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Minnesota State University Moorhead Student Teaching Handbook

Overall Objective:
The student will demonstrate competencies in teaching ability appropriate for learners identified as having developmental cognitive delays. Under the direction of a certified teacher, the student will be given teaching responsibilities. Responsibilities for the student teacher can be defined by referring to the section"Stages of Student Teaching" described on p. 12 of the Student Teaching Handbook.

Attendance (also refer to Student Teaching Handbook p. 9)
Attendance is based on the required days the supervising teacher is expected to be at the school. Absences are evaluated on the conditions prescribed to the teacher in the setting. Student teachers however, do not have any personal days and the supervising teacher as well as the university supervisor should approve absence due to illness.

Assignments/Responsibilities

Pages 10-11 in the Student Teaching Handbook outlines specific requirements for student teaching. Use these requirements as well as the stages identified on page 12 to define your responsibilities.

Journal /Portfolio (additional information concerning the journal can be found on p. 10-11 of the Student Teaching Handbook).
You will write a daily journal/portfolio which should be available to your University supervisor when he/she comes to observe you. The journal/portfolio serves two purposes: 1) self-evaluation, and 2) documentation of your observations/activities. NO confidential information should be divulged in the journal/portfolio. Do not use the names of students, teachers, or other school personnel.
Self-evaluation is communicated by sharing thoughts/feelings of your performance. You can share what you know, what you don't know, what you need to know.

You will also document what you have learned about: students, instruction and curriculum. Also, in your journal, reflect upon your experiences with the following activities:

• Develop lesson plans for instructional activities.
• Collect and graph behavioral data on one behavior or skill demonstrated by a student.
• Consult and collaborate with teachers or other professionals and paraprofessionals.
• Communicate with parents.
• Develop a task analysis of a lesson.
• Develop instructional materials.
• Review instructional materials/activities found in the classroom.
• Utilize levels of prompting during instruction.
• Search the web for appropriate instructional materials/activities.

Review and implement assistive technology found in the setting.
Important!! Confidentiality is essential!

Guidelines to be successful can be found on p. 13 of the Student Teaching Handbook.

Evaluation:
Grading: S (satisfactory) or F (fail).
The supervising teacher completes a midterm and final evaluation of your performance in the experience. The university supervisor completes a final evaluation. The evaluation form contains criteria for evaluating student competencies of the Art and Science of Teaching Model.