Transcript Dalton State College School of Education

Orientation for Early Childhood
Education Site Teachers
Welcome to Our Web Site
The faculty and staff of Dalton State College welcome
you to our website. We have site teachers in ten school
districts in Northwest Georgia. We could not survive
without you. We appreciate you taking the time to
complete this online orientation for site teachers.
Thank you!!!!
Our Conceptual Framework
The unit’s vision is to become a 21st-century regional teacher
education preparation program of choice. We firmly believe
that our teacher candidates, as they enter the classroom, will
have the self-efficacy to appropriately apply their professional
content and pedagogical knowledge in a variety of teaching
contexts (Gorrell & Capron, 1990). The unit will accomplish
this vision by closely working with our public school partners.
Through sharing in the preparation of teacher candidates, we
will produce teachers who are ready to enter the teaching field
demonstrating competence, collaboration, caring, and
reflection to build effective classrooms environments to
support all learners (Eisner, 2005; Gardner; 1985; Lezotte,
1997).
What to Remember About Our
Conceptual Framework
Dalton State College Students are CCCR:
Competent
Collaborative
Caring
Reflective
About Our Field Placements
 Teacher candidates spend about 1,000 hours in the field in
junior and senior years.
 Our semesters are called Blocks, with Block I being the first
block of the junior year and block IV being student
teaching in the second half of the senior year.
 Teacher candidates have a long-term plan to insure
placements in PK-K; grades 1, 2, or 3; and grades 4 or 5.
 Students are placed in culturally and economically diverse
settings in Blocks I, II, and III and may choose, with the
approval of the site teacher, administrator/and or central
office, to remain in the same setting for Blocks III and IV or
return to a school for Block IV that they were placed at for
previous block.
Block I
 Teacher Candidates will spend two full days per week (Tuesday/
Thursday OR Monday/Wednesday) at designated sites. Teacher
Candidates will arrive daily at 7:30 A.M. and remain at the school
site until 3:00 PM, unless otherwise instructed by the site teacher
or unless the school has alternate arrival and departure times.
 In Block I, the candidate will be placed in three settings if he or
she is seeking an ESOL endorsement: 2 days in an ESOL middle
school setting, 2 days in an ESOL high school setting, and the
remaining time in an early childhood setting. If not working on
an ESOL endorsement, the candidate will remain in the early
childhood placement for the entire placement period. The ESOL
placements will usually be the last two weeks of the regular
placement.
 It is important that the Site Supervising Teacher explain what
and why activities are accomplished.
Appropriate Tasks for Block I
 The Teacher Candidate is not there just to be an observer. We ask that
most of the time be spent directly involved with helping students.
 He/she is there to help the Site Supervising Teacher in any way possible:
 reading to students
 working with a small group or individual
 supervising tables
 walking children to the library, lunch, or recess
 making a game
 grading papers; etc.
 Informal teaching from the teacher’s lesson plans
 Please remember that this is the first full field experience for
these teacher candidates and they might be hesitant to step in
and take charge. Please encourage them to become as involved as
you both are comfortable with.
Block II
 Block II Teacher Candidates are in the field two days per week.
 In addition to the regularly expected co-teaching and classroom
assistance, the Teacher Candidate will develop and deliver three
instructional lesson plans, which will be evaluated by a college
supervisor.
 If at all possible, one plan must be in Social Studies, one plan must be
in Reading, and one must be in Math. These are aligned with the
methods courses for this block.
 These lessons must be approved by the site teacher, and a copy of the
lesson plan must be prepared for the DSC Supervisor prior to delivery.
Each delivered lesson will be assessed by the DSC Supervisor.
Block III
 Block III teacher candidates are in the field two days per week.
 In Block III, Teacher Candidates are expected to be responsible
for:
 teaching small groups of students.
 preparing and delivering a minimum of three instructional lessons
to the whole class. A college supervisor will evaluate these lessons. If
at all possible, one lesson should be in Science, one lesson should be in
Reading, and one lesson should be in Math. These are aligned with the
methods courses for this block.
 The Teacher Candidate is expected to co-teach with the Site
Supervising Teacher or teach from the Site Supervising Teacher’s
lesson plans on a regular basis (preferably each week).
