Realizing the Democratic Ideal:

Teacher Education at Illinois State University

TCH 399.72 -- STUDENT TEACHING IN PHYSICS

DEPARTMENT OF PHYSICS

Spring Semester 2020

STT Orientation PowerPoint - For cooperating teachers

Catalog Description:

2.5 cum GPA req., PSY 215, C&I 212, 214, 216, PHY 209, 302, 310, 311, and min of 100 clock hours of approved pre-student teaching Clin Exp. Concurrent enrollment in PHY 312 and PHY 353 req.

Directing the learning of students; participating in school and community activities; assuming full responsibility for a group of learners under the supervision of an expert teacher. Assignments are made on the basis of the student's area of specialization. The student's transcript indicates the area in which student teaching was completed.

Note: Students must register for both section 1 and section 2 of student teaching in physics, 399.72, for a total of eight semester hours. Illinois State University does not use a +/- grading system, and, as a result, the eight semester hours of STT 399.72 are graded in two 4-semester sections providing for A/A, A/B, B/B, and B/C mixed grades.

University Supervisors:

Duration & Dates:

The student teacher will be working with a cooperating teacher on a daily basis for a minimum of 50 full days. Eleven weeks of student teaching are scheduled to take into account the fact that most schools have spring break week. Student teaching will commence Monday February 10, 2020 and conclude Friday April 24, 2020.

School Visits:

The university supervisor will make at least four "visits" during the student teaching practicum, and more if necessary. These visits will be announced. During these visits the university supervisor will be performing both formative and summative assessments of the student teacher's practice, and will be meeting both privately and jointly with the teacher candidate and the cooperating teacher(s). Details about school visits are available.

Goal and Performance Objectives for All Undergraduates:

The goal of student teaching is to provide student with a mentored transition period between being a student an teacher. Another of the goals is to determine if the student teacher is qualified to be certified as a teaching professional. The objectives of student teaching, which serve as the basis of this assessment, are aligned with the Illinois Professional Teaching Standards and the National Science Teachers Association standards. A successful student teaching experience will ensure that prospective physics teachers:

• possess and demonstrate a knowledge and conceptual understanding of science necessary to develop science literacy of students as delineated in national and state science education standards;
• select, design, and incorporate scientific inquiry into classroom instruction, and understand the role inquiry plays in the development of scientific knowledge;
• relate science and technology to everyday life in a manner appropriate to the interests and level of the students and subject being taught;
• are knowledgeable about the values, beliefs and assumptions inherent to scientific knowledge and the generation of knowledge within the scientific community;
• select and design and implement instructional approaches that reflect current research in science education, knowledge of how children learn, and goals of the profession as set forth in state and national standards and frameworks developed by the science education community;
• experiment with methods, reflect upon outcomes and revise teaching practices based upon knowledge of student needs, successful experiences, goals and practices advocated by the science education profession, and the results of research on effective teaching;
• implement a quality science curriculum and understand and apply the recommendations of national, state, or local standards and curriculum frameworks for science education in planning the science program and in selecting instructional materials;
• use family and community resources to further the goals of science education;
• understand and practice teaching as an act extending beyond the classroom, taking initiative in planning, developing and leading science education activities in the schools, community and profession;
• create learning opportunities for all students to derive meaning from science instruction which is based on current research on teaching and learning, and on national goals for science education;
• design and manage learning environments with the time, space, and resources needed for teaching and learning science; and
• use authentic and equitable assessment strategies to evaluate and ensure continuous intellectual, social, and personal development of the learning in all aspects of science.
• use instructional abilities to teach reading/learning skills in the content area of science.

Required Documentation:

Student teaching fulfills legal requirements for initial teacher certification. As such, the student teaching experience must be fully documented. The following list explains the forms that the cooperating teacher and student teacher are responsible for completing during the student teaching experience:

• Student teacher completes Student Teacher Information Sheet (interactive form) and returns it to the appropriate university supervisor before leaving campus for student teaching.
• Student teacher uploads the Weekly Reflection Sheet (a different one for each week obtained through the PHY 353 course syllabus or Livetext) to Livetext. The form must be signed by both the student and the cooperating teacher and uploaded each Monday.
• Student teacher completes mid-term self-assessment using Student Teacher Performance Assessment Form
• Cooperating teacher completes Mid-Term Evaluation of Student Teacher using the Student Teacher Performance Assessment Form at the MIDDLE of the student teaching assignment and retains the form for later use for discussions with the university supervisor.
• Student teacher completes Summary Reflection Sheet and returns it along with other required reports at the end of student teaching.
• Student teacher completes final self-assessment using the Student Teacher Performance Assessment form; assessment is discussed at final site visit and signed by student, cooperating teacher, and university supervisor.
• Cooperating teacher completes final Evaluation of Student Teaching using the Student Teacher Performance Assessment Form at the CONCLUSION of the assignment and gives it to the University supervisor during his last visit.
• Student teacher complets and submits edTAP through Livetext, due April 6, 2020. Writing organizers for Task 1, Task 2, Task 3.
  

