Student Teaching Handbook

Guidelines for EDU 250, 140 Student Teachers Cooperating Teachers College Supervisors Center Directors

Preface

This handbook was written as a guide to the policies, procedures and requirements for people involved in Education 250, Student Teaching, and Education 140, Child Care Practicum, which are the culminating courses for the Early Childhood Education and Child Care Certificate Programs, respectively, at Montgomery County Community College. It was specifically designed with information and suggestions for student teachers, cooperating teachers, center directors, and college supervisors. Although it is impossible to foresee every question that will arise, the writer attempted to address the major issues and concerns that people involved in these programs may face. College policies are also included in the handbook as Appendices. It is suggested that the handbook be read thoroughly at the beginning of the semester, and then used as a reference as the semester progresses. I would like to thank the many people who contributed to this handbook with their ideas, suggestions, and encouragement. The members of the formative committee, who saw the first draft, were Eileen Kupersmith, Jennifer Foster, Maryann Mitchell, Ilene Henderson, Dee Short, and Debbie Ab, Dr. Albert Rauer, Dr. Judy Gay, and Dr. Helen Gingrich, the members of the summative committee, reviewed the final draft. I am very grateful to all of them for their time and expertise. I would also like to express my gratitude to colleagues, Susan Rhoads and Meryl Sultanik for their suggestions on this latest revision. In addition, I offer my sincerest appreciation to Dianne Johnson, who has spent many hours reviewing, editing, and formatting this handbook. In addition, she has willingly shared thoughts and ideas as we have reflected on critical revisions. .

Dr. Debbie G. Levin

Coordinator, Education Programs

Revised 1/9/2015

Table of Contents Student Teacher Letter ........................................................................................................................................ 1 Center Director Letter ......................................................................................................................................... 2 Mission and Philosophy of the College........................................................................................................... 3-4 Education in the Early Years: Birth through Fourth Grade .......................................................................... 5-6 Education in the Early Years: Birth through Fourth Grade (A.A.) .............................................................. 5 Purpose ............................................................................................................................................... 5 Program Objectives ............................................................................................................................ 5 Child Care Certificate Program ....................................................................................................................... 7-8 Certificate in Child Care ................................................................................................................................. 7 Purpose ............................................................................................................................................... 7 Program Objectives ............................................................................................................................ 7 General Program Guidelines ...............................................................................................................................8 Student Teaching/Child Care Practicum ...........................................................................................................8 Placement .............................................................................................................................................................8 Clearances and Physical Exam............................................................................................................................8 Liability Insuranc ................................................................................................................................................8 Attendance ...........................................................................................................................................................8 Substitute Coverage .............................................................................................................................................8 Absence

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Student Teacher Participation ........................................................................................................................ 8-9 Planning Time ...................................................................................................................................................... 9 Feedback/Evaluations and Grading ................................................................................................................... 9 Final Conference/Grade .................................................................................................................................... 10 Problems or Questions ...................................................................................................................................... 10 Information for Student Teachers .....................................................................................................................11 Expectations ........................................................................................................................................................11 Dress Code ..........................................................................................................................................................11 School Policies/Health and Safety Procedures .................................................................................................11 Professional Preparation ....................................................................................................................................11 Learning Contract ..............................................................................................................................11 Journal for Self-reflection .................................................................................................................11 Professional Portfolio ........................................................................................................................11 Documentation Panel .........................................................................................................................................11 Resources ........................................................................................................................................................... 12 Written and Oral Communication .................................................................................................................... 12 Communication with Parents ........................................................................................................................... 12 Confidentiality ................................................................................................................................................... 12 Preparation ........................................................................................................................................................ 13 Nervousness ....................................................................................................................................................... 13 Responsibilities of Cooperating Teachers ........................................................................................................ 14

Orientation and Welcome ................................................................................................................................. 14 Resources ........................................................................................................................................................... 14 Weekly Planning Time/Review of Plans .......................................................................................................... 14 Lesson/Activity Preparation ............................................................................................................................. 14 Mentoring/Feedback ......................................................................................................................................... 15 Responsibilities of College Supervisor ............................................................................................................. 16 Student Teacher Placement .............................................................................................................................. 16 Orientation and On-going Support for Student Teachers ............................................................................... 16 Resource Person ................................................................................................................................................ 16 Evaluation and Grade ........................................................................................................................................ 16 Overall Responsibility ....................................................................................................................................... 16 APPENDIXES Appendix A …NAEYC Standards Summary ......................................................................................................................... 18 Appendix B ….NAEYC Code of Ethics.................................................................................................................................. 20 Appendix C Student Teacher Reminders ........................................................................................................................ 23 Appendix D Cooperating Teacher’s Checklist .................................................................................................................24 Appendix E Suggested Sequence of Responsibilities for Student Teachers.................................................................. 25 Appendix F Lesson Plan Outline .....................................................................................................................................26 Appendix G Before During After Format Explanation ................................................................................................... 27 Appendix H Sample Journal Entries ...............................................................................................................................28 Appendix I Student Teacher Evaluation Form ..............................................................................................................29 Appendix J Personal Learning Goals .............................................................................................................................. 33 Appendix K Non-Discrimination Policy .......................................................................................................................... 34 Student Code of Ethics ................................................................................................................................. 34 Appeals Process ............................................................................................................................................ 34 Appendix L Services for Students with Disabilities ........................................................................................................ 35 Appendix M Staff Health Assessment .............................................................................................................................. 37 Appendix N .... Professional Portfolio ...................................................................................................................................38 Appendix O .... Student Teaching Agreement ............................................................................................................................ 39

Dear Student Teacher,

Welcome to the student teaching semester and the opportunity to be part of a learning community that includes the director of the program, the cooperating teacher, you, and the children. Think of this semester as an enriching growth experience, which will allow you to put all of the child development theory, curriculum planning, and classroom management skills you have learned to use in an authentic early childhood setting, You will have the help and support of an experienced teacher and to college supervisor to guide the way. The unique aspect of student teaching is that everyone is involved in the learning process. The children are always learning. Giving them the proper tools, guidance, and freedom to experiment enhances their learning. You will be learning from the children, from your cooperating teacher, and from your own self-reflection. The cooperating teacher will be learning from you, through the sharing of ideas and questions. As a result of your new learning, you will need to decide whether your present philosophy of teaching young children will remain unchanged or needs to be modified. We hope you are looking forward to the challenge and excitement of student teaching. You probably have many reasons why you selected early childhood as a major, but the primary reason should be that you want to make an important difference in the lives of young children. Plan on working hard while you are learning a great deal about children, teaching, early childhood settings, and yourself. Make the very best of this opportunity by cutting back on work hours and other responsibilities, so that you can devote yourself to your professional development. Remember that teaching young children is the most important job in the world! We look forward to working with you this semester. Please use me as a resource or support, whenever necessary. Good luck and warm wishes for a life-enhancing experience!

Sincerely yours,

Dr. Debbie G. Levin, Professor, Education/Coordinator, Education Programs [email protected] (215) 641-6333

Meryl Sultanik Assistant Professor, Education/Coordinator [email protected] (215) 641-6376

Susan B. Rhoads Assistant Professor, Education/West Coordinator [email protected] (610) 718-1895

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Elizabeth Lattanzi Education Instructor [email protected] (215) 641-6411

Dear Center Director and Cooperating Teacher,

Thank you for agreeing to play a very influential role in MCCC’s early childhood program by having a student teacher in your center this semester. We hope that it proves to be a rewarding experience for everyone. This handbook was developed to answer most of your questions about student teaching, but please call me or e-mail me if you have any concerns or need clarification. There are two sections specifically for cooperating teachers. One is in the body of the handbook, and one is Appendix D. Please read the entire handbooks so that you understand the student teacher’s responsibilities and your role in the mentoring process. As you probably remember, student teaching is a time of practice, questioning, and personal growth. We hope that you will be patient with your student teacher as she/he learns your children, schedule, and philosophy. Please encourage your student teacher to take an active role in the room, try things on her/his own, and perhaps, do them in a slightly different way than you do. This will help the student to develop a unique philosophy of teaching, which coincides with developmentally appropriate practice and her/his individual style. At MCCC, we have been encouraging our students to use an emergent curriculum planning approach so that the interests of the children are used in designing the curriculum, rather than developing themes without their input or desires taken into consideration. This simply means that overall goals and objectives of developmentally appropriate programs reflect the interests of the children in your class. We hope that you will discuss emergent curriculum planning with your student teacher and allow her/him to try it during the course of the semester. We would recommend Emergent Curriculum by Jones and Nimmo, if you would like more information on this approach. We look forward to working with you this semester as we support student teachers in their final preparations for a career in early childhood education.

