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ROLE
AND RESPONSIBILITIES OF THE
STUDENT
TEACHER
Professionalism
All students seeking a BSE and/or
certification as a teacher are required to complete experiences
in school settings .
Participating
in these experiences pre-supposes acceptance of a code of
ethics, a "professional" manner of behaving .
Lack of professionalism
can be grounds for lower evaluations or dismissal from any
field experience .
Professionalism
can never be defined completely, but the following statements
serve as guides to what is expected of students in completing
their experiences within the schools.
1.
Students must be responsible.
This includes meeting
the attendance requirements, notification of absences,
keeping hours appropriate
to the assignments, and timely completion of tasks
assigned as part of the
experience.
2.
Students must adapt to reasonable
expectations of the school concerning
personal appearance and
behavior.
Students
must dress appropriately for the school setting .
They must conduct
themselves to meet reasonable
school and community expectations.
3.
Students must at all times interact
with university students, school personnel,
pupils, and pupils' parents
or guardians in an ethical manner.
Students must not illegally
or unethically discuss information about pupils,
school personnel, university
personnel, and university students.
Confidentiality regarding
information resulting from personal knowledge, tests,
reports, records, etc.,
must be maintained.
Treatment
of pupils within the school must be equitable and reasonable
for all
students regardless of
race, color, gender, creed, religion, age, ancestry,
national origin, disability,
sexual orientation, marital status, political affiliation,
Vietnam-era veteran status,
parental status and pregnancy .
Students must
not
use professional relationships
for economic or social gain, or in any other way.
4.
Student must provide a reasonably
balanced view of their subject, recognizing
that the classroom should not
be used for the indoctrination of personal views
or values.
5.
Students will respect the rules and
regulations of the university and the privacy
of communication with university
personnel.
Personal
Responsibilities
Adherence
to the Calendar of Assigned School
Student
teachers are required to follow the semester of the local
school district, including vacation periods and evening or
weekend obligations (e.g., parent-teacher conferences, open
houses).
Attendance,
Notification of Absence
Student
teachers are under the same obligation for regular attendance
as cooperating teachers .
Personal illness
or family emergencies are the usual reasons for approved absences
. Special
requests for absences must be discussed with and approved
by the cooperating teacher and by the university supervisor
. Such
requests must be limited in number and mutually agreeable
arrangements regarding student teaching responsibilities must
be made between the cooperating teacher and the student teacher
in advance whenever possible .
For example, student teachers are not permitted to be absent
from their assignment to participate in job interviews without
first consulting with their cooperating teacher.
Excessive
absence can result in a recommendation for withdrawal from
the student teaching placement or a grade of "Incomplete."
Absence is dealt with on a case-by-case basis by the Director
of Field Experiences in consultation with the university supervisor
and cooperating teacher.
Student
teachers are required to notify their cooperating teachers
(and sometimes principals) and their university supervisor
of all absences . Student teachers are also required to inform
their university supervisor when they will be absent from
their assigned school due to school-sponsored activities,
e.g., field trips, to prevent university supervisors from
making unnecessary trips to observe student teachers.
Conflicting
Activities
Student
teachers are strongly urged not to undertake any campus or
job activities that will interfere with their student teaching
responsibilities .
Students should
consult with their advisors to eliminate the need for taking
any additional courses during the period of full-time student
teaching . In
addition to enrolling in 12 credits of directed teaching,
student teachers are permitted to enroll in a 1 credit Employment
Strategies course, a 2 credit Student Teaching Seminar appropriate
to their major, and up to an additional 3 credits for a total
of 18 credits. Requests
for permission to enroll in university course work for more
than 18 credits must be approved in advance by the cooperating
teacher(s), the program coordinator, the department chairperson,
the Director of Field Experiences, and the Assistant Dean
of the College of Education.
Questions regarding
potential conflicting activities should be directed to the
Director of Field Experiences.
Dress
and Personal Hygiene
Student
teachers must dress appropriately and be neat and well-groomed
at all times .
