ford
Chandra Hoffman
Brandon Jones
Loraine Longino
Cathy McCurdy
Amy McGuffey
Robbin Nicol
Chuck Novak
Sheila Skimmerhorn
Karen Teusink
Becky Workman
Content Methods Instructors
1. Cathy McCurdy–
Science (MCE/AYA)
4. Roberta Linder–
2. Amy McGuffey–
Social Studies (MCE/AYA)
5. Tracy Whitlock & Roberta Linder
–Students with Literacy Difficulties
(ECE/IS)
3. Gina Post–Math (MCE/AYA)
–Language Arts (MCE/AYA)
6. Sally Brannan – Including Students
w/Special Needs in Middle & Secondary
Content Methods Student Teaching
ON CAMPUS COURSE SCHEDULE – Weeks 1-5
Early Childhood, Intervention
Specialists and Music
Begin: Mon., January 12
ECE & IS attend their placements 5
days a week, returning to campus
T-F by 2:00 PM;
MUSIC is full-time every day.
Middle Childhood, AYA,
Drama/Theater and Spanish
Begin: Tues., January 13
and attend placements 3 days a
week (Tues.-Thurs.) after their class
ends at 9 AM.
Content Methods Student Teaching
 Content Methods Student Teaching –
CMST – Weeks 1-5
FIELD EXPERIENCE LOG
 At end of CMST, students have cooperating teachers INITIAL, then
form is to be turned in to Office of
Student Teaching.
 Timeline &
Attendance
shows weeks of student
teaching – both Content
Methods and Full Time
Student Teaching
Content Methods Student Teaching
(CMST—Weeks 1-5)
 January 12-February 13, 2015
 Student Teachers in Content-specific Methods classes:
ECE / IS
Literacy Difficulties (IS also Collaboration)
MCE
Two content areas + Inclusion
AYA
One content area + Inclusion
MULTI-AGE – Dr/Th & Spanish
Inclusion
Content Methods Student Teaching
(CMST—Weeks 1-5)
 Schedule for Student Teachers in content specific methods classes
MC, AYA, Drama, Spanish:
Inclusion
MC+AYA: LA & SS
MC+AYA: Math
MC+AYA: Science
EC/IS: Literacy Difficulties
EC/IS: Collaboration
Mon - Fri
Mon & Fri
Mon & Fri
Mon & Fri
Tues - Fri
Mondays
8:00-9:00 am
9:10-11:40 am
12:30-3:00 pm
3:10-5:40 pm
2:00-4:00 pm
4:30-6:30 pm*
*all semester for Collaboration
 Multi-Age Music student teachers will be in the classroom all day, every
day starting Monday, January 12
Content Methods Student Teaching
(CMST—Weeks 1-5) cont.
♦
Student Teachers complete assignments from content
methods instructors as well as transitioning into student
teaching.
 Student teachers may need the opportunity to try
teaching methods specific to content methods
assignments.
 Questions may be emailed to the methods instructors.
 Student Teachers will be submitting completed
assignments to their methods instructors for a
separate grade.
Full Time Student Teaching
(FTST—Weeks 6-16)
February 17-May 8 (or May 13), 2015
 In student teaching classroom all day every
day following district contractual hours
and procedures
 Observe school districts’ calendar (Spring
Break, holidays, calamity days, in-service,
parent teacher conferences, etc.)
Full Time Student Teaching
(FTST—Weeks 6-16)
 During Full Time Student Teaching (weeks 6-16) –
minimum requirements (for non-split placements)
 Two formal lesson observations—from CT & US
(providing feedback on the Lesson Observation Form)
 Mid-term Conference & Evaluation—Collaborative (CT, US,
Student)
 Two formal lesson observations—from CT & US
(providing feedback on the Lesson Observation Form)
 Final Evaluation—from both CT & US on line + letter of
recommendation from both CT & US
 Adapt for Split Placements
Split Placements
 For most Split Placements
 Midpoint is week of March 23-27
 For ECE/IS Split Placements
 With inclusion make sure a meaningful relationship with an
Intervention Specialist occurs (planning together, writing
IEPs, working with parents/intervention team, etc.)
 May split days if schedule permits
 For MCE Split Placements
 Spend time in both content areas during CMST
 Split days in content areas during FTST if schedules permit
 For Multi-Age: placements in two schools are split by weeks
Paperwork
Syllabus for Student Teaching
is printed on the student
teaching information and
record forms cover
Paperwork
 Student Teaching Evaluation Rubric
 Use as guide for Lesson Evaluation Forms, Mid-Term
Evaluation, Final Evaluation, and other communication
purposes.
 Defines program outcomes, also see licensure-specific
addendums for Middle Childhood and 7-12 Math,
Science, Social Studies.
Lesson Plans

