Transcript Dalton State College School of Education

Dalton State College School of
Education
Orientation for
Secondary 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 1000 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 middle school and high school.
 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.
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Block I
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Teacher Candidates will complete a
minimum of 133 hours in the assigned
classroom and will make arrangements
for a schedule with the site teacher.
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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 who have difficulty with the
material
◦ working with a small group or individual
◦ supervising activities
◦ grading papers and clerical tasks to a minimum degree
◦ 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.
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Block II
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Block II Teacher Candidates are in the field a
minimum of 133 hours and will arrange their
schedules with their site teachers.
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In addition to the regularly expected coteaching and classroom assistance, the
Teacher Candidate will develop and deliver
three instructional lesson plans, which will
be evaluated by a college supervisor.
Block III
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In Block III, Teacher Candidates are expected to be in
the field for a minimum of 133 hours. The first half of
this will be in a high school and the second half will be
in a middle school. Students are responsible for:
◦ teaching small groups of students.
◦ preparing and delivering a minimum of three instructional
lessons to the whole class. One lesson will be taught in the
high school and two lessons will be taught in the middle
school. A college supervisor will evaluate these lessons.
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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
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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.
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During the semester, the increasing responsibility for planning,
organizing, and delivering instruction is assumed by the Teacher
Candidate.
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When the supervisors deem it appropriate, the Teacher Candidate
responsibilities increase to include full-time teaching for a minimum
of two consecutive weeks.
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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
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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.
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Serve as a positive role model in education.
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Maintain open communication necessary for productive team work.
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Review any instructional plans and provide feedback prior to and after delivery.
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Observe and evaluate the Teacher Candidate in all settings.
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Complete the planning and teaching schedule with the Teacher Candidate early in the
experience.
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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.
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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.
The site teacher should discuss the APBD with
the 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.
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Ways You Can Help Us

We ask that you talk to 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
he or she is 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 preprofessional 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.
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Attendance and Punctuality
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Regular attendance and punctuality are mandatory.
The teacher candidate should be there and leave at the scheduled
times.
The Teacher Candidate is responsible for obtaining phone numbers
of the 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.
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.
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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 Thing 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
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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.
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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.
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Medication
Our Teacher Candidates are not permitted to give medication to
students.
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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.
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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 &
Dispositions (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 706-272-2495.
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!