Assessment Outline:

There are two assessments associated with student teaching that will be used to determine the grade for the course:

Student Teacher Performance Assessment Instrument

Evaluation of classroom teaching is competency based. Evaluation is aligned with the course objectives stated above, and as detailed primarily in the Illinois Professional Teaching Standards, the NSTA Standards for science teaching, and three "intangibles of teaching." The Student Teacher Performance Assessment Form may be downloaded here as a portable document file (pdf). This instrument will be used by both the student teacher and cooperating teacher to perform each of their two assessments during the student teaching practicum.

EdTPA Reporting System

The assessments you select in order to demonstrate your teaching abilities must be directly linked to the objective(s) of the activity, and must demonstrate success by showing that your objective(s) has/have been achieved. Success is generally defined as the achievement of an intended objective to a degree that is reasonable and acceptable given the characteristics of the students and other constraints that might affect attainment of the goal.

 

Some General Pointers for Success:

1. Professional performance expectations are made clear in the official Student Teacher Performance Assessment Form.
2. Student teachers are expected to work from daily lesson plans prepared in cooperation with and reviewed by the cooperating teacher.
3. Student teaches should maintain hard copies of all lesson plans (pragmatic but detailed enough to be seriously useful) in a folder maintained at the school, and should be available for inspection by the university supervisor upon request.
4. Inquiry practice/constructivism is expected to be the main approach employed during the student teaching practicum.
5. A variety of instructional active-learning practices should be used.
6. Timely documentation of the student teaching practicum according to official requirements is critical.
7. Effective and efficient planning and time management are critical factors to success during student teaching..
8. Regularly work on and submit your weekly reflection reports on time.

Student Teaching Expectations

Professional Demeanor

1. Demonstrates specialized content knowledge for teaching [IC1: knowledge]
2. Communicates effectively (written, verbal, nonverbal) [IC5: enthusiasm]
3. Uses effective classroom management skills to maintain safe and positive learning environments [EC4: respect for learners; EC3: regard for learning]
4. Demonstrates practice consistent with an appropriate philosophy of education [EC3: regard for learning]
5. Seeks appropriate opportunities for professional development [IC4: resourceful; IC5: enthusiasm]

Teaching and Learning

6. Plans and develops lessons to meet instructional goals and serve diverse learners [IC3: understand learning; EC3: regard for learning;
IC2: diversity among learners; EC1: sensitivity—diversity]
7. Differentiates instruction [IC3: understand learning; IC2: diversity among learners]
8. Appropriately integrates instructional resources, including technology, into the curriculum to support student learning [IC4: resourceful]
9. Uses multiple assessment strategies [EC3: regard for learning]
10. Uses reflection to improve instruction [IC5: enthusiasm; EC3: regard for learning]
11. Demonstrates persistence in helping all students learn [EC3: regard for learning; IC5: enthusiasm; EC4: respect for learners]
12. Demonstrates a positive impact on student learning [EC3: regard for learning; EC4: respect for learners]

Interpersonal Skills

13. Demonstrates respect for all students [EC4: respect for learners; EC1: sensitivity—diversity]
14. Develops positive working relationships with others involved in the educational setting [EC2: collaboration]
15. Includes families in the education process [EC2: collaboration; IC4: resourceful]

• Realizing the Democratic Ideal (LiveText RDI reporting is no longer based on the following elements, but on those above.)