Education Department Lesson Plan forms, access on Wittenberg
University Ed. Department webpage (copy is in packet)
http://www.wittenberg.edu/academics/education/resources.html


Complete daily lesson plans are required
Must be detailed enough that a substitute teacher could execute the
lesson
Have all lesson plans prepared a minimum of 24
hours in advance, reviewed and initialed by
cooperating teacher
Teacher Candidate:
Day(s)/Date(s):
Cooperating Teacher Name:
Grade Level:
Lesson Plan Title:
Type of Lesson: (Indicate all that apply)
Individual



Have lesson plans accessible daily to cooperating
teacher, university supervisor, and building principal
Plan lessons around Common Core State Standards
or most current Academic Content Standards. May
use Ohio Resource Center for help in lesson planning
www.ohiorc.org
Reflections are added after the lesson is taught
Co-op Approval (Initials):
Subject Area(s):
Approx. Time for Lesson(s):
Small Group
Large Group/Whole Class
Materials & Resources:
Where did you get your lesson ideas? Provide APA citations
What handouts and notes do you need to teach the lesson? (Attach copies at end of lesson)
What technology for learning are you using?
Lesson Summary:
What will students learn and/or understand by the end of the lesson?
Ohio Connections:
Standard (Title of Standard):
Benchmark (Letter and Benchmark Statement):
Grade-Level Indicators (Number and Indicator Statement):
Results of Prior Assessment
Lesson Objective(s)
Lesson Readiness
At the end of the lesson, the student
will be able ...
to ... (Skill)
by ... (Conditions)
How are you activating prior
knowledge?
How do you figure out what
students remember?
Post-Assessment & Scoring
Guidelines
How does your assessment
measure the objective(s)?
How did you document student
performance?
The Lesson Plan Format document can be downloaded from the Wittenberg website at the following address:
http://www5.wittenberg.edu/academics/education/resources.html
Page 1 of 2
Rv 10/12
Lesson Plans
EXAMINING LESSON PLANS
 As students create
this important
element, please
consider the
guidelines and
direction provided
in your packet.
General guidelines
·
·
Students complete a detailed lesson plan for each subject they teach that includes periods
when they are administering tests / quizzes. Lesson plans may need tweaked for different
class periods of the same subject.
Students need to hand a hard copy of the lesson plan to the course instructor or university
supervisor when being observed.
Header
·
·
All components completed.
Initials of cooperating teacher.
Materials and Resources
·
·
All components completed; use N/A if applicable.
Students attach copies of handouts, notes given on the board or by PowerPoint
presentation, questions used in discussion, quizzes/tests, etc.
Lesson Summary
·
·
Two to three sentences are usually sufficient.
Must align with the selected standard(s).
Standards
·
·
·
Must site appropriate Common Core State Standards (CCSS) for English Language Arts
or Mathematics.
Must site most current standards for science (21st century??) and social studies.
Write the number of the standard as well as the text.
Results of Prior Assessment
·
This section should include the data from the previous lesson that guides the student’s
planning and instruction for this lesson. Data should be numerical, as much as possible.
Lesson Objectives
·
·
Objectives contain all three elements as displayed at the top of the column. Use verbs
that indicate observable and measureable behaviors, not terms such as understand, learn,
appreciate, etc.
Align with the Lesson Summary and the Post-Assessment & Scoring Guidelines.
Lesson Readiness
·
·
Follow the questions displayed at the top of the column.
Align with the first part of the lesson plan, this serves as a review, hook, pre-assessment,
etc.
Developed from reflections of Dr. Roberta Linder after examining lessons from Educ 312 in 2013.
1
Providing Feedback
♦
Lesson plans to be complete and submitted prior
to observation.
♦
Teacher and Supervisor to formally observe & give
feedback at least 4 times.
♦
Written feedback on to be provided to Student
Teacher and a post-conference is recommended.
Providing
Feedback
 Lesson Evaluation Form
(four box form)