Student teachers
should note local norms to determine what is considered appropriate,
in consultation with their cooperating teacher, and to exercise
good judgment in these matters.
Housing
Housing
is the responsibility of the student teacher . Students wishing
to live in the community to which they are assigned should
contact the cooperating teacher and/or the principal for possible
assistance in finding housing . The student teaching experience
extends beyond usual academic semester contracts for dormitory
and most private housing arrangements.
Transportation
Transportation
is the responsibility of the student .
Students who
commute from home or from the campus to placement sites are
responsible for arranging transportation to ensure prompt
arrival and uninterrupted attendance.
Additional
Information and Policies
Academic
Misconduct
"The
Board of Regents, administrators, faculty, academic staff
and students of the University of Wisconsin System believe
that academic honesty and integrity are fundamental to the
mission of higher education and of the University of Wisconsin
System. The University has a responsibility to promote academic
honesty and integrity and to develop procedures to deal effectively
with instances of academic misconduct. Students are responsible
for the honest completion and representation of their work,
for the appropriate citation of sources, and for respect of
others' academic endeavors. Students who violate these standards
must be confronted and must accept the consequences of their
actions" (UWS Chapter 14, Wisconsin Administrative Code) .
Background
Checks
Background
checks may be required of students placed in schools, centers,
licensed day care settings, and other agencies .
Most background
checks are conducted by the Wisconsin Department of Justice.
In some cases (and especially in the case of relocating
to Wisconsin from another state), a background check by the
United States Federal Bureau of Investigation may also required.
Students are required to pay for the cost of all background
checks.
Information
resulting from a background check may result in terminating
the placement. Failure to authorize a background check may
result in an inability to locate a suitable placement for
a student.
For
a fee, students can conduct a Wisconsin Department of Justice
background check on themselves. For additional information,
contact the Office of Field Experiences.
Bloodborne
Pathogens
Early
in their assignment, student teachers should discuss with
their cooperating teachers the policies and procedures in
their assigned school and school district regarding bloodborne
pathogens (e.g., Hepatitis B, HIV).
Liability
and Insurance
A
Memorandum to College of Education Students from Vay Rodman,
Director of the Office of Risk Management and Safety, University
of Wisconsin-Whitewater
It
is of great importance that you are aware of the insuring
position of the University of Wisconsin-Whitewater with respect
to your participation in College of Education field experiences
as required for your program of study.
1.
Professional Liability Coverage
Professional liability coverage is
provided by the State of Wisconsin under
provisions of S.S. 165.25(6)
and 895.46(1) .
This coverage
protects student
teachers against claims
from third parties for personal injury or property
damage caused by negligent
acts while performing within the scope of duties in
a student teaching assignment
under the following conditions:
A. The program is sanctioned
by the Dean of the College of Education.
B. Liability protection
is extended only for the time specified by the
agreement
between the placement site and the College of Education .
By statute,
the university liability coverage is excess to any collectable
insurance.
C. The program provides credit
and is a requirement for your graduation
or is otherwise
approved by the College of Education.
D.
You are a registered student in good standing.
E.
You were acting within the scope of the
program at the time of the
incident
. "Scope
of the program" includes classroom teaching and
other typical
teaching assignments and professional activities,
including
student supervision, school-sponsored field trips, and
meetings
(e.g., faculty, department, grade level, school board, union).
"Scope
of the program" does not include activities for which you
are
paid (e.g., coaching,
taking tickets at a school event, chaperoning) .
If
you are paid for
an activity, liability is the responsibility of the
employer.
F.
You report any incident which may result
in a claim or legal action to
an administrator
at the placement site and the Director of Field
Experiences
or the Dean of the College of Education .
The Director
of Field
Experiences or the Dean of the College will advise the
Campus Risk
Manager.
G.
Should the incident
result in a claim or legal action naming you or
UWW staff,
you cooperate fully and follow instructions given to you
by the Campus
Risk Manager or UW-System
legal staff .