Sincerely yours,

Dr. Debbie G. Levin, Professor, Education/Coordina tor, Education Programs [email protected] (215) 641-6333

Meryl Sultanik Assistant Professor, Education/Coordina tor [email protected] (215) 641-6376

Susan B. Rhoads Assistant Professor, Education/West Coordinator [email protected] (610) 718-1895

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Elizabeth Lattanzi Education Instructor [email protected] (215) 641-6411

Montgomery County Community College Mission and Philosophy Montgomery County Community College is a place where the future is created, a place where desire and knowledge are combined to yield opportunity. The College is a reflection and a response to the needs and aspirations of those who live, work, and conduct business in Montgomery County and beyond. Grounded in a set of values that teach us to encourage, listen, respect, and treat fairly those whom we serve, those with whom we work, and those who work with us in service, the College strives to ensure that all residents of Montgomery County have access to the highest quality and most affordable higher education possible. Most importantly, the College is dedicated to fostering the growth and success of all we serve. The College believes that learning is a lifelong activity requiring constant adaptation of programs, courses, and learning support services to reflect social, technological, and workforce changes and to ensure that all learners reach their unique goals. Believing in the right of everyone to have access to a quality education, to workforce training, to opportunities for personal and professional growth, and to culture and recreation, the College translates the values of its community and reaches out to it, inviting involvement, offering learning, and fostering understanding. As part of its role in the greater community, the College serves these vital functions: • • • • •

It provides quality associate degree, certificate, and continuing education programs that lead to transfer, employment and/or personal enrichment; It extends the reach of its programs and services, and thus educational opportunity, to meet the learning needs of those who can not readily access collegiate educational opportunities because of academic, physical, economic, cultural, or geographic boundaries; It links with leaders of the region's businesses and industries to assist in developing a vital, current, and educated workforce; It serves as a cultural and recreational destination, presenting opportunities for area residents to attend activities that feature stimulating and popular entertainment and ideas; And, acting as a significant element in a larger regional learning community, the College works with K-12 and university teachers, leaders, and learners to ensure a seamless and successful transition from high school, to the associate degree, to the baccalaureate degree, and beyond.

It is through its role as one institution with one set of shared values and principles, yet with multiple physical and virtual points of access that the College works to define itself.

Evaluation of Mission Achievement The College views education as a dynamic process that brings to the community a diverse, constantly changing set of learning opportunities; opportunities that grow, change, transform and multiply as the community and our learners confront and react to ever present change. Thus, to fully meet our mission, the College participates in ongoing self-assessment and review in order to enhance and improve instructional programs and services to students and the county we serve.

Goals As part of an overall planning process, the entire College community identified eight strategic issues that were built into a three-year strategic plan titled “Connecting to Build Futures”. As a result, the following strategic goals are the focus of all College efforts. •

To place learning first. By moving the achievement of the Colleges academic agenda to the heart of the institution.

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• • • • • • •

To align the infrastructure to support learning. Facilities, technology, information, fiscal resources, planning systems, and financial and budgeting systems are all essential for advancing and supporting learning. To demonstrate our value. By effectively and consistently articulating the value that the College brings to the community through the achievement of the mission. To extend our reach. By developing new markets in underserved parts of the County, in professional and corporate continuing education programming, in e-learning, through partnerships with other education providers, and in the development of new academic programs. To move to the community’s center. By working with all members of the community to advance, nurture and support the quality of life and raising the community’s overall level of educational attainment. To build a modern and model workplace. By attracting and retaining a highly skilled and talented workforce, we must ensure that current human resources policies and practices, from hiring to benefits management to professional development opportunities, meet the needs of a modern workforce. To develop the Colleges multiple campus mission. By organizing and coordinating the Colleges infrastructure to support the quality delivery of academic programs, courses and student services at more than one location. To create a diverse learning and working environment. Living, working and learning with people of different backgrounds is a critical part of the educational process and our strength as an institution derives from the contributions and talents of everyone.

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Education in the Early Years: Birth through Fourth Grade Program A. A.

Purpose Education in the Early Years: Birth through Fourth Grade is a program to prepare graduates for professional opportunities in early childhood education as teachers in child care settings, as professionals in family child care facilities, or as teachers in corporate child care. The program will also prepare graduates who want to pursue undergraduate degrees for transfer to four-year colleges. Students who transfer with a grade point of average of 3.0 and pass the Praxis I exams may be eligible to be admitted to an education program at a four-year institution, which could lead to PA certification to teach pre-kindergarten through fourth grade. The courses in this program include both general education courses as well as professional education courses related to the development and teaching of children through grade four. In the last semester of the program, students will student teach in an early childhood environment with an experienced teacher under the supervision of College faculty. .

Program Outcomes Upon completion of the Early Childhood Education Program students will: •

identify typical and atypical milestones in child development.

•

assess the appropriateness of early literacy opportunities in early childhood environments.

•

create curricula and environments that are cognitively, physically and social-emotionally appropriate for

•

communicate effectively with young children, their parents, and peers.

• •

design activities that promote positive school-family-community relationships. collaborate with teachers to create learning opportunities that meet the needs of all students.

children’s ages and needs.

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SEQUENCE OF COURSES FOR PROGRAM First Semester EDU 100 HIS 203 or 205 MAT 103 ENG 101 EDU 213

Introduction to Education U. S. History Foundations of Mathematics I English Composition I Introduction to Special Education

3 3 3 3 3 15 credit hours

Second Semester EDU 245

EDU 210 SPC 120 ENG 221 OR 222

MAT 104 Elective

Connecting Families, Schools, and Communities Teaching Young Children: an Intro to Early Childhood Ed. Public Speaking Literature OF Western World Foundations of Math II See note below*

3 3 3 3 3 3 18 credit hours

Third Semester EDU 225 EDU 240 PSY 200 Elective Elective

Guiding Children’s Reading Teaching English Language Learners Child Psychology Core Goal 8: Physical and Life Sciences**** see note*

Fourth Semester EDU 250 EDU 233 EDU elective

Student Teaching Early Childhood Curriculum See note below ****

3 3 3 4 3 16 credit hours 6 3 3 12 credit hours

TOTAL SEMESTER HOURS CREDIT: 61

* Check with Transfer Institution and elective must be TAOC approved course. PSY 101, 206, or 210 recommended. ** Choose from ART 101, 102, 103, 111, 121, OR MUS 110. *** Possible Education electives are Teaching with Technology (EDU 120), Infant and Toddler Development (EDU 114), Teaching Math (EDU 227), Children’s Literature (EDU 228), Teaching Science (EDU 229), Art for Young Children (EDU 226). **** Students must choose from AST 120/PHY 120/GLG 121, BIO 120, BIO 121, CHE 121, CHE 131, PHY 121.

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Child Care Certificate Program Certificate in Child Care Purpose The Child Care Certificate program is designed for the individual currently working in a day care facility or for the individual who is interested in being trained as an assistant group supervisor in a day care center (according to the regulations of the Pennsylvania Department of Welfare). The course work includes child development, early childhood theory, and field experience, enabling the student to get first hand experience with children in a day care center. Students are placed in a child care center for fifteen hours per week as practicum at the end of this program. Upon completion of the certificate program the graduate is able to transfer all of the credits into the Early Childhood Education associate degree program.

Program Outcomes A graduate should be able to: •

Demonstrate an understanding of typical and atypical child development.