Fill out during/after a lesson observation –
may be filled out electronically and emailed
to Student Teacher:
http://www.wittenberg.edu/academics/education/resources.html

Use to provide specific feedback on lesson
observations around outcomes

ST to include in Student Teaching Notebook.
Paperwork: Mid Term
 Mid-Term Evaluation
Fill out collaboratively at mid-point of
placement
(two needed for split placements).
 University supervisor responsible
S T U D E N T T E A C H IN G
M ID - T E R M E v a l u a t i o n
A L L L IC E N S U R E A R E A S
Teacher Candidate __________________________________________
Semester/Year _______________________
School __________________________ District ____________________
Grade/Subject _______________________
Cooperating Teacher _________________________________________
Univ. Sprvr __________________________
Directions: This form is to provide information to the teacher candidate about developing competencies in planning, instruction,
environment, and professionalism. It will be completed collaboratively by the cooperating teacher, university supervisor, and
teacher candidate at the mid-point of the student teaching semester. This will become part of the candidate’s official progress
file.
Unsatisfactory
Competent
Proficient
Not Applicable
(1-2) Does not meet expectations
(3-4) Basic, acceptable level of performance
(5-6) High level of performance for novice teacher
(NA) Not enough information to evaluate; does not apply
Please circle/indicate the numbers that best describe the teacher candidate’s performance in each criterion.
Planning
Unsat.
Competent
Proficient
NA
1. Demonstrates thorough content knowledge.
1
2
3
4
5
6 NA
2. Plans effective instruction.
1
2
3
4
5
6 NA
Instruction
Unsat
Competent
Proficient
NA
3. Implements instructional practices that support the achievement
of all learners.
1
2
3
4
5
6 NA
4. Uses assessment to guide classroom instruction and evaluate
learning.
1
2
3
4
5
6 NA
Environment
Unsat
Competent
Proficient
NA
5. Establishes a safe, nurturing, accessible, and just learning
community.
1
2
3
4
5
6 NA
6. Demonstrates global awareness of sensitivity towards issues
affecting schools, communities, nations and the world.
1
2
3
4
5
6 NA
Professionalism
Unsat
Competent
Proficient
NA
7. Demonstrates a commitment to professional growth and
teaching excellence.
1
2
3
4
5
6 NA
8. Demonstrates the ethics and values associated with the
teaching profession.
1
2
3
4
5
6 NA
9. Advocates for learners in school and community.
1
2
3
4
5
6 NA
Complete Strengths / Goals section (next page), sign and return to the Office of Student Teaching.
 Identify strengths
 Set measurable goals for second half of
the placement.
 All parties sign evaluation
 Supervisor turns copy in to the Office
of Student Teaching at mid-term.
ST Mid-Term Evaluation – ECE – Page 1 of 2
Rv. 11/21/2012
Paperwork – Final Evaluation
(quantitative)
 One from Supervisor and
one from each
Cooperating Teacher
 Refer to Midterm and
Lesson Evaluation
Forms
 Quantitative part
completed
online via email link
S T U D E N T T E A C H IN G
F IN A L E v a l u a t i o n
A l l L ic e n s u r e A r e a s
Teacher Candidate __________________________________________
Semester/Year _______________________
School __________________________ District ____________________
Grade/Subject _______________________
Cooperating Teacher _________________________________________
Univ. Sprvr __________________________
Directions: This form is to provide information to the teacher candidate about developing competencies in
planning, instruction, environment, and professionalism. It will be completed collaboratively by the cooperating
teacher, university supervisor, and teacher candidate at the mid-point of the student teaching semester. This will
become part of the candidate’s official progress file.
Unsatisfactory (1-2) Does not meet expectations
Competent
(3-4) Basic, acceptable level of performance
Proficient
(5-6) High level of performance for novice teacher
Please indicate the numbers that best describe the teacher candidate’s performance in each criterion.
Planning
Unsat.
Competent
Proficient
1. Demonstrates thorough content knowledge.
1
2
3
4
5
6
2. Plans effective instruction.
1
2
3
4
5
6
Instruction
Unsat
Competent
Proficient
3. Implements instructional practices that support the
achievement of all learners.
1
2
3
4
5
6
4. Uses assessment to guide classroom instruction and
evaluate learning.
1
2
3
4
5
6
Environment
Unsat
Competent
Proficient
5. Establishes a safe, nurturing, accessible, and just learning
community.
1
2
3
4
5
6
6. Demonstrates global awareness of sensitivity towards
issues affecting schools, communities, nations and the
world.
1
2
3
4
5
6
Professionalism
Unsat
Competent
Proficient
7. Demonstrates a commitment to professional growth and
teaching excellence.
1
2
3
4
5
6
8. Demonstrates the ethics & values associated with the
teaching profession.
1
2
3
4
5
6
9. Advocates for learners in school and community.
1
2
3
4
5
6
ST FINAL Evaluation
Rv. 11/21/2012
Paperwork – Final Evaluation
 Some have Addenda or Supplemental evaluations which are
licensure specific:
Middle Childhood, Math, Science, Spanish, Social Studies
S T U D E N T T E A C H IN G
F IN A L E v a l u a t i o n
M id d l e C h il d h o o d A d d e n d u m
Teacher Candidate __________________________________________
Semester/Year _______________________
School __________________________ District ____________________
Grade/Subject _______________________
Cooperating Teacher _________________________________________
Univ. Sprvr __________________________
Directions: Please use the attached rubric to determine ratings for the NMSA standards listed below
Unsatisfactory
Competent
Proficient
(1-2) Does not meet expectations
(3-4) Basic, acceptable level of performance
(5-6) High level of performance for novice teacher
Please indicate the numbers that best describe the teacher candidate’s performance in each criterion.
National Middle School Association Standards Addendum
Unsat.
Competent
Proficient
Standard 1: Young Adolescent Development
1
2
3
4
5
6
Standard 2: Middle Level Philosophy and School Organization
1
2
3
4
5
6
Standard 3: Middle Level Curriculum and Assessment
1
2
3
4
5
6
Standard 5: Middle Level Instruction and Assessment
1
2
3
4
5
6
Completed by___________________________________
Middle Childhood FINAL Evaluation ADDENDUM
Date____________
Rv. 11/2012
Paperwork – Final Evaluation
(qualitative)
 Narrative portion may
be written as letter of
recommendation
 Submit copy on school
letterhead of narrative
to the Office of Student
Teaching
Other Assignments/Obligations
Family Meeting Conference