If a legal
action, legal
representation will be assigned by the State of Wisconsin
Attorney
General.
2.
Health and Accident Insurance
Health and Accident Insurance is not
provided for you by the University of
Wisconsin-Whitewater or the placement site
. Be
sure that your personal health
insurance is in effect and will cover you
when you are on location at your
placement site.
3.
Workers' Compensation Insurance
Workers'
Compensation Insurance is not available
for you as you are not an
employee of the University of Wisconsin-Whitewater
. Should
you become ill or
injured as the result of the field training program,
there is no coverage by the
University for costs of medical treatment .
Again, be sure
that you have personal
health and accident insurance.
4.
Transportation Liability
Your vehicle insurance
coverage is primary when driving your own vehicle.
There is no state coverage when driving to and from
your student teaching
assignment or using your vehicle for your student teaching
assignment for any
reason. Note: It is not advisable that you
transport anyone in your vehicle, such
as students on field trips, etc., during your student
teaching assignment.
5.
Withdrawal from Directed Teaching
Students who have withdrawn
from the course(s) required for their student
teaching experience are no longer authorized to return
to their placement site(s) as
a UW-Whitewater student teacher until such time as
they re-enroll in the
appropriate course(s).
6.
Additional Requirements
There
may be other requirements by the placement site or the Department
of
Public Instruction . Examples include:
A.
Negative TB test results on file in the Office of Field Experiences.
B.
Approved means of identification.
C.
Background check.
NOTE:
Should you have any questions regarding these
matters, contact the Director of Risk Management and Safety
at 262-472-1856 or the Director of Field Experiences at 262-472-1123.
Military
Duty
Students who are called to active military duty during their
student teaching placement are required to contact the Director
of Field Experiences immediately as soon as they receive their
orders to discuss their options.
Reasonable
Modifications
Students
who have any special needs which may require reasonable modification,
are required to contact the Director of Field Experiences
immediately .
In addition,
they should meet with their cooperating teacher and university
supervisor prior to the starting date of the assignment to
discuss any reasonable modifications to meet the requirements
of the experience.
Religious
Observances
Student
teachers requesting absence from a student teaching assignment
because of religious observance should notify the cooperating
teacher and university supervisor within the first two weeks
of the starting date of the assignment .
Strategies for
making up missed work, if deemed necessary, should be formulated.
Self-Credentialing,
Written Statements of Reference
The Office of Career Services follows "self-credentialing"
policy. This means that the Office of Career Services does
not collect, store, or disseminate statements of reference
for education majors. It is the obligation of student teachers
to retain copies of final statements of reference written
by university supervisors and cooperating teachers that may
be required as part of application for teaching positions.
To meet Wisconsin Department of Public Instruction
requirements, the Office of Field Experiences is required
to retain for five years documents related to the student
teaching experiences, including those submitted by university
supervisors and cooperating teachers .
After five years,
these documents are destroyed.
Substitute
teaching
Student
teachers who do not possess a valid Wisconsin teaching
license, a substitute teaching license, or a substitute teacher
permit, may not, under any circumstances, serve as a substitute
teacher for their own cooperating teacher or for any other
teacher. In
the absence of their cooperating teacher, student teachers
may continue with regularly assigned duties only when
a licensed teacher is employed in place of the cooperating
teacher.
Student
teachers who do possess a valid Wisconsin teaching
license, a substitute teaching license, or a substitute teaching
permit, may be permitted to serve as a substitute teacher,
depending on their major, upon approval by the Director of
the Office of Field Experiences.
- Regular education majors in elementary, secondary, art
education, and music education may substitute ONLY for their
cooperating teacher in their own class(es). The number
of days or the duration that a student teacher can substitute
is decided in consultation with the cooperating teacher,
the university supervisor, and the school principal.
