Midland University
Teacher Education Program
STUDENT TEACHING
SYLLABUS
EDU 420 – Elementary Education
EDU 460 – Early Childhood Education
EDU 430 (7-12 endorsement), EDU 436 (K-6, 7-12)
EDU 438 (K-12) –Secondary Education and Special Education
EDU 440 – Special Education, K-6
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Midland University (MU) Teacher Education Program
COURSE TITLE:
Student Teaching – Elementary, Early Childhood, Special Education, or Secondary
CREDIT HOURS:
7-14 (For 20 week student teachers, 7 credits are given in the Fall for the Elementary
Endorsement and 5 credits for ECE; 2 credits for ECE are given in Interterm OR 2
credits for ECE are given in Interterm, 5 credits for ECE in the Spring and 7 credits are
given in the Spring for Elementary.)
CLASS SCHEDULE:
Daily for student teaching with Seminar meeting in Fremont 105 from 4:30
To 6:30 p.m. on alternate Mondays
CATALOGUE DESCRIPTION:
EDU 420 Student Teaching-Elementary
Prerequisite - Formal approval of the TEC, minimum 2.75 cumulative GPA, completion
of all other elementary concentration, Midland Teacher Education Major, and field
endorsement requirements. This experience provides 10 to 16 weeks supervised,
full-time teaching experience within a selected elementary classroom…
EDU 430 Student Teaching-Secondary-7-12
Prerequisite - Formal approval of the TEC, minimum 2.75 cumulative GPA, completion
of all other secondary Midland Teacher Education Major, and field/subject endorsement
requirements. This experience provides 16 weeks supervised, full-time teaching
experience within a selected secondary setting…
EDU 436 Student Teaching-K-6/7-12
Prerequisite - Formal approval of the TEC, minimum 2.75 cumulative GPA, completion
of all other K-6/7-12 concentration, Midland Teacher Education Major, and field/subject
endorsement requirements. This experience provides 16 weeks of full-time K-6/7-12
supervised teaching, half with in an elementary setting and half within a secondary
setting…
EDU 438 Student Teaching-K-12
Prerequisite - Formal approval of the TEC, minimum 2.75 cumulative GPA, completion
of all other K-12 concentration, Midland Teacher Education Major, and field/subject
endorsement requirements. This experience provides 16 weeks of full-time K-12
supervised teaching, half with in an elementary setting and half within a secondary
setting…
EDU 440 Student Teaching-Special Education, K-6
Prerequisite - Formal approval of the TEC, minimum 2.75 cumulative GPA, completion
of all other elementary concentration, Midland Teacher Education Major, and field
endorsement requirements. This experience provides 10 weeks supervised, full-time
teaching experience within a selected elementary classroom…
EDU 460 Student Teaching-Early Childhood
Prerequisite - Formal approval of the TEC, minimum 2.75 cumulative GPA, completion
of all other elementary concentration, Midland Teacher Education Major, and subject
endorsement requirements. This experience provides 10 weeks supervised, full-time
teaching experience within a selected early childhood setting…
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Upon completion of this experience students will be able to demonstrate mastery of
subject matter, develop curriculum plans, use classroom management techniques, select
appropriate instructional methods to meet learner needs, provide quality instruction to
all students including those with special needs, evaluate learner progress, utilize
educational technology, and establish cooperative relationship with colleagues. Students
will self-evaluate professional development, receive written and oral feedback from the
cooperating teacher, and respond to periodic evaluations by the university supervisor.
Participation in student teaching seminar scheduled by the department is required.
Serving as the departmental "C" course, students engage directly in critical thinking
activities related to the teaching/learning process.
INSTRUCTORS and
SUPERVISORS:
Dr. Jerry Beach, Dr. Karen Bostic, Dr. Barb Feezell, Dr. Kathy J. Fuchser,
Mrs. Jody Riibe, Dr. Keith Rohwer
OFFICE HOURS:
See the appropriate university supervisor for available times.