•

Effectively communicate with children, peers and families.

•

Collaborate with other professionals to design developmentally appropriate learning environments and curricula that meet the needs of all children.

•

Demonstrate an understanding of the professional responsibilities of working in an early care and education facility.

First Semester ENG 101 EDU 114 EDU 226 SOC 230 EDU 210

Second Semester 1 EDU 140 Practicum in Child Care . . .. . . . . 6 2 EDU 233 Early Childhood Curriculum and Administration . . . . . . . . . . . . . 3 PSY 200 Child Psychology . . . . . . . . . . . . . . . 3 ESW 245 Safety and First Aid . . . . . . . . . . . . . 3 (15 credit hours)

English Composition I . . . . . . . . . . . . 3 Infant and Toddler Development . . . 3 Art for Young Children . . . . . . . . . . . 3 Sociology of the Family . . . . . . . . . .3 Teaching Young Children. . . . . . . . . . 3 . (15 credit hours)

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EDU 140 takes the place of EDU 250 for students who transfer their credits into the A.A. Education in the Early Years Program. Permission is needed from supervisor of the student teacher, to register for this course with a grade of a C or better is required.

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It is strongly recommended that this course be taken in conjunction with EDU 140.

Total Semester Hours Credit: 30.

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General Program Guidelines Student Teaching/Child Care Practicum This six-credit course is used to satisfy the major field experience components for both the early childhood associate degree program and the child care certificate program. The time requirements and essential elements are the same for both, but the expectation of taking over the class for two weeks may need to be adjusted for the child care certificate candidate. If the student is planning to ultimately get her/his associate’s degree in early childhood education, she/he must satisfy the exact same requirements as the associate degree student. These issues should be agreed upon by the college supervisor and the cooperating teacher. A supervisor from the college will oversee the student teaching placement and visit the student teaching site every three to four weeks. Any problems should be discussed with the supervisor immediately.

Placement The student teaching placement is the responsibility of the college supervisor. Many factors enter into these decisions, including the quality of the child care program, age requests of student teachers, scheduling issues, and location of child care center. Any special needs should be discussed with the college supervisor.

Clearances and Physical Exam Student teachers are required to have child abuse criminal and FBI (fingerprinting) clearances prior to the beginning of student teaching semester. Please go to www.dpw.state.pa.us/ServicesPrograms/ChildWelfare/003671038.htm for information about how to obtain the clearances. In addition, student teachers must have a health assessment ( Appendix M) indicating that they are in good health. Copies of the satisfactory health assessment and clearances should be given to the college supervisor and center director.

Liability Insurance MCCC students are covered by the College's liability policy at the $1,000,000//$3,000,000 level for fieldwork that occurs during their course of study at MCCC. This field work includes EDU 250, Student Teaching and EDU 140 Practicum in Child Care.

Attendance Student teachers spend 15 hours per week in the placement, generally from 9:00-12:00 noon every morning for the entire semester. It is recommended that student teachers arrive 10-15 minutes early to set up. Lateness will not be tolerated and should be reported to the college supervisor. Students are encouraged to spend at least two full days in the center in order to experience the entire day’s activities. There will be several Fridays during the course of the semester when student teachers will be meeting at the College or visiting other centers, instead of going to student teaching. Students will follow the vacation schedule of the early childhood placement center rather than the MCCC vacation schedule during the semester of student teaching. Please check your center’s vacation schedule at the beginning of the semester.

Substitute Coverage Student teachers should not be included in the ratio or used as substitutes during student teaching. Student teachers do not get paid during the hours when they are student teaching. They are receiving college credit for their participation in this field experience. Student teaching should be viewed as part of a college program. Students may accept job offerings at the center after student teaching hours, although it is not recommended. Any unusual circumstances must be arranged with the college supervisor.

Absence Student teachers should not be absent during student teaching except for illness or family emergency. In the case of absence, it is the student teacher’s responsibility to notify the center director or cooperating teacher as early as possible. More than two absences must be made up in order to pass student teaching. Student teachers should be notified if the center is closed due to snow or any other emergency.

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Student Teacher Participation Student teachers should be treated as part of the professional staff and invited to all meetings and conferences that the staff attends. It is desirable for student teachers to have the opportunity to spend at least one morning in each room in the center at some time during the semester to have the exposure to different ages and teaching styles. The director or cooperating teacher should arrange this for the student teacher.

• Classroom Activities Student teachers begin by getting to know the children, the staff, and the routines. Their responsibility gradually increases throughout the semester. It is the cooperating teacher’s responsibility to let the student teacher know what is expected of her/him from week to week. She/he may begin with simple tasks such as fingerplays, diaper changing, or story reading as she/he is getting used to the routine. A Suggested Sequence of responsibilities may be found in Appendix E Student teachers should be involved in all aspects of child care such as planning, setting up, greeting children and parents, cleaning up, classroom management, parent conferences, and staff meetings. They should make every attempt to attend field trips or meetings, even if they are outside of the regular student teaching hours. The children and parents should expect the arrival of the student teacher, and she/he should be addressed in the same manner as other teachers. •

Lesson Preparation

Student teachers are expected to plan in advance for all lessons. If thematic planning is used, lesson plans should be written in advance using the lesson plan format located in Appendix F. Lesson plans should be pre-approved by the cooperating teacher at least 3 days before they are to be presented. By the end of the semester, when students are responsible for planning the entire program, they may switch to a block schedule or whatever other method the center uses. If any student teacher needs help with lesson plan writing, please inform the college supervisor. Students who are working with infants or toddlers should follow the planning techniques of the center, rather than the traditional lesson plan or web format. •

Final Responsibilities

By the end of the semester, student teachers should have the opportunity and capability to plan for and implement the plans for two weeks for the entire group. The cooperating teacher becomes the assistant for that period of time.

Planning Time It is important that the cooperating teacher and student teacher meet on a regular basis to discuss expectations, plans, strengths, and weaknesses. Please arrange to meet at least once a week for one half-hour minimum, when there are no interruptions. It may be necessary to meet before or after the regular student teaching hours, and student teachers should be prepared to arrive early or stay late for that purpose. As the student teacher gains more responsibility, it would be helpful if the student teacher could have an additional hour during the course of the week for planning so that the student teacher could use the resources of the center for ideas and activities.

Feedback/Evaluations and Grading It is the responsibility of the cooperating teacher to give the student teacher regular feedback about her/his efforts. This will be very helpful to make her/him aware of whether or not she/he is meeting the cooperating teacher’s expectations. Please give this feedback by writing regular comments in a notebook for the student teacher to read and perhaps to respond. Other ways to communicate are informal verbal exchanges or e-mail. The student teacher will also be responsible for self-reflection in a journal that she/he will keep throughout the semester. In this way, she/he will develop the ability to judge her/his own effectiveness. Sample journal entries may be found in Appendix H. Towards the end of the semester, the cooperating teacher will be given an evaluation form to fill out for the student teacher, a copy of which is in the Appendix I. The student teacher will be filling out the same form as a selfevaluation. Both cooperating teacher and student teacher will be asked to suggest a recommended grade for the student. The student teacher evaluation form should be sent back to the college supervisor before the final week of student teaching, unless it is necessary to wait until the very end to make the final assessment.

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Final Conference/Grade The cooperating teacher and the student teacher should arrange to meet for a final conference to discuss the evaluation forms and to discuss the student teacher’s growth during the semester. The cooperating teacher should give honest feedback and make suggestions for future growth areas. The college supervisor will also have a final conference with the student teacher to discuss evaluations and the student’s future plans. The student teacher should bring her/his self-evaluation, portfolio, and professional reflection journal to this conference. The college supervisor will determine the final grade based on input from the cooperating teacher, student teacher, and observations. Any documentation from the cooperating teacher will be very helpful.

