Cooperating Teacher and Mentor Orientation School of Health

Cooperating Teacher and Mentor Orientation School of Health Studies and Education Spring 2021

School of Health Studies and Education

Dean’s Message: “Welcome to Saint Joseph’s University! In the School of Health Studies and Education, we encourage students to understand themselves as reflective practitioners in the context of a global community and to develop collaborative skills through inter-professional experiences. Using the resources available within Saint Joseph University’s unique urban and suburban environment, students engage in real world experiences through service learning, internships and clinical practice. ” Dean of the School of Health Studies and Education Angela Rowe Mc. Donald PH. D. , LPCS, NCC.

Education Preparation Program Mission Statement The Educator Preparation Provider (EPP)’s mission is to cultivate knowledgeable, caring, reflective, and socially conscientious educators who can think critically, inspire a passion for learning, communicate effectively, and advocate intentionally for all PK-12 candidates, including those from culturally nondominant communities and those who have distinct learning needs. The EPP is charged to develop the professional habits of reflective practitioners, change agents, teacher-researchers, and transformational educators. It is also responsible to develop strong and sustainable partnerships with schools and organizations in order to increase our impact on our share of the teacher and educational leadership preparation market.

Student Teachers, Spring 2021 • • • 5 Middle Grades 11 PK 4/Special Education 13 PK 4 40 Secondary, Art, Foreign Language 42 Special Education (PK-8, 7 -12, DHH)

PDE Definition of Student Teaching According to the Pennsylvania Department of Education (PDE), student teaching is defined as a set of organized and carefully planned classroom teaching experiences required of all candidates in a preparation program. Student teachers are assigned to one or more classrooms, closely supervised and mentored by a certified teacher, the cooperating teacher, who provides regular feedback to the student on his or her classroom teaching performance. General supervision of student teachers is provided by a university mentor.

Major Participants in the Student Teaching Experience Seminar Professor Student Teacher University Mentor Cooperating Teacher

Responsibilities of the Student Teacher (Professionalism) • Participate full-time, daily, in the in-person or virtual classroom(s) from January 26 th until May 7 th. • Work the hours of the contractual workday of the cooperating teacher, including arriving before the students arrive in the morning and leaving after the end of the school day. • Notify the cooperating teacher, mentor, seminar professor and student teaching hotline (610 -660 -3179) for any absences due to illness. Absences need to be made up. • Maintain student confidentiality at all times.

Responsibilities of the Student Teacher (Academics) • Enroll in Student Teaching Seminar Course for Spring 2021. • Complete course assignments and requirements for certification (see course syllabus). • Take over increasing responsibility of classroom duties and teaching, culminating in at least two weeks of full-time teaching. • Assist with classroom routines and procedures (attendance, homework check, etc). • Assist with classroom management • Plan and deliver lessons • Conduct student assessments • Grade and keep student records

Responsibilities of the Student Teacher (for Certification) • Be formally observed by university mentor 5 times during the semester. • Participate in mid-term KSD conference with cooperating teacher and mentor. • Receive two “Satisfactory” PDE 430 evaluations by university mentor (one at mid-term and one at the end of the semester). • Receive a summative assessment from the cooperating teacher.

Responsibilities of the Cooperating Teacher (Orientation) • Sign and return contract. • Orient the student teacher to the school context, student body, routines, and procedures, including health and safety. • Provide an adult-sized desk for the student teacher to have a workspace (if teaching on school’s campus). • Orient the student teacher to the classroom technology, curriculum, resources, and assessment procedures.

Responsibilities of the Cooperating Teacher (Co. Planning) • Discuss a calendar with the student teacher to allow the student teacher to take over increasing responsibility for teaching over the course of the semester (see next slide). • Discuss the student teacher’s seminar assignment timeline and map out a calendar of potential days and times for requirements to be met. • Assist the student teacher with lesson plan adjustments appropriate to content and grade level.

Example Schedule of Student Teacher Responsibilities for 14 -week Placements Week 1 Become familiar with routines, lesson planning, grading, observe cooperating teacher, assist with planned lessons Week 2 Teach one class/lesson per day, assist with planned lessons, work with small groups participate in all phases of classroom management Week 3 Teach at least two classes/lessons per day, assist with planned lessons and small groups, and overall classroom management Weeks 4, 5 and 6 Assume additional teaching responsibility, responsible for about 50% of the cooperating teacher’s duties; observe other classrooms Weeks 7 through 14 Assume as much teaching responsibility as possible; transition back to the cooperating teacher towards the end of the 14 th week

Responsibilities of the Cooperating Teacher: (Additional Responsibilities) Involve your student teacher as much as possible in additional professional responsibilities: ▪ ▪ ▪ Parent/Teacher Conferences/Back to School Night Faculty meetings Professional development sessions IEP meetings Field trips/Extracurricular activities