PHONE NUMBERS & EMAIL
Dr. Jerry Beach – 402-941-6033, [email protected]
Dr. Karen Bostic – 402-941-6014, [email protected]
Dr. Feezell – 402-941-6331, [email protected];
Dr. Fuchser – 402-941-6333, [email protected];
Mrs. Riibe – 402-941-6333, [email protected];
Dr. Rohwer – 402-941-6330, [email protected];
REQUIRED TEXTS/:
Midland University Teacher Education Program –
Student Teaching Handbook 2012-2013
MIDLAND UNIVERSITY TEACHER EDUCATION PROGRAM
MISSION & CONCEPTUAL MODEL
The Midland University Teacher Education Program reflects a design of “Teacher as Active and Reflective Facilitator.” At Midland,
preparation of teachers is philosophically grounded in the liberal arts and aligned with the University Mission: To learn and lead in
the world with purpose. The Mission of the College of Education is as follows: The Teacher Education Program prepares educators
who demonstrate the knowledge, skills and dispositions needed to plan instruction, build learning communities, model
professionalism, and support all learners.
In order to fulfill these Missions, course work and field experiences in educational foundations, content majors, educational methods,
and specialization areas flow from an active learning and reflective teaching base. Capstone experiences in supervised teaching and
internships provide opportunities for each Midland University Teacher Candidate to demonstrate mastery of knowledge and skills.
From the program’s design of “Teacher as Active and Reflective
Facilitator” flows our conceptual model which has three broad outcomes.
These outcomes—Planner of Effective Instruction, Builder of Learning
Communities, and Model of Professional Development—are
demonstrated by each teacher candidate exiting the program.
Coursework and field experiences are aligned with the following Program
Outcomes and Goals:
A. A Planner of Effective Instruction who…
1. Uses multiple formal and informal tools to assess learner
needs and progress
2. Develops and utilizes a variety of instructional
approaches, active learning, tools of inquiry and
technologies in instructional planning to meet curricular
goals and standards.
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3.
Demonstrates knowledge and understanding of concepts, skills and principles of the discipline in order to create
meaningful teaching and learning experiences.
B. A Builder of Learning Communities who…
4. Recognizes how student development, behavior, self-esteem, and motivation may impact learning.
5.
6.
Demonstrates a variety of strategies for managing behavior, promoting positive social interaction, and fostering
collaboration within the school environment.
Creates a classroom community that considers student differences, adapts to meet diverse learning and
socialization needs, and promotes positive social interaction.
C. A Model of Professional Development who…
7. Uses effective communication techniques and technologies to build productive relationships with students,
parents, colleagues, and community residents.
8. Demonstrates mastery of central concepts, tools of inquiry and structures of the discipline taught while promoting
education of the mind, body and spirit
9. Seeks out life-long opportunities to build professional knowledge, skills, and dispositions and reflectively practice
the art of teaching.
COURSE OBJECTIVES: Students taking this course will...
1. demonstrate effective reading, writing, listening, and speaking.
2. recognize how diverse backgrounds and individual differences can impact the teaching/learning process.
3. show collegiality and involvement in a learning community that includes students, staff, parents, and governing
bodies.
4. commit to helping all students learn by supporting inclusion.
5. organize a positive learning environment.
6. maintain classroom management utilizing cooperating teacher and school guidelines.
7. facilitate student learning through observation, assessment of needs, planning of effective instruction, evaluation
of progress, and through provision of feedback.
8. serve as a model of active learning.
9. utilize technology tools to support student learning and teacher management tasks.
10. reflect on information obtained from peers, cooperating teacher, supervising teacher, observations, critiques, and
active practice.
11. develop a philosophy of education that is demonstrated by clear, critical thinking.
12. participate in Seminar.
13. create a Midland University Student Teaching Professional Portfolio Rubric.
14. manage student behavior while concurrently promoting self-discipline and positive self-image.
15. apply learned material to new situations in a variety of settings and circumstances.
16. collect data and utilize assessment skills appropriate for the classroom teacher.
17. correlate and organize learning experiences to attend to the needs, interests, and physical and mental abilities of
the students.
18. utilize alternative ways to organize time, materials, activities, and classroom surroundings to provide optimum
learning opportunities for students.
19. conduct conferences and communicate with parents and other adults representing varying cultural backgrounds.
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MIDLAND UNIVERSITY Teacher Education Department Grading Scale
A = 100 - 96
B- = 87 - 86
D+ = 77 - 76
A- = 95 - 94
C+ = 85 - 84
D = 75 - 72
B+ = 93 - 92
C = 83 - 80
D- = 71 - 70
B = 91 - 88
C- = 79 - 78
F
= 0 – 69
ACADEMIC HONESTY POLICY
Students are expected to conduct themselves in conformance with the highest of standards in regard to academic honesty.