Ethical Commitment 1A: Develops learning goals and activities that are suitable for diverse learners
Ethical Commitment 1B: Demonstrates a belief that he/she can impact student learning
Ethical Commitment 2A: Develops positive working relationships with other teachers, educational support personnel, the university supervisor
Ethical Commitment 2B: Includes families in the educational process
Ethical Commitment 3A: Enhances content knowledge and pedagogical skills
Ethical Commitment 3B: Makes appropriate, sound, fair and logical decisions
Ethical Commitment 3C: Uses reflections to improve instruction
Ethical Commitment 3D: Has a developed philosophy of education that influences professional practice
Ethical Commitment 4A: Advocates for all students
Ethical Commitment 4B: Demonstrates persistence in helping all students learn

Intellectual Commitment 1A: Demonstrates knowledge of content
Intellectual Commitment 1B: Demonstrates effective use of written, verbal and nonverbal communications tools
Intellectual Commitment 2A: Demonstrates knowledge of individual student’s skills and knowledge
Intellectual Commitment 3A: Uses appropriate guidance and discipline strategies to create a positive environment for student learning
Intellectual Commitment 3B: Lessons are well planned and designed to meet instructional goals
Intellectual Commitment 3C: Utilizes multiple assessment strategies effectively
Intellectual Commitment 3D: Has a positive impact on student learning
Intellectual Commitment 4A: Integrates a range of available instructional resources, including technology to enhance student learning
Intellectual Commitment 5A: Models enthusiasm for learning

Professional Integrity:

Student teachers are expected to follow the various rules of ethical conduct for student teachers and their implications as set forth and discussed in PHY 353 - Student Teaching Seminar.

Academic Integrity:

Students are expected to be honest in all academic work. A student's name on any in academic exercise shall be regarded as assurance that the work is the result of the student's own thought and study. Offenses involving academic dishonesty include, but are not limited to the following: cheating, computer dishonesty, plagiarism, grade falsification, and collusion. For more information about this important topic, visit the Student Dispute Resolution Web site.

Teacher Education Work Policy:

It is the policy of Illinois State University Teacher Education Program that student teachers should not have outside work (e.g., a part-time job) during the student teaching practicum. Experience has shown that such student teachers rarely have enough time to complete their required student teaching work. They are sometimes referred to as "unorganized" when, for unknown reasons, they fail to get their work done in a timely fashion. This usually translates to being unprepared to teach a class and to not getting scoring completed in a timely fashion. If for any reason a student teacher absolutely needs to work, this should be first cleared with the University Supervisor and other appropriate university personnel.

Grading:

The following guidelines will be used to help establish the final grade in student teaching. Illinois State University does not use a +/- grading system, and, as a result, the 8 semester hours of STT 399.72 are graded in two 4-semester units providing for A/A, A/B, B/B, and B/C type grades. The grade for student teaching will be based on two equally weighted components:

1. results of the Student Teacher Performance Assessment Form, in combination with
2. results of the EdTPA.

Grades will be assigned by the university supervisor in consultation with the cooperating teacher using the Student Teacher Performance Assessment Form on the following basis:

• A/A The teacher candidate's attitude and performance clearly reflects a "seriousness of intent" in learning to teach. The teacher candidate's performance is strong in nearly all of the professional skill areas. Average item score typically in the range of 2.2 to 3.0; no deficiency* in any standard. All required reflections/documentation well done and turned in on time. A composite score (performed by the instructor) of 40 or above on the edTPA. The teacher candidate is ready to become a beginning teacher and is most highly recommended without reservations
  
• A/B The teacher candidate's attitude and performance clearly reflects a "seriousness of intent" in learning to teach. The teacher candidate's performance is strong in nearly all of the professional skill areas. Average item score typically in the range of 2.1 to 2.2; no more than one deficiency* among standards. Most required reflections/documentation done well and turned in on time. A composite score (performed by the instructor) of 38 or above on the edTAP.The teacher candidate is ready to become a beginning teacher and is highly recommended with minor reservations.
  
• B/B The teacher candidate's attitude and performance reflects a tolerable "seriousness of intent" in learning to teach. The teacher candidate's performance is acceptable in many of the professional skill areas, but weak in a significant number of the areas. Average item score typically in the range of 2.1 to 2.2; no more than one deficiency* among standards. Required reflections/documentation completed but not on time and/or poorly done. A composite score (performed by the instructor) of 38 or aboveon the edTPA.The teacher candidate will need some supervisory support, but is ready to become a beginning teacher and is recommended with reservations.
  
• B/C The teacher candidate's attitude and performance reflects a questionable "seriousness of intent" in learning to teach. The teacher candidate's performance is weak in nearly all of the professional skill areas. Average item score typically in the range of 2.0 to 2.1; no more than one deficiency* among standards. All required reflections/documentation completed but not on time and/or poorly done. A composite score (performed by the instructor) of 35 or above on the edTPA. The teacher candidate will require supervisory support before taking on the responsibilities of a beginning teacher and is recommenced with significant reservations.**
  
• C/C The teacher candidate's attitude and performance reflects a marginal "seriousness of intent" in learning to teach. The teacher candidate’s performance is weak in nearly all of the professional skill areas, with unsatisfactory performance in some areas. Average item score typically in the range of 2.0 to 2.1; no more than two deficiencies* among standards. Most, but not all, required reflections/documentation completed. A composite score (performed by the instructor) of 35 or above on the edTPA.The teacher candidate will require substantial supervisory support before taking on the responsibilities of a beginning teacher and is recommended with serious reservations.**
  
• F/F The teacher candidate did not satisfy obligations of student teaching.**

* A deficiency is defined as a mean score of less than 2.0 among all dimensions of any one standard.