Responsibilities of the Cooperating Teacher (Providing Daily/weekly Feedback) oral feedback. Conducts daily/weekly conversations with the student teacher regarding strengths and areas for improvement. KSD: Participates in a formal mid-term meeting with the student teacher and university mentor in which all three players discuss the student teacher’s knowledge, skills, and dispositions (KSD). The university mentor electronically files the report. (Participate in conference by March 12 th). CTSAST (Cooperating Teacher Summative Assessment of Student Teacher). Completes a summative evaluation (in electronic form) of the student teacher’s competencies in each of Charlotte Danielson’s four domains: 1. Planning and Preparation, 2. Classroom Environment, 3. Instruction, and 4. Professional Responsibilities. (Submit online by May 7 th. )

Important Safeguards • The student teacher must be supervised by a certified teacher at all times. • A student teacher should never be left alone. If a student teacher is teaching a virtual sessions, the cooperating teacher should be present in the session. • To be clear, student teachers should never assume sole responsibility for their students. If the cooperating teacher is absent or unavailable the principal should appoint a supervising teacher.

Responsibilities of the University Mentors (Advocacy) • Sign and return contract(s). • Set up a phone call or Zoom session to meet your mentee(s) during the week of Jan. 25 th. • Build rapport with your student teacher and cooperating teacher. • Act as an advisor and advocate for your student teacher. • Communicate any issues or concerns to the seminar professor.

Mentoring During a Pandemic (Safety and Wellness) What counts as student teaching? • PDE has allowed for student teaching to be 100% online. How do I meet my student teacher? • There will be no group meetings. Contact your mentees by phone or email and arrange an initial meeting (perhaps via zoom). How do I observe my student teacher? • Arrange with the cooperating teacher and your mentee to gain access to the school’s platform. If there is a problem with you gaining access, please contact Jim Osborne at josborne@sju. edu.

Responsibilities of the University Mentors (Evaluations) ● ● Provide feedback on lesson plans formal observations. Classroom Observations/COFs : ● ● KSD: ● ● Conduct 5 formal observations and complete 5 COFS (Classroom Observations Forms). Submit them electronically according to the calendar deadlines. Conduct a mid-semester KSD (knowledge, skills, and dispositions) conference with the student teacher and cooperating teacher. Submit the KSD electronically according to the calendar deadline. PDE 430 s: ● Complete one at midterm and one at the end of the semester. Submit them according to the calendar deadlines. *Notify Jim Osborne (josborne@sju. edu) in advance of submitting an “Unsatisfactory” PDE 430.

Description Schedule/Target Due Dates 1 Return signed contract and W-9 30 days from receipt of contract 2 Attend in person or virtually a mandatory orientation. 1/25/2021 3 Observation 1. STCOF #1 Week of 2/12/2021 4 Observation 2. STCOF #2 Week of 2/26/2021 5 Observation 3. STCOF #3 Week of 3/12/2021 6 KSDF Week of 3/12/2021 7 PDE 430 #1 Week of 3/19/2021 8 Observation 4. STCOF #4 Week of 4/09/2021 9. Observation 5. STCOF #5 By 4/23/2021 10. PDE 430 #2 By 4/30/2021 11. Attend a meeting with the University Seminar Professor at mid-semester. By mid-semester in collaboration with Seminar Professor. 12. For 4 -week placements, ONLY 2 observations and PDE 430 forms are required. By 3/27/2021 (PDE 430 #1) By 4/10/2021 (PDE 430 #2) #

Performance Levels (PDE 430’s) Distinguished is identified as a goal to strive for, but it is NOT available for rating since distinguished is not a level that student teachers can potentially demonstrate. Proficient indicates that the student teacher’s performance is substantially demonstrated at this point in the clinical experience at the professional level. Basic indicates that the student teacher is performing at the basic level and is demonstrating partial proficient professional practices. Unsatisfactory indicates that the student teacher does not meet performance expectations required for professional teaching.

Responsibilities of the Seminar Professors: Include but are not limited to: • Conducting weekly seminars. • Scaffolding students through capstone requirements of the program for certification and graduation. • Contacting university mentors for a mid-semester conversation about each student teacher’s progress.

Seminar Professors’ Contact Information • Seminar for PK 4: Dr. Janine Firmender, janine. firmender@sju. edu • Seminar for Double Majors in PK 4 and Special Education: Dr. Cheryl George, cgeorge@sju. edu • Seminar for Middle Grades and Secondary Education on campus : Dr. Monica Belfatti, mbelfatt@sju. edu • Seminar for Secondary Education online: Dr. Suniti Sharma, ssharma@sju. edu • Seminar for Deaf and Hard of Hearing: Dr. David Alianiello, dalianie@sju. edu

For questions about this presentation, contact: Jim Osborne Director of Clinical Experiences 610 -660 -3438 | josborne@sju. edu