Breaches of this expectation include infractions such as cheating, plagiarism, collusion, and fabrication/falsification of
records. Students violating such standards will be disciplined in accordance with the University Academic Integrity
Policy. Any student who plagiarizes will, at minimum, receive an F for the assignment. Any student who is caught twice
within the same class will, at minimum, be removed from the class with a final grade of “F” and will be referred to the
Dean’s office for disciplinary action. Multiple violations of plagiarism over the course of a student's time at Midland may
warrant immediate expulsion. All incidents of confirmed plagiarism will be communicated to the Dean’s Office for
appropriate action.
GRADING AND EVALUATION:
MIDTERM GRADE –
At midterm, teacher candidates completing 16-weeks of student teaching will receive a grade of Incomplete (IN) while
those completing 20-weeks will receive the final (earned) grade at mid-term for the first 10-week experience, a grade of P
when final grades are due for the second 10-week experience with the grade of P changed to the actual earned grade upon
completion of the second 10-week experience.
WEIGHTING of the GRADE Using 100% as the percentage, approximately 76% of the final grade will come from the student teaching experience. (Of
the 76% weight for the student teaching experience, 60% will come from the cooperating teacher's recommended grade
and 40% will come from the college supervisor's recommended grade.) The remaining 24% of the final grade will come
from Seminar participation and assignments.
POINT SCALE
A = 1210-1260
A- = 1184-1209
B+ = 1159-1183
B = 1109-1158
B- = 1084-1108
C+ = 1058-1083
C = 1008-1057
C- = 983-1007
TO PASS STUDENT TEACHING, A C- OR BETTER MUST BE ACHIEVED IN BOTH THE CLASSROOM
AND SEMINAR. PASSING WITH A MINIMAL GRADE DOES NOT GUARANTEE RECOMMENDATION
WILL BE MADE FOR LICENSURE.
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POINTS/EVALUATION for Student Teachers-
Item
5 Assignments:
School Policy Record Form
Journal Prompt - Communicating and Engaging with Families
Journal Prompt - Outreach to and Involvement with School and
Extended Communities
Meeting with Building Principal
LiveText Student Teaching Log Hours
Points
= 20
= 20
= 20
= 20
= 20
Seminar Participation
= 40
(5 points per absence will be removed for any unexcused absence from Seminar.)
Portfolio, Sharing, & Peer Review
= 200
------------------------------------------------------------------------------------------------------Total Points Seminar
= 340
Total Points Student Teaching Evaluation Form (CT & ST)
= 920
TOTAL POINTS for Student Teaching Experience
= 1260
----------------------------------------------------------------------------------------------------------------------------- -------------------------------------
TEACHER EDUCATION DEPARTMENT GENERAL ATTENDANCE POLICY:
SEMINAR ATTENDANCE:
Punctual attendance at every Seminar class is required, as it will be when employed as a teacher in a school system. If a
teacher candidate needs to miss a Seminar session due to performance in an approved Midland University activity or an
activity at the student teaching placement, he/she must have approval from the Midland University supervisor
PRIOR to the absence. If a teacher candidate needs to be absent from Seminar, he/she is expected to notify the
instructor BEFORE the Seminar starts. Participation points are given for each session where the teacher candidate arrives
on time and stays for the entire Seminar. Each teacher candidate must take the initiative and assume responsibility for the
Seminar work missed due to an absence.
STUDENT TEACHING ATTENDANCE POLICY:
If the teacher candidate is unable to be at the school, it is his/her responsibility to contact the cooperating teacher
and the Midland University supervisor PRIOR to the absence. Each teacher candidate is allowed two (2) absences for
16 week student teachers and three (3) for 20 week student teachers. Any absence in excess of 2 (or 3 for 20 week
teachers) days MUST be made-up by the teacher candidate. Any absences that do not use the above procedure are
considered un-notified. A teacher candidate with an un-notified absence will receive a letter from the Midland University
supervisor documenting the absence and explaining that the next un-notified absence will result in removal from the
student teaching placement and failure of the experience. In addition, a four-way meeting to discuss the un-notified
absence will take place with the building principal, Midland University cooperating teacher, Midland University
supervisor, and teacher candidate.