Student Teacher required to facilitate
a family meeting or parent-teacher
conference.

Cooperating Teacher present during
this meeting.

Cooperating Teacher assesses the
conference using the Student
Teaching Family Meeting Feedback
Form and the Student Teaching
Family Meeting Rubric.

Submit the completed Family
Feedback form to the Office of
Student Teaching when completed.
Other Assignments/Obligations
EDTPA=TEACHER PERFORMANCE ASSESSMENT
Focus on Student Learning
 Aligned with Common Core State Standards, edTPA is an assessment tool
that shows how teacher candidates develop & evaluate student learning.
 The centerpiece of the edTPA is an electronic portfolio that describes and
documents authentic practices from the candidate’s teaching experience. The
portfolio addresses …
 planning,
 instruction,
 assessment,
 analyzing teaching, and
 appropriate use of academic language
. . . to reveal the impact of a candidate’s teaching on student learning.
 Teacher educators use evidence from the edTPA process to inform program
improvement.
Other Assignments/Obligations
 Student Teaching Notebook
♦
Information in orientation packet
and on Student Teaching
Notebook Checklist
 Peer Critique &
Assessment
W IT T E N B E R G U N IV E R S IT Y • S T U D E N T T E A C H IN G
STUDENT TEACHING NOTEBOOK
Each student teacher is required to create a working notebook for the articulation of the student
teaching experience. From the notebook a professional portfolio can be developed for a job
search. It is also a tool for organization and planning.
BASIC ASSIGNMENTS
•
·
·
·
·
·
·
·
·
•
·
Plan of school showing emergency routes
and procedures for fire and tornado drill
School calendar for the semester
Weekly schedule
Bell schedule
Seating chart & room layout – all classes
Pictures of your classroom, cooperating
teacher, students, special projects, etc.
Timeline/Attendance Sheet
IEP/504 records in functional form for
guiding instruction and tracking
progress; identify specific needs/abilities
of individual student (the name should
be removed)
Classroom governance system being
used in the classroom
Overview of the curriculum
Unit description and plans
· Samples of communications with
parents, including documentation of
individual student progress, introduction
letters, and responses to parent/guardian
inquiry.
· Family Meeting Protocol Evaluation
· Documentation of student learning
• Evidence of Effective Teaching (EET)/
Teacher Performance Assessment (TPA)
· Peer observation form
· Journal reflections
· Daily lesson plans
· Evaluations / periodic / mid-term / final
· Subject-specific video recordings
Other Materials
· Handouts from seminars or other professional
development programs
· Materials that will aid you in further articulation
of the student teaching experience
PEER OBSERVATION FORM
Voice Quality
English Usage
Nonverbal Communicators
Expressing Ideas at Level of the Students
Questioning Techniques
Securing Student Responses/Interactions
Please write additional comments about performance;
what you liked and what needs to be thought about.
Observation
LESSON PLAN:
· Clear, easy to follow
· Unclear, substitute would find plan difficult to
follow
LESSON PRESENTATION:
· Interesting/Engaging
· Uninteresting/ Minimal student engagement
I LIKED:
WHAT WILL WORK IN MY CLASSROOM:
11/12
Other Assignments/Obligations
Seminars
 Planned by Office of Student Teaching
 edTPA work sessions - first one
105 Shouvlin
 Job Search (President’s Day)
 Planned by University Supervisors