Problems or Questions It often takes several days for the student teacher and the cooperating teacher to begin to work together as a team; this is normal. If anyone involved in the program perceives a problem or misunderstanding, it is best that the individual attempt to straighten out the situation by speaking directly to all parties involved. If this attempt is unsuccessful, please speak to the college supervisor immediately so that she/he is informed of the problem. Any questions about the program may be directed to one of the following, College student teaching supervisors Debbie Levin 215- 641- 6333 [email protected]`

Susan Rhoads 610-718 -1895 [email protected]

Meryl Sultanik 215- 641-6376 [email protected]

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Elizabeth Lattanzi 215- 641-6411 [email protected]

Information for Student Teachers Expectations You should consider your student teaching experience preparation for your chosen profession. You should look and act professionally at all times. Please remember to treat the children, parents, and co-teachers with respect.

Dress Code Most early childhood programs do not have a dress code as long as teachers are dressed appropriately. Some centers do not allow teachers to wear jeans; check with your cooperating teacher. Please do not wear very short skirts, seethrough clothing, heavy make-up, very long nails, or t-shirts with political, religious, or sexual sayings. Remember that you are a professional and a role model for young children, so dress the part.

School Policies/Health and Safety Procedures Please make sure that you are given an orientation to familiarize yourself with important school policies and procedures. If there is a center and/or parent handbook, please make sure that copies are given to you. If you fail to comply with the policies of the center, you may be asked to leave your student teaching placement. It is important that you are familiar with all center health and safety policies such as emergency procedures, accident reports, fire exits, and children drop-off and pick-up procedures. Make sure that you ask questions if you are not certain about policies. If you are removed from your student teaching placement, by your supervisor or center, because you did not comply with any of the specified policies of the center or of MCCC, you are not guaranteed a re-placement and/or completion of the requirements of EDU 250/140.

Professional Preparation You will be preparing for your chosen profession by satisfying the following requirements. Effective teachers never stop learning. Hopefully, you will begin to see yourself as a lifelong learner. •

Personal Learning Goals

At the beginning of the semester, you will be required to fill out a learning contract, which will allow you to identify individual goals that you would like to work on during the course of the semester. (Appendix J) This is not meant to be a burden, but will, hopefully, help to guide you in self-reflection so that you begin to think about your practices, decide what you would like to change or modify, and determine goals for yourself. Think about two or three areas on which you feel you would like to focus. Examples: To develop ideas for transitions or to learn some effective discipline techniques. A copy of the Personal Learning Goals form may be found in the Appendix J. •

Journal for Self-reflection

You will be expected to keep a journal during student teaching as a way to personally think about your questions, concerns, and growth. Instead of just recording what happened, try to write about your feelings or interpretations about what happened. Think about what is going on in the classroom and your response to it. Are the children happy and learning? Is the environment set up with the particular ages and interests of the children in mind? How are your activities going? Do you feel that you have the children’s attention, are they excited about the activities, and are you giving them plenty of encouragement without being too directive? Sample journal entries may be found in Appendix H. Please make entries in your journal at least twice a week. This will help you to assess your own growth and comfort level as the semester goes on. •

Professional Portfolio

Please collect all important items that you create for student teaching in your professional portfolio. Examples of items would include letter of introduction to families, lesson plans and photos of the lessons, samples of student work or photos of it, documentation panel, etc. Before photographing children in your class, discuss the policy regarding photography. You may need to get parents permission by having them sign a consent form on which you explain that the photos will only be used for your professional portfolio and not be used in any other way. The professional portfolio will be discussed in more detail in a student teaching meeting.

Documentation Panel Please take responsibility for creating a documentation panel at some time during the course of the semester. It should reflect children’s work and creations, and include photos, not store-bought decorations. Documentation will be discussed at a student teaching meeting.

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Resources Other teachers, or other student teachers Libraries Professional teacher stores Activity books Friends and colleagues Professional libraries at child care centers Internet

Written and Oral Communication Be aware of your speech patterns while speaking to children, teachers, and parents. Do not use incorrect grammar or language that you use with friends, which may not be appropriate in a professional setting. If writing is not your strength, continue to work on it in the Learning Assistance Lab at MCCC while you are still in school. This is important because people often judge you based on notes, letters, or announcements that you write. Make sure that you use spellcheck, and ask someone else to proofread your notes or letters if you are not a strong writer.

Communication with Families Please write a professional letter of introduction to families explaining that you are student teaching at Montgomery County Community College and perhaps share a little about your education, experience working with children, hobbies and information about your own family ( if desired), and long-term goals. Make sure you ask your cooperating teacher and director for permission to give this letter to the families of children in your class. In some centers, these letters are posted outside the classroom with a photo of the student teacher. Greet family members warmly, and introduce yourself if you have never met them. It is important to make family members feel welcome in the classroom but it is not your responsibility to share personal or specific information about children with family members. Teachers should be conveying that kind of information. It is very helpful, though, to say something like “Did Sean tell you that we played with bubbles yesterday, and he enjoyed catching a big bubble?” You may have the opportunity to be a part of formal or informal family conference at the invitation of your cooperating teacher. Make sure that you clear with your cooperating teacher the extent of your involvement. In most cases, you will be an observer in these situations.

Interaction with Children Treat all children with respect and care at all times. It is inappropriate to physically discipline, guide, or control children in any situation for any reason. Failure to comply will result in removal from center and EDU 250/140.

Confidentiality Please remember that information regarding children or their families is confidential and should not be discussed with your friends, family, or other teachers in the center. Any information about your student teaching experience should not be posted on any type of social media (i.e. Facebook, Twitter, Instagram, blogging, etc.) This breach of confidentiality is not only unprofessional, but also against most centers’ policy. Violation of this policy will likely result in your removal from your student teaching placement. If you receive information that concerns you about a child, immediately discuss it with your cooperating teacher, college supervisor, or center director. Pennsylvania law requires any professional who works with children to report suspected cases of child abuse. Check with the center to find out how the reporting is handled in your center if you have a concern.

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Preparation Student teaching can be a rich and rewarding experience. Plan to cut back on your other responsibilities so that you can spend the necessary amount of time to get the most of this semester. The amount of time required for preparation will increase as the semester goes on, and you take on more of the responsibilities of the room.

Nervousness You will probably feel a bit nervous about your role as a student teacher. This is normal; every teacher has had the same experience. If you have questions, concerns, or uncertainties about your role, speak to the cooperating teacher or director of the center. No one will be able to anticipate your needs, if you don’t speak up. Please talk to your college supervisor about any unresolved problem. It is important to get things straightened out quickly so that you will feel comfortable in the setting.

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Responsibilities of Cooperating Teachers Orientation and Welcome Most student teachers will feel very apprehensive at the beginning of the semester. Please help your student teacher to feel welcome by introducing her/him to parents and children, as well as to your co-workers. If you have a weekly or monthly newsletter, please include information about the student teacher in it. It is important that the student teacher get an orientation to the center, its philosophy, and its staff. Please make every attempt to help your student teacher learn about your center by doing this on the first day. Also give her/him copies of any policy handbooks for staff or parents that your center has. • Accident/Emergency/Fire Drill Procedures Please make the student teacher aware of your center’s policies regarding accidents, medical emergencies, fire drills, etc. Make sure she/he is aware of all emergency exits as well. • Emergency School Closings It is important that student teachers be made aware of how school closings are handled. Please add her/him to your phone chain, if your center notifies staff by phone.

Resources Please share ideas and resources with your student teacher. Since she/he will be anxious to learn as much as she/he can this semester, please give her/him copies of finger plays, poems, game ideas or project ideas. She/he may have some ideas to share with you as well.

Weekly Planning Time/Review of Plans It is important to establish a time when you will be able to meet with the student teacher each week without interruptions from children or other duties. A one half-hour slot would be the minimum amount of time necessary at the beginning of the semester. Speak to your director about helping you to find a time for this meeting. The student teacher should be willing to come in early or stay late for this planning time. Please advise your student teacher as to what you expect her/him to be responsible for each week. It is helpful to give her/him suggestions, but allow her/him the freedom to develop her/his own ideas. You can offer to lend her/him resource materials, but she/he should know how to find age appropriate activities or children’s books. Please speak to the college supervisor if you are not able to have a weekly planning time with your student teacher.