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INSTRUCTOR’S POLICY ON LATE AND MAKE-UP ASSIGNMENTS:
Assignments are due on the dates specified (see Tentative Calendar). The course instructor will determine if teacher
candidates are allowed to make-up any missed work. Teacher candidates are responsible for contacting the course
instructor regarding any make-up work. Late assignments or presenting late will result in a loss of points to be determined
by the course instructor.
INSTRUCTOR'S TARDINESS OR ABSENCE:
Unless the instructor sets forth a different policy, Seminar is dismissed if the instructor has not arrived within the first ten
minutes of the class period.
CLINICAL EXPERIENCE PROFESSIONAL APPEARANCE POLICY:
Each Midland University student working in the schools is expected to have a physical appearance that is neat and not
distracting to the educational process. The teacher candidate should follow the professional dress of the district. Jeans, Tshirts, and sweatshirts should be worn only on special event days. Refer to the Midland University Teacher Education
Program Student Teaching Handbook for full details on the professional appearance policy. Questions about professional
dress, grooming, or appropriate personal hygiene should be discussed with the assigned Midland University supervisor.
SEA/N MEMBERSHIP:
One of the organizations on campus that can support the teacher education major is the Student Education Association
(SEA). Any Midland University teacher candidate enrolled in teacher education courses may join SEA. This organization
helps the prospective educator better understand the teaching profession, provides for a united student voice in matters
affecting education, advances the interest and welfare of those preparing for a teaching career, and stimulates high ideals
of professionalism. Dues are required of SEA members. Although MU teacher candidates are encouraged to join SEA,
MEMBERSHIP IN SEA IS REQUIRED FOR ALL JUNIOR AND SENIOR LEVEL TEACHER EDUCATION
MAJORS. Juniors and seniors need to pay their SEA dues in full, at the start of the academic year, prior to the beginning
of any field-based experiences. THE MIDLAND UNIVERSITY COURSE INSTRUCTOR WILL MAKE NO 300
OR 400 LEVEL FIELD-BASED or STUDENT TEACHING EXPERIENCE PLACEMENTS UNTIL SEA DUES
ARE PAID IN FULL.
TEACH in NEBRASKA WEBSITE: This website provides information on available teaching jobs in the Nebraska.
The website address is www.nebraskaeducationjobs.com.
ACCOMMODATIONS FOR SPECIAL NEEDS LEARNERS
Midland University supports each student’s efforts to become a self-sufficient learner and encourages any student needing
accommodation to seek support through the office of Academic Support Services as early as possible. Midland
University supports reasonable accommodations to allow participation by individuals with disabilities. Any request for
accommodation must be initiated by the student. Each student receiving accommodation is responsible for his/her
educational and personal needs while enrolled at Midland University.
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COURSE REQUIREMENTS:
1. Participation points will be given at each seminar; unexcused absences, arriving late or leaving early unless given
permission by the college supervisor to do so will result in the loss of five Seminar points per each infraction. (40 points)
2. The Midland University Student Teaching Professional Portfolio must be completed, shared, and peer-reviewed in the
assigned Seminar (see Appendix for requirements and rubric). Not completing the portfolio will result in a grade of
incomplete (INC), thus, application cannot be made for a Nebraska Teaching Certificate until the portfolio is completed.
(200 points)
3. A minimum of 5 evaluation visits for 16-week student teachers and 3 (for a total of 6) visits for 10-week student
teachers by the Midland University supervisor will be completed. An initial/get-acquainted meeting (unless training is
held prior), a three-way midterm conference, and a three-way final conference/exit interview will also be conducted. It is
the student teacher's responsibility to schedule the visits with the college supervisor. Visits CAN ONLY be scheduled
when the regular classroom teacher is on-site for that lesson's visit. If a visit has been scheduled and a substitute will be
present, contact the university supervisor ASAP.
4. When the university supervisor conducts an evaluation visit, provide to the college supervisor a completed lesson plan
using the format and Jr/Sr. Lesson Plan Rubric provided in the Appendix.