- Special Education majors are NOT permitted to serve as
a substitute teacher. Physical Education majors must
see the Chairperson of the Department of Health, Physical
Education, Recreation, and Coaching regarding the policy.
Suspected
Child Abuse and Child Neglect
Early
in their assignment, student teachers should discuss with
their cooperating teacher the policies and procedures that
apply to suspected child abuse and child neglect (physical,
sexual, or emotional) .
Under Wisconsin
Statutes 48.981, teachers are required to follow certain reporting
procedures regarding suspected child abuse or child neglect,
and their failure to do so is punishable by a fine of not
more than $1,000 or imprisonment of not more than six months,
or both.
Work
Stoppage or Strikes
When
a work stoppage occurs in a cooperating school system where
student teachers are assigned, it is the policy of the College
of Education that student teachers be declared non-participants
. Student
teachers will not report to the school but will remain on
a standby basis during the period of time when schools are
closed or during the period of time when schools are declared
open without resolution of conflicting issues between the
board of education and the local teachers' association .
Arrangements
may be made by the Director of Field Experiences to provide
experiences in a different location on a standby basis until
the stoppage in the assigned school is terminated. Students
may be required to report to campus during a work shortage.
Pre-teaching
Period
Orientation
The
student teacher should become familiar with the physical features
of the school, school policies, and the general school community
. The
student teacher also should become familiar with teachers,
staff, and pupils in the school.
Cooperating
Teacher
The
student teacher should begin a regular communication with
the cooperating teacher on both an informal and formally scheduled
basis . The student teacher should begin to observe systematically
the cooperating teacher in the typical classroom setting .
These observations should be discussed with the cooperating
teacher in order to understand the cooperating teacher's methods
and procedures . The student teacher should assist teachers
and pupils in whatever way possible to enhance the pre-teaching
period of the semester.
Student
Teaching Period
The
timing of assuming teaching responsibilities will depend on
the student teacher's demonstrated readiness and preparation
. Both
the cooperating teacher and the student teacher must agree
that the student teacher is ready .
Usually the student
teacher begins limited classroom instruction within the first
two weeks . For
the elementary student teacher, this may mean presenting one
or two lessons per day; for the secondary student teacher,
it may mean assuming responsibility for one class period.
Planning
Because
both teaching and learning are sequential and developmental
processes, daily as well as long-range planning is critical
. Therefore,
the following guidelines are provided for the student teacher:
1.
Submit written daily and long-range plans
to the cooperating teacher sufficiently in advance to allow
for a pre-teaching conference .
No specific form
is required by UW-Whitewater; the cooperating teacher, student
teacher, and the university supervisor may choose to develop
a lesson plan format together.
2.
Prepare duplicate plans--one for yourself,
one for the cooperating teacher .
Daily plans may
also be required by the university supervisor .
Weekly schedules
and summaries are provided to the supervisors.
3.
Retain all plans
and comments on them in a cumulative folder for referral in
planning later lessons, for reviewing comments, and for the
information of the university supervisor . Plans may also
be used later as a beginning teacher.
4.
Be willing to explore and experiment
with new materials, methods, and techniques.
5.
Seek and
be willing to try suggestions by cooperating teacher and/or
the university supervisor.
Conferring
with the Cooperating Teacher
Conferences
are basic to a successful student teaching experience .
Routine conferences
are usually scheduled by the cooperating teacher in advance
. Other
conferences may be requested by the cooperating teacher or
student teacher on short notice .
When anticipating
or facing a teaching-related problem or challenge, the student
teacher assumes the initiative for requesting a conference
with the cooperating teacher .
The p urpose
for conferences should be defined and the student teacher
should view conferences as an opportunity for professional
assistance .
Informal meetings
should occur frequently throughout the student teaching experience
and in all cases the student teacher must be considerate of
the cooperating teacher's time .
Conferences also
provide regular opportunities to share successes and to reflect
upon teaching experiences.
Opportunities
to Teach
Although
the cooperating teacher authorizes when the student teacher
may begin to assume teaching responsibilities, much depends
upon the initiative of the student teacher .