Lesson/Activity Preparation The student teacher should have her/his plans prepared at least 3 days in advance to show you so that you can offer suggestions before they are implemented. If she/he is using the planning web, advanced planning would still be discussed with you as would goals and objectives. All activities or lesson plans should allow for flexibility, based on the needs and interests expressed by the children. MCCC uses a traditional lesson plan format, which can be found in Appendix F. If the center uses the emergent approach, please make sure that the student teacher identifies objectives and has some thoughts about how the lesson or activity may evolve. It is important that the student teacher does not assume that emergent planning means no advanced planning or preparation. Later on in the semester it would be helpful for the student teacher to be given some planning time while she/he is student teaching so that she/he can use the resources of the center. One hour used for this purpose would be ideal, but the time does not have to be all at once. It could be broken up into smaller units of time or may not be possible at all.

Before During After Format In order to make the most of reading a book to children, student teachers are encouraged to use the Before, During After format when reading a book. The introduction (before) encourages children to make predictions about the book or connect it to other books or their life experiences, the "during" enables children to stay involved by thinking about what will happen next or discussing vocabulary, and the "after" allows children to answer questions about the book or connect it to previous learning. The student teacher follows up with extension activities that tie in with the theme or plot of the book (science, art, math, etc). A more detailed explanation of this format can be found in the Appendix G.

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Mentoring/Feedback Please give your student teacher on-going feedback to let her/him know how she/he is doing. Sometimes we assume that an individual knows she/he is doing well but this is often not the case. It is important to let the student know your opinion. We have asked student teachers to purchase a dialogue journal in which they can ask you questions or make observations on days when you are not scheduled to have a planning meeting. The journal would be left in an accessible place so that you can look at it and respond with your comments. The dialogue journal provides an additional means of communicating with your student teacher. You are able to initiate the communication or your student teacher is able to do that. We hope you are willing to participate in the journaling. An alternative to the journal could be e-mail communication if that is agreeable to both of you, but the e-mail dialogue does not give the student teacher a permanent record of your communications the way a journal would Please offer criticism in a positive and constructive way. Make sure that you let the student know that even the most experienced teachers have room for growth. Encourage the student teacher to assess her/his own progress and decide what areas she/he may still need work . The cooperating teacher will be asked to complete a written evaluation form for the student teacher towards the end of the semester, with a recommendation for a final grade. Any other documentation that is kept would also be helpful, but not necessary, unless an on-going problem needs to be documented. The form should be sent back to the college supervisor before the final week of student teaching, unless it is necessary to wait until the end to evaluate the student. The college supervisor will make the determination of the final grade using your on-going input and written evaluation.

Student Teaching Information Website (for Cooperating Teachers and Center Directors) An informational website was created in order to provide more information and easier access to information for cooperating teachers and center directors.

https://sites.google.com/site/tipsforcooperatingteachersmccc/ This site is a work in progress and is constantly evolving. Please provide feedback about the site to the supervisor working with the student teacher(s) at your center.

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Responsibilities of College Supervisor Student Teacher Placement The MCCC supervisor arranges for the placement of the student teachers by contacting the directors of the programs. Many factors such as quality of the child care program, student’s requests, student’s schedule, and proximity to MCCC are taken into consideration.

Orientation and On-going Support for Student Teachers The college supervisors give student teachers an orientation to the student teaching program so that they are aware of the goals and responsibilities of the program. This meeting occurs prior to the beginning of student teaching. During the course of the semester, there will be several meetings during which student teachers can informally discuss various issues with other student teachers and the college supervisors. These will be held at MCCC, Blue Bell campus and arranged by the supervisors. The college supervisor will visit the student teaching site every 3-4 weeks unless there is a problem. During that time, the supervisor will observe the student teacher interacting with the children in a structured or unstructured activity, speak to the cooperating teacher, and speak to the student teacher regarding her/his progress and/or questions. The student teaching supervisor is the link between the college and the student teaching site. The supervisor should be notified about any concerns or problems by the director of the center, the cooperating teacher, or the student teacher. It is important that the supervisor be kept informed about the progress of the student teacher so that she/he can work with the student teacher or cooperating teacher, if there are any areas of misunderstanding or concern.

Resource Person The supervisor from MCCC acts as a resource for the student teacher and the cooperating teacher. It is her/his responsibility to explain the student teaching program to everyone involved. She/he will also give the student teacher ideas for activities, resources, or classroom management techniques. The MCCC supervisor also acts as a mediator if there is a dispute or disagreement between parties involved in the student teaching program.

Evaluation and Grade The college supervisor will inform the student teacher during the semester how she/he is doing, based on her/his own observations and information provided by the cooperating teacher and the student teachers themselves. It is the responsibility of the supervisor to make the final decision about the student teacher’s grade. This determination is based on information gathered throughout the semester and on the final written evaluations submitted by the cooperating teacher and student teacher.

Overall Responsibility The college supervisor has the responsibility to make sure that the student teaching program is running smoothly. She will take the necessary steps to make sure that everyone involved is kept informed and involved. The college supervisor will also report any serious problems to the Dean of the Social Sciences Division, who is her immediate supervisor at MCCC.

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APPENDIXES

Appendix A

NAEYC Standards Summary Standard 1. Promoting Child Development and Learning Students prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs and of the multiple interacting influences on children’s development and learning to create environments that are healthy, respectful, supportive, and challenging for each child.

Key elements of Standard 1 1a: Knowing and understanding young children’s characteristics and needs 1b: Knowing and understanding the multiple influences on development and learning 1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments

Standard 2. Building Family and Community Relationships Students prepared in early childhood degree pro-grams understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families and to involve all families in their children’s development and learning.

Key elements of Standard 2 2a: Knowing about and understanding diverse family and community characteristics 2b: Supporting and engaging families and communities through respectful, reciprocal relationships 2c: Involving families and communities in their children’s development and learning

Standard 3. Observing, Documenting, and Assessing to Support Young Children and Families Students prepared in early childhood degree pro-grams understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.

Key elements of Standard 3 3a: Understanding the goals, benefits, and uses of assessment 3b: Knowing about assessment partnerships with families and with professional colleagues 3c: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches 3d: Understanding and practicing responsible assessment to promote positive outcomes for each child.

Standard 4. Using Developmentally Effective Approaches to Connect with Children and Families Students prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Students know,

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understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.

Key elements of Standard 4 4a: Understanding positive relationships and supportive interactions as the foundation of their work with children 4b: Knowing and understanding effective strategies and tools for early education 4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches 4d: Reflecting on their own practice to promote positive outcomes for each child

Standard 5. Using Content Knowledge to Build Meaningful Curriculum Students prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Students understand the importance of developmental domains and academic (or content) disciplines in an early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Students use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curricula that promote comprehensive developmental and learning outcomes.

Key elements of Standard 5 5a: Understanding content knowledge and resources in academic disciplines 5b: Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines 5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement, and evaluate meaningful, challenging curricula for each child. comes for every young child.

Standard 6. Becoming a Professional Students prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.

Key elements of Standard 6 6a: Identifying and involving oneself with the early childhood field 6b: Knowing about and upholding ethical standards and other professional guidelines 6c: Engaging in continuous, collaborative learning to inform practice 6d: Integrating knowledgeable, reflective, and critical perspectives on early education 6e: Engaging in informed advocacy for children and the profession

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Appendix B

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21

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Appendix C Student Teacher Reminders •

Be flexible!!!! Working with young children involves the ability to tune in to the children’s needs, interests, and moods. This may involve changing your plans or ideas to accommodate the children.

•

Have fun! Be enthusiastic in your interactions with children, teachers, and parents.

•

Remember that each child comes from a different family and a different background. Respect, share, and celebrate those differences in the classroom.

•

Use positive reinforcement to encourage good behavior. “Tony, thanks for being such a good listener while I was reading the story.”

•

Encourage independence by commenting on children’s efforts. “You all helped to clean up the blocks you were playing with. That’s called cooperation.”