5. Complete five (5) Assignments as follows:
a. School Policy and Building Practices Record Form. This form will be provided in Seminar and due date is
designated on Seminar Calendar. (20 points)
b. Journal Prompt #1 - Communicating and Engaging with Families (see Appendix for guidelines and due date)
(20 points)
c. Journal Prompt #2 - Outreach to and Involvement with School and Extended Communities (see Appendix
for guidelines and due date) (20 points)
d. Meet with the building principal prior to the Seminar Calendar due date (see Appendix for guidelines). (20
points)
e. LiveText Student Teaching Log Hours (see Appendix for guidelines and due dates) (20 points)
6. Join SEA; membership in SEA will be verified by the Midland University supervisor.
7. At the designated seminar, complete the Student Teaching Experience Review Form on LiveText, completed the
application for an initial Nebraska Teaching Certificate online, order official transcripts via the Midland website, and pay
appropriate certification and transcript fees.
8. Ask for help whenever needed and notify the university supervisor as soon as possible of any concerns or problems
with the student teaching assignment.
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Midland University Teacher Education Program
Student Teaching – Recommended Resources
Books Boushey, Gail & Moser, Joan (2006). The Daily Five. Stenhouse Publishing Co. (elementary reading)
Bredekamp, Sue.(2010) Effective Practices in Early Childhood Education: Building a Foundation. Pearson Publishing Co, Boston,
MA
Girad, G. R. (2002) Connecting teaching and learning: A handbook for teacher educators on teacher work sample methodology.
Washington, DC: AACTE Publications
Kellough, R. D. (1999). Surviving your first year of teaching: Guidelines for success.
Upper Saddle River, NJ: Merill Prentice Hall.
Marzano, R. J., Pickering, D. J., & Pollack, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing
student achievement. Alexandra, VA: ASCD.
Schell, L. M., & Burden, P. (1992). Countdown to the first day of school. Washington, DC: American Psychological Association.
Stiggins, R. J. (2004). Student-involved classroom assessment (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Stull, Elizabeth C. (2004). Global Discovery Activities for the Elementary Grades. Jossey-Bass Publishing Co, San Francisco, CA
Internet –
http://www.careercenter.illstu.edu/downloads/TeacherInsightthemes.pdf
www.Internet4classrooms.com (This is an Internet site to help teachers use the Internet effectively.)
www.esu2.esu.kl2.ne.us
http://nde.state.ne.us/teachnebraska
www.nebraskaeducationjobs.com (This is a site to apply online for jobs in Nebraska.)
www.pics4learning.com/
High Plains Regional: http://hprtec.org/
San Diego State University. Seven steps toward better searching.
http://edweb.sdsu.edu/webquest/searching/sevensteps.html
http://webquest.sdsu.edu/searching/fournets.html
http://www.interfolio.com (This is an online credential service.)
http://www.nde.state.ne.us/sped/iepproj/index.html (This site is helpful for creating lesson accommodations.)
http://www.nde.state.ne.us/SPED/schsuppor/documents/AccommodationsManuaNeb.pdf (NDE Accommodations
Guidelines)
http://www.iptv.org/education – Iowa Public Television - a variety of resources for classroom use.
www.adl.org/education - the anti-defamation league – a variety of resources for classroom use
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APPENDIX
Required Lesson Plan Format
Student Teaching Journal Prompts and Directions
Meet the Principal Assignment Guidelines
LiveText Student Teaching Log and Directions
Midland Student Teaching Professional Portfolio Rubric
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MU Teacher Education Department Lesson Plan Format (2012-2013)
Lesson Plan Headings & Basic Directions
A. State/National Standard(s):
Indicates the state content standard(s) that will be addressed in this lesson; Limit of 1-3 standards; Must indicate the content area and numeral (example SS
8.1.4,) and retype the entire standard word for word.
B. Objective(s):
Indicates what the learners will KNOW or BE ABLE TO DO by the end of the lesson; it’s your “contract” for learning, not just coverage of content; should be
stated “The learner will… then a verb… then what they’ll be doing.” (Example: “The learner will produce a list of words following the ie long /i/ pattern.”
Or “The learner will draw four position geometric figure rotations.”)
C. Materials (Teacher and Learners):
The list of all the things both teachers and students will need to have for the lesson.
D. Resources:
Any shared text (List author, title, and/or publisher of the text.) or Internet (List website address and name.) resources used in developing the lesson. If you
adopted an idea from an observation of or discussion with a colleague, please note that as a resource as well.