The factors include
the student teacher's readiness to assume responsibility,
the nature of the subject or teaching area, the degree of
competence the student teacher has demonstrated, knowledge
of the subject matter, the instructional process, and the
types of pupils .
Generally, the
portion of the cooperating teacher's schedule for which the
student teacher assumes responsibility is gradually increased
until such time that the student teacher has assumed most
or all responsibilities for teaching.
Evaluation
The
student teacher engages in continuous self-evaluation and
is assisted in the process by the frequent informal conferences
with the cooperating teacher . Periodic formal
evaluation sessions should be planned when the student teacher
and the cooperating teacher utilize the evaluation forms .
The student teacher should make both mental and written
notation of any suggestions given directly or indirectly.
Suggested
Activities and Experiences
Before
going to your assignment
1.
Read your Student Teaching
Program Handbook carefully.
2.
Using a recent, reliable human development
text, review the growth and development characteristics of
pupils at the level for your student teaching.
3.
Make an appointment to confer with the
cooperating teacher, at his or her convenience, to introduce
yourself and to discuss your objectives for your student teaching
experience . Present a copy of your letter
of introduction that includes personal information, education
history, teacher education experiences, other relevant experiences,
and goals for student teaching.
4.
Make an appointment to meet your principal,
based on the recommendation of your cooperating teacher .
At this time, present your principal with a copy
of your letter of introduction.
Before
teaching
1.
Become acquainted with pupils through
observation, permanent pupil records, individual work folders,
and any other available means.
2.
Prepare individual file cards for each
pupil in your class . Record significant
items regarding work habits, general class attitude and adjustment,
etc . Date each entry . Carefully
kept cards should prove to be helpful to you when it is time
for parent conferences and report cards. These records may
also be maintained on a computer.
3.
Get to know the physical plant--general
room arrangement, supply room, location of fire alarms and
fire extinguishers, fire escape routes, telephones, etc.
Become familiar with "lock down" and other emergency procedures.
4.
Become acquainted with the other members
of the school professional staff, including the school psychologist,
school social worker, library media specialist, reading specialist,
learning coordinator, and guidance counselor . Learn
about referral procedures for the school.
5.
Through your cooperating teacher, arrange
to meet the non-teaching personnel in the school, including
the school secretary, custodian, nurse, volunteer coordinator,
and local police department liaison.
6.
Browse in the school library or library
media center to acquaint yourself with the collection as a
basis for more effective classroom teaching.
7.
Inquire about professional books and
magazines available for faculty use . Peruse
some of these for ideas and suggestions to help you in your
teaching.
8.
Familiarize yourself
with the use of copy machines, projectors, tape recorders,
computers, multimedia equipment, etc., and procedures for
ordering and/or renting equipment, films, video tapes, multimedia
equipment, etc. Also familiarize yourself with the school
policy regarding e-mail an access to the Internet and World
Wide Web (WWW).
9.
Examine carefully all books (basic and
supplementary) and other teaching materials used in the classroom.
10.
Visit the reading center if available
. Obtain permission to observe some teaching
there, if possible.
11.
Become acquainted with the school's system
for reporting pupil progress to parents.
12.
Confer with your cooperating teacher to
determine what your responsibilities will be during the student
teaching period . Complete preliminary planning
under the guidance of the cooperating teacher and set up some
guidelines for your teaching activities.
13.
Determine the extent of planning which is expected
. What will you be expected to do in the
way of resource units? lesson plans? developing packets? setting
up contracts? What materials are available? To what extent
can you be creative in supplementing activities?
14.
Learn the procedures for taking attendance,
monitoring lunch programs, arranging for field trips, handling
emergency procedures, using library or library media center
materials or facilities, etc.
The following are suggested as areas to focus
on during the student teaching experience:
Understanding the nature of learning and the learner
. Studying both individuals and groups
in the lunchroom, in the library
media center, and in
formal and informal classroom situations.