Final Grade Scale:

• A/A = 90% minimum
• A/B = 82.5% minimum
• B/B = 75% minimum
• B/C = 62.5% minimum
• C/C = 50% minimum
• F/F = < 50%

For instance, averaging a B/C with an A/A results in (2.5 + 4)/2 = 3.25 average out of 4 possible = 81.25% = B/B

The student teaching grade will be determined by the university supervisor upon reflection of the following: (1) observations made by supervisor during site visits, (2) compliance with directives of university supervisor and/or cooperating teacher, (3) recommendations of cooperating teacher, (4) results of cooperating teacher's final assessment using the official performance assessment instrument, (5) quality and completeness of weekly reflections, (6) on-time compliance with directives associated with required documentary paperwork, and (7) Completion of the EdTPA.

SAAMEE: A Model for Academic Success.

Caution: Keep in mind as you progress toward student teaching that as a student teacher your students will have an interest in finding out about you. This will lead them to Internet searches. Don't put anything on a web page, YouTube, Facebook, MySpace, etc., that you wouldn't want students, parents, teachers or administrators to see.

Disposition Concerns: The College of Education, in an effort to ensure top quality graduates, provides faculty members and interested others with the opportunity to provide input into the teacher preparation process. One of these inputs is in the area of disposition concerns. Education faculty, in particular, are encouraged to bring to attention of CECP any significant problems associated with the following major areas. If three or more filed dispositions concerns have not been resolved, the teacher candidate will be blocked from advancing in Professional Studies.

• Collaboration Issues: The ability to work together, especially in a joint intellectual effort.
• Honesty/Integrity: The ability to demonstrate truthfulness to oneself and to others; demonstrate moral excellence and trustworthiness.
• Respect: The ability to honor, value, and demonstrate consideration and regard for oneself and others.
• Reverence for Learning: Respect and seriousness of intent to acquire knowledge.
• Emotional Maturity: The ability to adjust one’s emotional state to suitable level of intensity in order to remain engaged with one’s surroundings.
• Reflection: The ability to review, analyze, and evaluate the success of past decisions in an effort to make better decisions in the future.
• Flexibility: The willingness to accept and adapt to change.
• Responsibility: The ability to act independently, demonstrating accountability, reliability and sound judgment.

Conditions of Student Teaching:

Critical policy and legal conditions are part and parcel of student teaching. They include, but are not necessarily limited to, the following:

• Student teachers must be enrolled for two sections of STT 399.72 totaling 8 semester hours of credit.
• Student teachers must have all coursework associated with PHY 312 completed prior to beginning student teaching.
• Student teachers must have the Social Context Project associated with PHY 353 completed prior to student teaching.
• Student teachers must be enrolled in PHY 312 and PHY 353 during the same semester as student teaching.
• Student teachers must complete the Democratic-Ideal-related professional teaching portfolio associated with PHY 353.
• Student teachers are expected to comply with the Illinois Professional Teaching Standards.
• Student teachers are expected to comply with the common and accepted ethics of the teaching profession.
• Student teachers must adhere to the intellectual and moral virtues outlined in ISU Teacher Education's conceptual framework, Realizing the Democratic Ideal.
• Student teachers are expected to comply with all directives found in the Student Teacher Handbook that include such topics as attendance, appearance, corporal punishment, liability, outside activities, professional conduct, etc.
• Student teachers must comply with all statements of responsibility of the student teacher found in the Student Teacher Handbook.
• Unexcused absences from and repeated late arrival for student teaching are grounds for dismissal from student teaching.
• Students dismissed from student teaching earn a letter grade of F/F; a similar grade will be given for PHY 353.
• Student teachers are expected to regularly develop and teach from legitimate daily lesson plans; these lesson plans should be shared with coopering teacher and the university supervisor at least one day in advance of teaching a lesson, and hard copies should be maintained in a folder at the school site for examination at any time.
• Student teachers are encouraged to obtain student teacher tort/civil liability insurance from the Illinois Education Association for a very nominal fee.

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