Block IV
 Block IV candidates will spend five days per week (Monday-Friday) at
designated sites. Teacher Candidates will be in the classroom for the
full day, beginning at the same time as the Site Supervising Teacher.
 During the semester, the increasing responsibility for planning,
organizing, and delivering instruction is assumed by the Teacher
Candidate.
 When the supervisors deem it appropriate, the Teacher Candidate
responsibilities increase to include full-time teaching for a minimum of
two consecutive weeks.
 After the required full-time teaching period, the Teacher Candidate
may continue to teach as a member of the teaching team. Full
participation as a professional in the classroom will continue until the
end of the semester.
Duties of Site Teachers
 Complete the Assessment of Professional Behaviors and Dispositions (APBD) at the
midterm and final. Discuss the results and give the student a hard copy. Submit the
results online. You will receive very specific instructions from our Educational
Technology Center (ETC) via email on how to do this.
 Serve as a positive role model in education.
 Maintain open communication necessary for productive team work.
 Review any instructional plans and provide feedback prior to and after delivery.
 Observe and evaluate the Teacher Candidate in all settings.
 Complete the planning and teaching schedule with the Teacher Candidate early in the
experience.
 Assist the Teacher Candidate in developing an understanding of professionalism and
dedication to the students in the classroom.
Administering the APBD
 The APBD asks the site teacher to evaluate our Teacher
Candidates on a number of professional behaviors and
dispositions using a simple scoring system of 1 for does not
meet expectations, 3 for meets expectations, and 5 for
exceeds expectations.
 You can download a copy of the APBD on this web site
and/or the DSC faculty supervisor can provide you with a
copy Instructions for submitting the online version will be
sent at the midterm and final parts of the semester via
email from our Educational Technology Center. The online
version goes into an assessment system for accreditation
records for our program.
Administering the APBD Cont.
 You should discuss the APBD with your Teacher
Candidate, print a copy, and give it to her or him for
records. They in turn will give a copy to their seminar
professor for the School of Education’s records.
 If a teacher candidate receives a score of 1 on any portion of
the APBD, Mrs. Rachel Davis, the Director of Field
Experiences will contact the site teacher to discuss the
area(s) of weakness. Mrs. Davis will then meet with the
teacher candidate and the faculty supervisor to create a
professional growth plan (PGP). The teacher candidate will
then have the remainder of the semester to improve the
area(s) of weakness and exit the PGP.
Ways You Can Help Us
 Inform your Teacher Candidate about the written and/or unwritten
dress code for your school. Dress codes vary from place to place.
 Please keep the lines of communication open. Give your Teacher
Candidate frequent and specific feedback on how they are doing
and please discuss areas that need improvement throughout the
placement.
 Please follow the chain of command in dealing with problems in the
field:
 If there are any problems, please notify the college supervisor.
 If the supervisor is unavailable or you need further help, please notify
Mrs. Rachel Davis, the Director of Field Experiences.
 In cases where the college supervisor or Mrs. Davis are not available or
you need further help, you can contact the Dean of the School of
Education, Dr. Calvin Meyer.
Our Dress Code
 Teacher Candidates enrolled in the pre-professional
and professional education courses should be dressed
and groomed according to professional standards.
They must identify and comply with the adopted dress
code of the School of Education and the host school.
 Body piercings and tattoos will be covered.
 The Site Supervising Teacher should discuss the host
school’s dress code on the first day the student is in the
school.
Attendance and Punctuality
 Regular attendance and punctuality are mandatory.
 Students should put in a 7 ½ hour day in Blocks I, II, and III, and should follow
the teacher’s required number of hours in Block IV.
 The Teacher Candidate is responsible for obtaining phone numbers of Site
Supervisor, DSC Supervisor, and the placement school office.
 In cases of illness or emergencies, the Teacher Candidates must notify the Site
Supervising Teacher, the DSC Supervisor, and the Director of Field
Experiences.
 While placed in a school, Teacher Candidates must sign in at the office and
also keep a DSC time sheet and get it signed daily by the Site Supervising
Teacher.
 All missed days MUST be made up, unless they are the result of the school
system canceling due to bad weather or other types of emergency.
