RESPONSIBILITIES OF THE TEACHER CANDIDATE SUCCESS IN STUDENT TEACHING

CANDIDATE MANUAL DIRECTOR ROLES AND RESPONSIBILITIES TABLE OF
(12 CCR 25097) 76016 COUNTY RESPONSIBILITIES FOR CASE DOCUMENTATION
145014 §14501—FUNCTIONS AND RESPONSIBILITIES OF REGIONAL COUNSELS 145014 §14501

185311 §18531—GENERAL RESPONSIBILITIES 185331 §18532—NOTICE OF SUBRECIPIENTS §18533—ASSURANCE OF
21 NCAC 38 0905 DELINEATION OF CLINICAL RESPONSIBILITIES REGARDLESS
3 FUNCTIONS AND ORGANIZATIONAL RESPONSIBILITIES IN THE MINISTRY OF

Success in student teaching depends upon your willingness and ability to meet new and challenging responsibilities


RESPONSIBILITIES OF THE

TEACHER CANDIDATE


Success in student teaching depends upon the willingness and ability of the teaching candidate to meet new and challenging responsibilities. Student teaching deserves one’s best effort, interest, and enthusiasm. Below are listed guidelines and requirements.



Required Hours:


The established arrival and departure times and vacation days (including spring break) the school administration has established for teachers must be observed. If illness or a family emergency necessitates absence, the cooperating teacher, university supervisor and Director of Education Clinical Practice must be notified by at least 8:00 AM or before the beginning of school.


Link for Teaching Candidate Digital Handbook


http://cas.bethel.edu/academics/departments/education/clinical-practice



Expectations:


Personal Considerations:

Student teaching must be top priority. Extra-curricular activities and work must be limited to allow for adequate time for student teaching. Teachers often use evening hours to grade papers and prepare. If work and extra-curricular activities are not allowing time to adequately prepare, adjustments must be made.


Student teacher candidates should be:










Interactive Relationships with Persons and Materials:


Teaching requires skill in relating to a number of different groups. Developing good relationships with other teachers, school administration, school staff, students and parents is important to having a successful student teaching experience. In order to foster good relationships within a school, the student teacher candidate must:












Initial Contacts:





Preplanning:






Observations:


Observations of Classroom Customs, Observations of Planning Lessons and Observations of Students (all three forms found in the digital handbook) should be completed and turned in to supervisor by the second week of student teaching.



Teaching:


Direct Teaching:


The teacher candidate should gradually take full control of the classroom. The timetable will vary with the individual teaching candidate and whether or not the teaching candidate is following the co-teaching model. Full-time/co-teaching teaching requirements are as follows:



The following are also good questions to ask during your post lesson reflections and in your daily journal writing.




Lesson Planning:


When planning a lesson the teacher candidate should ask for input from the cooperating teacher. Final lesson plans must be reviewed with the cooperating teacher at least 24 - 48 hours prior to teaching the lesson. Students should not be penalized due to the lack of preparation on the part of the teacher candidate. Lessons plans are to be printed and filed into the student teaching binder by week. The lesson being taught while being observed should be open for the cooperating teacher and/or supervisor to view during the observation. All lesson plans should include:



Lesson Plan Reflections:


Handwritten or typed reflections must be written following each lesson.


Reflections should include:




Journaling:








E-folio


Foundational Standards will be required of you during your student teaching experience. The education department faculty will specify the details of these expectations to you.


edTPA


Discuss and collect (if needed) student permission slips for video consent forms.

Follow the due dates and expectations assigned by the education department faculty.


Mid and Final Evaluation


K-8 Mid-Term Rubric Evaluation and Final Rubric Evaluation (both found online) should be filled out prior to meeting with cooperating teacher and supervisor. If possible, Mid-Term Rubric should be filled out prior to full time teaching.



Education Seminar


The teacher candidate is expected to attend and participate in the Student Teaching Education Seminar. Attendance at seminars is required. There is one (1) credit attached to this seminar. This one (1) credit seminar is part of the total 15 credits attached to student teaching and required for graduation. Teacher Candidates should plan to attend and actively participate in each scheduled seminar. Please see the CAS Education Moodle site for dates, times and requirements.



Other Professional Tasks














9 RESPONSIBILITIES AND PROCEDURES FOR MANAGEMENT RESPONSES AND FOLLOWUP
ACKNOWLEDGMENT OF RESPONSIBILITIES OF CLIENT AND PERSON LEGALLY RESPONSIBLE
ANNEX A 20092010 RESPONSIBILITIES OF THE KINSHIP REGIONAL AGENCY


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