•

Be a good listener by getting on the same eye level as the child, reflect back what you think he or she is saying, and show that you are interested. “It sounds like you were scared when the lights went out.”

•

Help children to develop problem-solving skills by teaching them to find solutions that everyone can agree on. “Marie, you want the dump truck, but Eric is already playing with it. What could you do?” Wait for a response. Then repeat the idea. “Ask Eric for a turn. That sounds like a good idea.”

•

Help children to develop self-confidence by commenting on their skills. “Sonia, you put that puzzle together all by yourself. That took a lot of patience.”

•

Comment on children’s specific activities. Instead of saying, “That’s nice,” say, “You made a tall castle with lots of wooden blocks. Would you like me to make a sign for it?”

•

Encourage children’s participation by listening to what they are interested in. Support documentation, as well. “Oh, you saw a fire engine outside your house last night. What color was it, and how many firefighters were on the truck? Would you like to draw a picture of it, or write a story about it? Shall I read the story about the fire engine?”

•

Promote creativity by doing activities that allow children to make choices about what materials they use and how they use them. Make sure children can reach their own materials.

•

Try to read to children several times during the day, and integrate quality children’s literature into all aspects of the curriculum.

•

Recognize the importance of play as the primary way that children learn. Try to capture the teachable moment by asking a question or helping a child make a connection. “Oh, you made another new color today. Do you remember how you made orange yesterday?”

•

Use on-going assessment techniques such as observation; check lists or anecdotal records to monitor children’s behaviors and progress. Keep watching, listening, and documenting.

•

Give clear, simple directions without lots of negatives. “Remember, we need to clean up one activity before taking out another.”

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Appendix D Cooperating Teacher’s Checklist Orientation Have I ...

yes

Prepared the children and the parents for the arrival of the student teacher

___

___

Introduced the student teacher to other staff members

___

___

Acquainted the student teacher with school and classroom routine

___

___

Explained philosophy, policies, procedures, and regulations relating to the school to the student teacher

___

___

Read the Student Teaching Handbook and signed the agreement sheet

___

___

Modeled specific teacher-child interactions for student to observe

yes ___

no ___

Demonstrated planning techniques

___

___

Involved the student teacher in planning sessions

___

___

Demonstrated effective classroom management techniques

___

___

Conferences Have I ...

yes

no

Met with student teacher on a weekly basis to plan for the next week

___

___

Set aside a few minutes each day to record in student’s book and evaluate the day’s activities

___

___

Examined the student teacher’s plans in advance and offered ideas to integrate emergent curriculum and children’s literature

___

___

Given the student teacher plenty of advanced notice regarding what I would like him or her to do.

___

___

Given the student teacher suggestions for improvement and reasons why

___

___

no

Demonstration Have I ...

Evaluation Have I... yes

no

Informed college supervisor about student teacher’s progress and called college supervisor about any concerns

___

___

Completed final student teacher evaluation and returned to college supervisor

___

___

Had a final conference with student teacher to discuss my evaluation and student’s self-evaluation

___

___

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Appendix E Suggested Sequence of Responsibilities for Student Teachers The student teacher begins by getting to know the children, cooperating teacher, and routines. His or her responsibilities are gradually increased during the semester so that he or she is in charge of all the planning and implementation of plans by the end of the semester. This is only a suggested sequence and may be altered according to the procedures in a particular classroom. 1st Week

Learn children's names and daily routine. Get to know children by interacting with them.

2nd and 3rd Weeks

Begin to assume a more active role through reading or telling stories, doing fingerplays, show and tell, calendar, songs, games, etc. Student teacher should do at least one simple activity with children each day

4th to 8th Weeks

In addition to responsibilities listed above, plan and present at least three lessons (activities)per week that tie in with the curriculum. Lesson ideas and plans should be approved by cooperating teacher in advance. Lessons can be in any subject area.

9th to 12th Weeks

Continue with responsibilities above. Plan and carry out lessons for one entire subject area (art, music, etc., or choose one subject for first week and one for the second week). Continue additional responsibilities.

13th to 14th Weeks

Plan, schedule, and present lessons for entire week. Student should discuss overall theme and individual lessons with cooperating teacher in advance. Student teacher should take over all of the responsibilities of the teacher for two weeks at the end of the semester. Students completing EDU 140, Child care practicum MAY only be required to take over full responsibilities for one week. This should be discussed with supervisor.

Please Note: Cooperating teacher may assign as many responsibilities to student teacher as she/he can handle comfortably. You may alter this sequence as necessary, to meet your program’s requirements. Discuss any questions with the student teaching supervisor from the Community College.

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Appendix F Lesson Plan Outline (Identify your audience for this lesson. What are ages, special needs, etc. of the group?)

I.

LEARNING OUTCOMES (refer to PA Learning Standards) What are your goals for this lesson? Ex: To visually recognize the difference between upper case B and lower case b.

II.

PA LEARNING STANDARDS

III.

MATERIALS Make a list of materials needed for lesson

IV.

INTRODUCTION How will you introduce the lesson? Find out what children already know by asking a question or using a prop to gain their interest and to link new concepts to concepts children already know.

V.

PROCEDURE (Body of Lesson) Write down everything you plan to do and say in the lesson, but plan to be flexible so that you can switch gears, based upon the children’s participation and/or interest.

VI.

EVALUATION How will you assess whether you have accomplished your objectives? What will you use to judge the effectiveness of your lesson?

VII.

FOLLOW-UP What is the next step? What other activities do you plan to do on the same topic?

VIII. CRITICAL SELF-REFLECTION How do you think your lesson went? What would you do the same or differently next time? What did you learn? What are ideas to think about for next time?

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Appendix G Before During After Activity Before Decide how you will introduce the story. Ask children to predict what they think the story will be about OR Try to connect the story to experiences that the children have had OR Call attention to details on cover that children may notice.

During While reading the story, ask the children questions to keep them interested and involved, but do not ask too many questions or they may get distracted. “Why do you think Spot did that?” or “What do you think is going to happen next?” Remember to explain vocabulary that children may not be familiar with. “Does anyone know what the word “huge” means? Can you think of another word that means the same thing? You can also keep individual children following along by saying, “Tony, why do you think Tanya ran home from school?”

After First, discuss the story, the events that took place, main idea, character analysis, etc. You can also ask children to retell the story. Retelling is a good way to assess comprehension. Then, ask questions linking the story to the children’s own lives OR to other stories they have read OR to events in the larger community. “Has this ever happened to you?” “Do you know anyone like Clifford? Does he remind you of any other characters we have read about?” “Do you ever feel like Max?” “What do you think he should have done?” “Does the storm in the story remind you of any you may have heard about in the news.?”

Extension Ideas Link story to a writing activity, act out the story, do an art activity, music, cooking, math, etc. If children are interested, you can make the book the centerpiece of a theme and keep re-reading the story with a different focus each time. Be creative here and try to think of interesting ways to stretch the story by including other areas of the curriculum. You can also re-read the story to teach a concept, such as contractions (if there are lots of contractions in the story) or consonant blends. If you are using the story to teach a concept, you should be using a big book so children can see the words, or make sure that each child has a copy of the book.

Other Books That Tie In Read other books that continue the theme or other books by the same author. OR you may decide to read other books in the same genre. (science fiction) OR you may decide to read poems about animals if you have just read non-fiction books about animals.

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Appendix H Sample Journal Entries Make sure you write about what happened, how you feel about what happened and how this event will affect your future teaching

“Working closely with an experienced teacher gives me a chance to question someone about the why’s, what’s, and how’s of implementing theory in the classroom. I see a lot of what I’ve learned in school, but I also see some things that are not the best practices for children. This is also helping me learn what I want to do in my own class room.” “Today I was disappointed by the children’s reactions to the story I read. After I thought about it, I realized that the children are only three and had already been sitting for a 10-minute circle time. The story was just too long for them to sit through at that time. Maybe I will try reading it again when they have not been sitting and when I can introduce it in a more exciting way. Need to remember the BDA format.” “I know that Lisa is having a hard time getting along with the children, but I have a feeling it relates to her parents’ divorce. Sometimes she arrives looking so unhappy. I must remember to spend extra time with her during free play and give her lots of positive feedback and affection.” “I feel so good when my cooperating teacher asks for my opinion on how an activity went. She really wants to hear what I think. I ask a lot of questions, and her answers are helping me develop my reflective strategies. She doesn’t always answer the questions but asks questions of me. This is helping me to develop my own philosophy of teaching, based on what I know about children and what I am learning in student teaching.”