 On early dismissal days in the school, the Teacher Candidate should assist the
teacher with tasks in the room, attend parent conferences (if permitted),
attend in-service training (if invited), or otherwise assist in the school.
Extra-Curricular Activities
 Teacher Candidates are encouraged to attend faculty
meetings (when invited), attend PTA meetings, and
attend other extra-curricular activities.
 Many of our Teacher Candidates have family
obligations and part-time jobs that may limit this
participation in Blocks I, II, and III; please do not
interpret minimal attendance at these events as a lack
of commitment.
Relationships and Confidentiality
 We ask that you introduce our student to your class as
“Teacher Candidate” who are working with you to be
mentored and to learn how to be a successful teacher.
 Teacher Candidates should exercise respectful discretion
when voicing their personal views.
 Confidentiality is expected in all professional discussions.
Discussions with the Site Supervising Teacher may give
Teacher Candidates access to confidential student and/or
school information. It is important that this information be
used only in professional circumstances.
Classroom Management
 During the beginning week of either Field Experiences or
Clinical Practice, the Site Supervising Teacher should discuss
with the Teacher Candidate the school and/or the classroom’s
discipline plan.
 The Site Supervising Teacher should specify to the Teacher
Candidate which discipline measures have been identified by the
school as appropriate and which ones can be administered by the
Teacher Candidate.
 Teacher Candidates are NOT to use corporal punishment.
Teacher Candidates are NOT to be called upon to witness
corporal punishment. When substitute teachers replace the Site
Supervising Teacher, they, not the Teacher Candidates, have
legal responsibility for discipline.
Some Things We Teach Our Students About
Classroom Management
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Respect the worth and dignity of the individual.
Seek to attain a high degree of participation.
Plan thoroughly.
Learn and make use of names quickly.
Be alert, keep your eyes open, and focus attention on the
total situation.
Plan for use of freedom and responsibility of movement in
classroom, corridors, and the lunchroom.
Exhibit poise, dignity, and calmness at all times.
Stop little things before they gain momentum without
undue emphasis on their seriousness.
Be warm and friendly, but be firm.
Use proximity control and low profile interventions.
Legal Issues
 Background Checks and Liability Insurance
All DSC Teacher Candidates are required to have a background check
and to carry professional liability insurance before they are permitted
to do field work.
 Substitute Teaching
Even though our Teacher Candidates may be teaching the
lessons in the absence of the Site Supervising Teacher, The
State of Georgia requires the presence of a certified
teacher or system authorized substitute in the classroom
to be in the classroom for legal reasons.
 Medication
Our Teacher Candidates are not permitted to give medication to
students.
Emergency Contact Information
 The Teacher Candidate should give emergency
contact information to the Site Supervising
Teacher in case an illness or accident occurs. This
would include family members to contact, a
preferred doctor’s name, and a preferred hospital.
 In case of a serious emergency, call 911 and get the
Teacher Candidate to the nearest hospital.
Additional Information
 The DSC Supervisor will provide you with an overview of
the following documents which you or your teacher
candidate will use this semester. Some of these may also be
found on the School of Education website:
 The Assessment of Professional Behaviors and Dispositions
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(APBD), which you will give at the midterm and final portions
of the semester.
The DSC Time Sheet
The School of Education Handbook
Standard Lesson Plan
Lesson Plan Rubric
Short Lesson Plan (only for Block IV teacher candidates once
approved by DSC supervisor)
Unit Plan (Block IV)
Unit Plan Rubric (Block IV)
Contact Information
 Please contact the Director of Field Experiences with
any questions you have.
Rachel Davis, M.S.Ed.
Director of Field Experiences
650 College Drive
Dalton, Georgia 30720
Phone (706) 272-2497
FAX: (706) 272-2495
E-Mail: [email protected]
Verification Form
 Please complete the Site Teacher Orientation
Verification Form to verify you completed this
orientation and submit as an e-mail attachment to
Rachel Davis ([email protected]) or fax to 706272-2495.
Thank you again for your commitment to our students
and our teacher education program in the School of
Education at Dalton State College. We greatly appreciate
all you do!