 More information from your supervisor
Jan. 14
7 – 8 p.m.
Feb. 16
Mini-Recruiting Fair
 Planned by Office of Student Teaching
♦ Schedule individual interviews
Mar. 9-13
Teach Ohio Job Fair
 Student may choose to attend (@ OSU)
April 14
Professional Expectations
Absence Procedures
You are required to be at your CMST placement all day except when in
methods classes, and every day during your FTST. Sign in and out in
the school office and wear identification.
If you are ill, you must make contacts prior to the absence:
1. Your cooperating teacher right away (exchange cell numbers now)
2. Your university supervisor (by phone or email)
3. Director of Student Teaching ([email protected] -327-6176)
• Students in the classroom rely on your presence
• You are required to provide all lesson plans and
materials to your cooperating teacher if you are ill
• Attendance is recorded on the goldenrod Timeline and
the CMST Field Experience Log
• Absences may be required to be made up
Appropriate Dress
NO!
YES!
Appropriate Dress
Ladies
 Skirts and dresses must be knee length
 No low cut or tight blouses
 Cover your mid-section
Gentlemen
 Ties make a great impression
 Shirts with collars
 Ironed slacks
Everyone
 No visible tattoos
 No piercings other than ears
 Business-appropriate blue jeans on dress-down
days only
 No hats or tank tops
Think of your appearance from a professional point of view
and as a long-term job interview.
Cell Phones, Computers,
Cameras, etc.
 Cell phones are to be turned off.
 Do not use your cooperating teacher’s computer unless
given permission and then use it only for classroom
activities.
 Have appropriate clearance before taking in-class
photographs.
 Do not text or email PK-12 students.
Social Networking Sites
 Social media accounts are best suspended during student
teaching (exceptions to be discussed with Supervisor and
Director of Student Teaching).
 All teacher candidates should expect that districts, as well
as students, will search for your information on the
internet. Be sure any posts are professional.
 “Student teachers are more akin to a public
employee/teacher than a student.”
—U.S. Supreme Court
 “The First Amendment protects free speech
about public concern but not on MySpace
postings that the school site finds
unprofessional.”
—U.S. Supreme Court
High-Stakes
Achievement Testing
 Student Teachers may not serve as test
administrators, proctors, or examiners
 Student Teachers may serve as testing
assistants (providing accommodations) with
thorough training from
the district or building testing
coordinator
Substitute Teaching
 Student Teachers may NOT serve as
substitute teachers, unless an Ohio
Department of Education Substitute Teaching
License is obtained and the local district
Board of Education approves the hiring.
 If the Cooperating Teacher must be absent
more than 2 consecutive days contact
University Supervisor and Director of Student
Teaching for direction.
Communication
 Communication is key to a successful
student teaching experience!
 Communicate early and often.
 Communication with parents is important.
However, the cooperating teacher should
preview all communication with parents.
 Confidentiality is critical!!
Problem Solving
 To resolve dilemmas the following protocol
is recommended:
1. Cooperating Teacher – to discuss and work out
the issue
2. University Supervisor – as a resource person to
resolve conflict
3. Director of Student Teaching – Contact JoEtta
Cooper to reach and/or communicate resolution
to the issue.
Educational Success Plan