. Applying the techniques of sociometry.
.
Using cumulative records.
Focusing
on communication strategies
•
Interacting with pupils, parents, colleagues, and administrators
regarding policies, curriculum, units, and lessons.
•
Working with classroom instructional aides, paraprofessionals,
and
volunteers (e.g., parents, senior citizens, university students).
•
Clarifying purposes, goals, and objectives of lessons
and units.
•
Fostering respect for diversity and the uniqueness
of others.
•
Working toward resolution of crises, conflicts, and
behavioral
issues.
Understanding
administrative procedures
.
Keeping classroom records.
.
Administering school procedures for
attendance of school-sponsored functions,
use of rooms and general equipment,
fire and tornado drills, lockdown
procedures, field trips, etc.
.
Obtaining supplies.
.
Understanding promotion and retention
policies and procedures.
.
Applying professional ethics to relations
with staff, special teachers, building and
grounds maintenance staff, office staff,
etc.
Selecting
and using materials, equipment, and instructional technology
.
Using duplicating machines, film strip
projector, movie projector, recording
machine, overhead projector, microscopes,
computers, multimedia equipment,
and multisensory aids.
.
Using commercial, teacher-made, and
pupil-made educational aids.
.
Caring for and storing equipment.
.
Using instructional materials centers
in the school and community.
•
Using computers and multimedia
equipment.
•
Integrating advanced
electronic, computer, and multimedia technology, and the
World Wide Web, the Internet, electronic
bulletin boards, and email, with
traditional and innovative teaching methods.
Utilizing
community resources
.
Determining resource persons within
the school and community.
.
Determining services of industry, business,
and governmental departments.
.
Determining places of historical or
geographical interest.
.
Determining location and types of libraries
and museums in the community.
Providing
for over-all management
.
Becoming aware of physical conditions
of room: lighting, temperature, room
arrangement, cleanliness, room equipment.
.
Caring for materials and supplies.
.
Providing for bulletin boards, displays,
and exhibits.
.
Attending to routine patterns of conduct,
use room equipment, and distribution
of materials.
Evaluating
the learner
.
Using various types of standardized
tests.
.
Using various types of teacher-made
tests.
.
Using various types of observational
tools.
•
Designing and using authentic
assessment techniques.
•
Recording pupil progress,
especially using computer programs.
Developing
teaching techniques
.
Developing, writing, and implementing
lesson plans, teaching units, and resource
units.
.
Developing general and specific objectives
to meet the needs of groups and
individuals.
.
Preparing materials and activities
to meet objectives.
.
Participating in planning the curriculum.
.
Promoting teacher-pupil joint planning.
.
Developing leadership in pupils.
.
Developing critical thinking in pupils.
.
Gaining proficiency in a variety of
instructional methods, techniques, and
strategies.
.
Using manuals and teacher aids.
.
Motivating pupils.
.
Making assignments.
.
Guiding pupil study.
.
Using basic texts, supplementary materials,
enrichment materials.
•
Developing original and
creative ideas.
Participating
in home, school, and community activities
.
Participating in open houses, parent-teacher
conferences, and school-parent
organizations.
.
Participating in children and youth
participation programs.
Participating
in ancillary and professional activities
.
Assuming supervisory responsibilities
for hall, study hall, playground duties, etc.
.
Providing leadership in co-curricular
and extracurricular activities, including
athletics, debate, forensics, drama, journalism,
publications, etc.
.
Attending faculty, departmental, and
grade level meetings, school board
meetings, teachers' association meetings,
etc.
.
Participating in faculty task forces
and study groups, workshops, institutes,
convocations, state teachers' convention,
etc.
.
Participating in content-area professional
organizations and relevant Internet
discussion groups.
.
Reading professional literature.
NOTE:
The foregoing activities are intended
as suggestions . Cooperating teachers should
feel free to select from, substitute for, or modify these
activities based on their professional judgment.
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