E. Anticipatory Set:
What the teacher does or says or shows to focus the learners’ attention on the lesson at hand; involves the learners’ thinking; links prior knowledge or
experiences to the new learning; includes a statement of focus, a way to involve the learners actively, and is meaningful to THEM.
F. Procedures:
What will happen, and in what order? What are the teacher and learners doing? Must number the steps; may include all or any combination of the following:
 input (what you’ll say to teach the concept);
 modeling (what you’ll show or demonstrate to learners to teach the concept);
 monitoring to check for understanding (specific questions you’ll ask to see if learners are learning AND how you’ll check their answers); and/or
 guided practice (how you’d have learners practice the new skill in front of you and with your help or the help of a partner or team.)
G. Evaluation:
The strategies, instruments, or methods you would use to determine whether or not learners reached your objective(s); may be an assignment (worksheet, paper,
etc.), an extension (completion of a center activity, etc.), a teacher observation method (checklist, personal conference, etc.) or any number of assessment
activities.
H. Closure:
How will you finish off the lesson? May include a review of what happened or a connection to the next lesson; MUST INCLUDE your prompt/question that
causes the learners to independently state or write something they’ve learned from the lesson.
I. Adaptations for Exceptional Educational Needs:
What adaptations (accommodations and/or modifications) should be made for learners including but not limited to ESL learners, resource learners, highability learners, learners with temporary learning challenges, etc. Explain adaptations made for low-ability and high-ability learners; and/or accommodations
to the presentation, response, setting, or timing/schedule; and/or modifications to objectives. (Accommodations do not change the lesson objective whereas
modifications do.)
J. Instructor-Directed Options
a. Self-Reflection - This is the section that includes your reflection of the lesson and includes your responses to the following questions: What did I do well?
What did I fail to do well? What will I do differently in the future?
b. Conventions of Print (check the rubric to determine the expectations)
c. Cooperating Teacher’s Comments – As you proceed through the program, any lessons you present in your FBE may include your Cooperating
Teacher’s comments on the lesson. These may be included as either an attached .jpg image or may be copied and pasted from an electronic document
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Example Lesson – 5th Grade
A. State/National Standard(s):
Reading 8.1.4 – By the end of the eighth grade, the learner will identify and apply knowledge of the structure, elements, and literary
techniques to analyze fiction.
B. Objective(s):
TLW skim read to find identified text challenges and prompts.
TLW identify specific passages in the text which inform readers of the literary elements (character, setting, plot, conflict, and
point of view.)
C. Materials (Teacher and Learner):

Copy of Hatchet for all learners

List of “search and find” tasks on an overhead transparency

Learner worksheets (literary elements and Chapter 1-2 questions)
D. Resources:
Teacher – Hatchet by Gary Paulsen.
E. Anticipatory Set:
“Try to imagine ME as a person about your age. Can you imagine that there were times when I was very angry with my parents? That I
blamed them for something upsetting or difficult that I had to do? Almost everybody has had that situation. Have you ever found
yourself in a very upsetting situation; one that you think should be blamed on your parents? Try to think back to a time when this has
happened. (Wait.) The book I’m going to begin reading to you today is about a boy named Brian who is in a similar situation. As I read,
listen for information that will help you build a strong understanding of the situation in which Brian finds himself. Information that will
help you includes WHO is in the story, WHERE it takes place, what the story is MOSTLY ABOUT, WHO is telling the story, and what
the big problems or CONFLICTS will be.”
F. Procedures:
1. Begin reading Chapter One aloud to the class. Pause periodically to ask questions.

Who are the characters that are being introduced?

Who is telling the story? From whose point of view do we see what’s happening?

What is the main character’s biggest problem?
2. Stop reading at the bottom of page 10 with the words “And then knew.” Ask learners to open their books and silently read the rest
of Chapter One, then stop and put their books down.
3. Ask, “What’s happening?” and discuss. Have learners turn to each other and create a list of feelings they’d be experiencing in that
situation. Do whole group sampling to get a few ideas out.
G. Closure:
“I asked you to pick up basic information about the story that would help you build an understanding to support the rest of your
independent reading. Turn to your partner and answer the following questions: WHO is in the story? WHERE does it take place? What
is the story MOSTLY ABOUT? WHO is telling the story? What big problem or CONFLICT is Brian facing?” Create a class chart
addressing the literary elements.