10/16 Today I experienced a very interesting episode. Rachel and Noah were playing at the art table. Rachel was making worms out of play dough and laying them down by counting every single worm that was made. Noah noticed that I gave Rachel a little more attention while counting the warms. He decided to join her, but he did not know how to roll the play dough up so the worms wouldn’t fall apart. He asked me for help. Normally I would give him the answer and help him, but this time I hesitated. I asked Rachel if she could give him instructions on how to roll a worm. She was doing such a good job with that. This was wonderful, Rachel could not explain this to him in any better way, and they engaged in a short conversation and worked together for a long time making worms. This was a reminder for me that more often I should step back and let the children work together on problems by helping each other. Repeatedly, I catch myself in a situation where I spontaneously respond too quickly, giving children the answers without giving them and others the opportunity to work independently on the problem.

10/13/06 Friday is library day at the MCCC Children’s Center. Most of the older children have the opportunity to go. The women that read the books to children today were great. She asked them many questions about the story as she was reading along. Her voice was nice and soft. The Children seemed to be hypnotized for the 25 minutes that she read to them. Even the teachers were amazed. This woman really impressed us all. I realized more then ever that the way you read is so important for the children’s learning process. I decided to practice my reading, every day one book, and reflect on the book as I read and think of ask questions I might ask.

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Appendix I Student Teacher Evaluation Form MONTGOMERY COUNTY COMMUNITY COLLEGE Student Teacher’s Name _________________________________________

Date _____________

PLEASE NOTE: For the cooperating teacher or student teacher who is completing this form, use the following information to help you decide what number to use for each question. National Association for the Education of Young Children, (NAEYC) uses the terminology below. 1- 2 STUDENT DOES NOT MEET EXPECTATIONS 1-Student falls SIGNIFICANTLY short of meeting expectations 2-Student falls SLIGHTLY short meeting expectations 3- STUDENT JUST MEETS EXPECTATIONS (no extra effort demonstrated) 4- 5 STUDENT EXCEEDS EXPECTATIONS 4 Student SLIGHTLY exceeds expectations 5 Student SIGNIFICANTLY exceeds expectations (little or no room for improvement) Please check the appropriate column: 1 - Unacceptable 2 - Needs Improvement Personal Qualities

3 - Satisfactory

4 - Good

5 – Excellent

1

2

3

4

5

NA

Appropriate dress and neatness

____

____

____

____

____

____

Dependability

____

____

____

____

____

____

Adaptability/Flexibility

____

____

____

____

____

____

Initiative

____

____

____

____

____

____

Enthusiasm

____

____

____

____

____

____

Patience/Tone of voice

____

____

____

____

____

____

Use of appropriate vocabulary and grammar in oral and written communication

____

____

____

____

____

____

Cooperation

____

____

____

____

____

____

Ability to relate to children

____

____

____

____

____

____

Ability to relate to adults

____

____

____

____

____

____

Ability to self-evaluate and reflect on personal strengths and challenges

____

____

____

____

____

____

Comments

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Early Childhood Education

Student Teacher _________________________________________ Date _____________ Please check the appropriate column: 1 - Unacceptable 2 - Needs Improvement

Professional Qualities

3 - Satisfactory

4 - Good

5 - Excellent

1

2

3

4

5

NA

Understanding of children's needs and developmental levels

____

____

____

____

____

____

Mature judgment

____

____

____

____

____

____

Self-confidence

____

____

____

____

____

____

Ability to accept suggestions/direction

____

____

____

____

____

____

Ability to use suggestions to improve techniques

____

____

____

____

____

____

Ability to cooperate with teachers

____

____

____

____

____

____

Ability to anticipate need and do what needs to be done

____

____

____

____

____

____

Consistency of preparation

____

____

____

____

____

____

Ability to encourage independence in children

____

____

____

____

____

____

Ability to establish positive rapport with children both individually and in a group

____

____

____

____

____

____

Ability to create environments that respect and welcome diversity.

____

____

____

____

____

____

Comments

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Early Childhood Education

Student Teacher _________________________________________ Date _____________ Please check the appropriate column: 1 - Unacceptable 2 - Needs Improvement

3 - Satisfactory

Lesson or Activity Preparation

4 - Good

5 - Excellent

1

2

3

4

5

NA

Lessons are developmentally appropriate (age/level) and based on the interests of the children

____

____

____

____

____

____

Appropriate topic and length of lesson

____

____

____

____

____

____

Knowledge of subject

____

____

____

____

____

____

Lesson plans or activities are complete and prepared in advance.

____

____

____

____

____

____

Transitions

____

____

____

____

____

____

Ability to adjust lesson or activity to include all children with special needs

____

____

____

____

____

____

Organization of lessons

____

_____

____

____

____

____

Appropriate reinforcement planned based on cues from children

____

____

____

____

____

____

Ability to use appropriate teacher resources

____

____

____

____

____

____

Comments

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Early Childhood Education Student Teacher _________________________________________ Date _____________ Please check the appropriate column: 1 - Unacceptable 2 - Needs Improvement

3 - Satisfactory

Teaching Techniques

4 - Good

5 - Excellent

1

2

3

4

5

NA

Ability to listen to and observe children and derive activities (lessons) based on their interests

____

____

____

_____

____

____

Skill in teaching or explaining concepts

____

____

____

____

____

____

Skill in questioning

____

____

____

____

____

____

Ability to involve children in lesson

____

____

____

____

____

____

Attention and interest of children

____

____

____

____

____

____

Overall effectiveness of activities or lessons

____

____

____

____

____

____

Ability to effectively assess student needs and create plans using that information

____

____

____

____

____

____

Ability to effectively manage groups

____

____

____

____

____

____

Use of visuals and technology to enhance lesson (pictures, posters, films, books, concrete objects, etc.)

____

____

____

____

____

____

Creativity in presentations

____

____

____

____

____

____

Comments

Summary of Student Teacher's Growth

Suggested Letter Grade ______ Cooperating Teacher_____________________ Phone # and e-mail__________________________________

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Appendix J Personal Learning Goals Learner______________________ Identify at least two or three individual goals that you would like to work on this semester. Ex: To learn some positive discipline techniques (Learning Objectives)

How are you going to learn? (What people or resources will you consult to gain this knowledge?)

Target date for completion

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How are you going to know that you learned it? (Evidence-Will you feel or act differently-will you record your new knowledge?)

How are you going to prove that you learned it? (Criteria and Means to Validate Evidence- How will you be able to let others know that you have gained the new knowledge?)

Appendix K Non-Discrimination Policy Purpose Montgomery County Community College (MCCC) strives to create a community of and for learners. To do so requires an environment of trust and openness. MCCC is committed to the premise that all individuals have a right to learn and work in an environment that is safe, productive, respectful, and free from discrimination. Discrimination will not be tolerated as such behavior is disrespectful, contrary to our goals and objectives, and threatens to destroy the environment of mutual respect that must prevail if the College is to fulfill its mission.

Policy MCCC, in its educational programs, activities, employment and human resources policies and practices, will not discriminate against any individual because of race, sex, color, religion, creed, national origin or ancestry, age, marital status, sexual orientation, disability, or veteran status. Reasonable accommodation will also be provided to persons with disabilities, veterans, and to accommodate religious practices. Moreover, regardless of whether the discrimination violates or does not violate federal, state or local laws, MCCC takes seriously all allegations of discrimination.