Developed to establish
measurable objectives for
success
Office of Licensure & Placement
T
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Educational Success Plan
Educational Leadersfor
ConstructiveSocial Change
Date
Initiator of Plan
Licensure Area
Course(s) with concern(s)
Blair Hall • 937-327-6318
Teacher Candidate
Others Present
I. Area(s) of concern. (Please indicate appropriate area(s) and provide explanations and/or descriptions of behaviors.)


Any member of the
student teaching team
can request the
implementation of a
success plan
Used to foster growth
and/or change
A. Planning
B. Instruction
C. Environment
D. Professionalism
1. Demonstrates
thorough content
knowledge.
2. Plans effective
instruction.
3. Implements instructional
practices that support the
achievement of all learners.
4. Uses assessment to guide
classroom instruction and
evaluate learning
5. Establishes a safe, nurturing,
accessible, and just learning
community.
6. Demonstrates global awareness of
sensitivity towards issues affecting
schools, communities, nations and
the world.
7. Demonstrates a commitment to
professional growth and teaching
excellence.
8. Demonstrates the ethics & values associated
with the teaching profession.
9. Advocates for learners in school and
community.
Explanation/Descriptions:
II. Objective(s) for success. (Please develop measurable objectives with specific dates as to when the objectives should
be met and who will monitor each objective.)
Objective(s)
Date to
be met
Person to
Monitor
Objective Met
1.
2.
3.
4.
_______________________________________________
_______________________________________________
Signature—Teacher Candidate
Signature—Instructor/Supervisor
_______________________________________________
_______________________________________________
Signature—Chair
Signature—Director of Student Teaching
_______________________________________________
_______________________________________________
Signature—Cooperating Teacher
Signature—Other (peer mentor, principal, etc.)
III. Department Policies
The completion of the educational success plan is meant to help the candidate grow and become a better teacher.
Completing objectives of the plan is the responsibility of the candidate. Since completion of the plan is tied to progress in
meeting teacher education outcomes, it is essential that objectives be met in a timely fashion. Continued concerns or
failure to meet objectives may result in course enrollment restrictions/exclusions and perhaps in dismissal of the teacher
candidate from the teacher education program. The Education Success Plan is confidential and restricted to the use of
faculty and staff associated with the Wittenberg University Department of Education.
Revised 11/12
Tips for a successful student
teaching experience
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Practice civility and be flexible
Communicate
Network
Participate in extra-curricular activities
Give student teaching top priority
Respect confidentiality issues
Exhibit professionalism and emotional
intelligence
Being a Guest & Making a
Difference
You are a guest in the school
and in your cooperating
teacher’s classroom. You
are there to make a
difference in PK-12 student
learning. Do the very best
you can – everyone is
depending on you.
Wittenberg University’s wish
for you is that …
 your student teaching experience confirms
and affirms your reason for entering the
education profession.
 you make a difference in student learning.
 you develop the skills, knowledge, and
dispositions of a professional educator and
that you apply these throughout your
career.
 you attend the Student Teaching
/Cooperating Teacher Celebration on
Wednesday, April 29, 2015.