H. Evaluation:
The learners will be assigned independent OR paired oral reading of Chapter Two (their choice). The learners will independently
complete a worksheet that introduces the terms character, setting, plot, point of view, and conflict, AND asks them to provide new
information about the story elements from Chapter Two. Required score of 80% or better is necessary. Re-teach the literary elements
or review Chapter Two reading for those students who do not meet the required score.
I. Adaptations for Exceptional Educational Needs:
Accommodations – The ESL learners will be given an English and Spanish version of the assigned reading and the worksheet.
Modifications – The learners will name the five literary elements.
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Student Teaching Journal Prompts and Directions
One requirement for Student Teaching is to reflect and respond to the two journal prompts below (20 points
each as noted in the Student Teaching syllabus). Please include your name and the journal response at the top
of the page. Your response should be limited to a page of reflection; single space paragraphs with double
spacing between paragraphs using a reader-friendly 12-point font and one inch margins. Conventions for
professional contexts should be used. Your journal responses are due during Student Teaching Seminar on
September 24 and October 22.
Communicating and Engaging with Families: Due 9/24 OR 10/22 (MU-TEPO 7.18) Consider your
interactions with families during your Student Teaching experience. Discuss the importance of
developing and maintaining relationships with a student’s family. What have you observed
about your Cooperating Teacher’s practices while working with families? How do you see
these relationships affect students? What strategies have you learned that can help you
effectively build relationships and communicate with reluctant family members?
Outreach to and Involvement with School and Extended Communities: Due 9/24 OR 10/22 (MUTEPO 7.20 and 8.22) Consider your interactions and involvement with school and extended
communities during your Student Teaching experience. Discuss the importance of a teacher’s
involvement in the school and extended communities. What specific activities have you been
involved in that have allowed you to become part of these communities (i.e. open house,
parent/teacher conferences, book fairs, community events, home visits, student activities or
academic support teams)?
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Student Teaching Seminar Assignment:
MEET THE PRINCIPAL
(20 points)
As part of your professional preparation, you learn to establish collegial relationships with other professionals in
the building. You must schedule a time to meet with your building principal for a discussion and write up a
summary of that discussion. The process for this assignment includes the following steps:
1. Ask your principal if s/he would have time to help you with completing a Student Teaching Seminar
requirement. Allow him/her to identify dates/times that would be available to meet for approximately 30
minutes.
2. Explain, or provide in writing, the following options for your meeting:
 OPTION #1: Ask your principal to observe your teaching and participate in a post-observation conference
regarding your teaching performance and discuss his//her procedure for teacher evaluations.
 OPTION #2: Ask your principal to schedule a time when you could share your resume, receive feedback
on the resume, and discuss typical job application and interview processes at the district.
Regardless of your choice (Option 1 or 2), please add discussion of district procedures for teacher
evaluation policy and procedures.
3. Allow the principal to select one of the above options. Make the appointment and complete the visit.
4. Provide a one page type written reflection of the meeting with your principal to your MU supervising
teacher following these prompts:
 Describe the format, date, and time of your meeting.
 Summarize the experience and discussions and explain personal learning resulting from the meeting.
 Explain how you will use the new insight you’ve gained from this experience.
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LiveText Student Teaching Log and Directions
One requirement for Student Teaching is to log your hours each week (20 points as noted in the Student
Teaching syllabus). Please follow this procedure:
1. Log in to LiveText on the last day of each school week during your placement.
2. Click on your Field Experience Tab located on the left side of the top of your screen
3. View your placement (if you have multiple placements, double check to make certain
you have accessed the correct placement)
4. Click Add Hours under the Time Log located in the right-hand column
5. Select the date of the entry
6. Estimate the number of hours you have spent at school for the week; include any
additional activities beyond the teaching day (i.e. open house, parent/teacher
conferences, book fairs, staff meetings/trainings, community events, home visits,
student activities or academic support teams).
7. Provide a general description of the placement next to Class Information (i.e.3 rd grade;
middle school PE; HS SPED).
8. Record words or phrases that describe the additional activities beyond the teaching day
(i.e. open house, parent/teacher conferences, book fairs, staff meetings/trainings,
community events, home visits, student activities or academic support teams).
9. Click Save.
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