Student Code of Ethics http://www.mc3.edu/aboutus/policies/aa-3/ethics.aspx

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Appendix L Services for Students with Disabilities Purpose Montgomery County Community College (MCCC) welcomes qualified students with disabilities and endorses the principles of nondiscrimination and reasonable accommodation as described in Section 504 of the Rehabilitation Act of 1973 (504) and the Americans with Disabilities Act of 1990 (ADA). The College's policies and procedures for serving and accommodating students with disabilities are designed to ensure equal access to its educational programs, services, and activities. Students, faculty, and staff are required to utilize these policies and procedures to request, authorize, and implement reasonable accommodations.

Policy Eligibility for Services and Accommodations To be eligible for services and reasonable accommodations, a student must meet the following criteria: •

Be a person with a disability as defined by 504/ADA A person with a disability is someone who has a physical or mental impairment that substantially limits one or more major life activity (for example, walking, seeing, hearing, breathing, caring for oneself, and learning). A substantial limitation exists if the manner, duration, or condition under which the activity is performed is significantly limited compared to most people. With respect to post-secondary education, a qualified person with a disability is one who, with or without accommodation, meets the standards for admission to or participation in an educational program, service, or activity. (Adapted from Subpart E: The Impact of Section 504 on Postsecondary Education, Association of Higher Education and Disability.)

•

Submit appropriate documentation of a disability that supports the need for services and accommodations (see documentation requirements) to: Director of Services for Students with Disabilities, Central Campus Counseling Center, College Hall, (215) 641-6575 or 6577, (215) 641-6574 TTY, (215) 619-7183 FAX; or Coordinator of Disability Services, West Campus Student Development Center (W-152), (610) 718-1853 Voice/TTY; (610) 718-1837 FAX.

•

Contact the Director or Coordinator to request accommodations in a timely manner. Information about accessing services and accommodations will be included in all appropriate publications and communications to students and faculty, including the College’s catalog and web site, student and faculty handbooks, and admissions and welcome back letters. The College will make every effort to implement reasonable accommodations whenever they are requested. However, accommodations will not be implemented retroactively.

Disability Documentation In general, all documentation should be typed on letterhead stationary (physician’s prescription pad notes are not acceptable) and should include the following information: • • • • •

a clearly stated diagnosis of a disability the student’s functional limitations in an academic environment a statement that the disability is a substantial limitation to a basic life process (such as hearing, seeing, speaking, learning, etc.) the signature, printed name, title, and professional credentials of the evaluator the date of evaluation

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Learning Disability Documentation A psycho-educational evaluation by a licensed psychologist or an Evaluation Report by a school district within three years of enrollment date at MCCC, which includes: • • • • •

•

a clearly stated diagnosis of a learning disability a statement that the learning disability is a substantial limitation to learning a description of strengths and weaknesses (functional limitations) all test and subtest scores (scaled, standard, and percentile) from a cognitive evaluation (WAIS-III) completed within three years of enrollment at MCCC all test and subtest scores (grade equivalent, standard and percentile) from recent reading (decoding and comprehension), math (computation and application), spelling, and written language achievement tests (Woodcock-Johnson III, WIAT, or other appropriately normed tests) completed within three years of enrollment at MCCC recommendations for accommodations appropriate for college students with learning disabilities, based on the student’s functional limitations in an academic environment

Attention Deficit/Hyperactivity Disorder (ADD/ADHD) Documentation An evaluation by a psychiatrist, neurologist, licensed psychologist, or an Evaluation Report by a school district within three years of enrollment date at MCCC, which includes: • • • •

a clearly stated diagnosis of ADD/ADHD and the last contact with the student a statement that the ADD/ADHD is a substantial limitation to learning a description of the symptoms which meet the criteria for the diagnosis, instruments/procedures used to make the diagnosis (including all scores from cognitive and academic tests), and current medications, including dosages and frequencies recommendations for accommodations appropriate for college students with ADD/ADHD, based on the student’s functional limitations in an academic environment

Psychiatric, Neurologic, or Medical Disability Documentation An evaluation by a medical doctor, psychiatrist, or licensed psychologist, within three years of enrollment date at MCCC that includes: • • • • •

a clearly stated diagnosis (DSM-IV diagnosis if applicable) and description of the disability a statement that the disability is a substantial limitation to learning or other basic life process the functional limitations in an academic environment as well as other settings relevant information regarding current treatment and medications recommendations for accommodations appropriate for college students based on student’s functional limitations

Mobility, Visual, and Hearing Impairments Documentation may be required from a qualified professional, depending on the disability and accommodations requested. See general documentation requirements on previous page.

Disclosure and Confidentiality Student disclosure of a disability is voluntary. MCCC considers disability-related information as confidential material, and it will not become a part of a student’s academic record at the College. This information will be released only under the following conditions: • • •

if required by law with the student’s written consent on a need-to-know basis

Appealing Accommodations Decisions Students who follow the College’s procedures for requesting accommodations and believe the Director, the Coordinator, or a professor has denied them a reasonable accommodation may appeal the denial. Appeals should be made in writing using an accommodation appeals form within ten (10) workdays of the disputed decision to ensure a timely resolution.

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Appendix M

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Appendix N Professional Portfolio Guidelines: All students who are majoring in Education in the Early Years: Birth: Through Fourth Grades are required to complete a professional portfolio beginning with EDU 100 and to continue throughout all of their educational courses up to graduation. The Professional Portfolio will consist of a loose-leaf, 3-ring notebook that is approximately 2-21/2 inches thick. As the student completes each of the courses listed above, the documents will be added to the one portfolio with tabs that identify the separate courses. Plastic cover sheets are required for all the documents. The following courses are to be included in the portfolio: EDU 100, EDU 114, EDU 120, EDU 210, EDU 213, EDU 225, EDU 226, EDU 227, EDU 228, EDU 229, EDU 233, EDU 240, EDU 250. Each course is to include the following documents: EDU 100 Introduction to Education 1. Educational Philosophy 2. Celebration of Learning 3. Journal Reflection Paper 4. Educational Issue Research Paper

EDU 240 Teaching English Language Learners 1. Brochure 2. SIOP lesson plan

EDU 114 Infant Toddler Development 1. Parent Education Brochure 2. Parent News Letter Assignment and Observation Journal

EDU 245 Connecting Families, Schools and Communities 1.Family Survey and Paper EDU 250 Student Teaching 1. Lesson Plans 2. Parent Introduction Letter 3. Updated Educational Philosophy 4. Documentation Panel (photos) 5. Additional Photo documentation of lessons, etc.

EDU 120 Teaching with Technology 1. Software Presentation 2. Thematic Unit Presentation EDU 210 Introduction to Early Childhood Education 1. Child Study 2. Advocacy Research Assignment EDU 213 Teaching Students with Special Needs 1. Adaptation Project EDU 225 Guiding Children's Reading 1. Before, During, After Activity 2. Early Literacy Observation Paper EDU 226 Art for Young Children 1. Art Project- select one EDU 227 Teaching Math 1. Trade Book EDU 228 Children's Literature 1. Book in a Bag 2. Culminating Project/Assignment EDU 229 Teaching Science 1. Trade Book 2. Lesson Plan EDU 233 Early Childhood Curriculum 1. Thematic Unit 2. Interest Area Presentation (optional)

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Appendix O Student Teaching Agreement • I have read the entire student teaching handbook, and I understand the expectations and responsibilities involved with this program. • I agree to comply with all of the policies and procedures in the handbook as well as Montgomery County Community College policies that relate to this program. • I agree to satisfy the goals and objectives of the student teaching program to the best of my ability. • I agree to the highest level of confidentiality during my student teaching semester. I will refrain from posting any information about student teaching on social networks, Internet sites, or blogs. I will not discuss any issues concerning student teaching with friends, family, or peers. • I have discussed any disabilities or concerns that may affect the successful completion of student teaching or the child care practicum with my college supervisor and cooperating teacher or director.

Center Director______________________________

Date_____________________________________

Cooperating Teacher__________________________

Date_____________________________________

Student Teacher_____________________________

Date_____________________________________ Please list any questions you have.

It is the responsibility of the student teacher to return this agreement to the college supervisor within one week of the beginning of student teaching.

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