Field Experiences-Stage IV

Description

Stage IV (4) is the teacher candidate's capstone experience. Student teaching is a 16-week, semester-long clinical practice in which you will demonstrate your proficiency in each of the Shippensburg University Standards for Those Preparing to Teach, Lead, or Counsel in Public Schools:

Respond respectfully and skillfully to individual differences.
Reflect continuously and demonstrate progress in the development of the knowledge, skills and dispositions required to be an effective educator.
Use best practices and technologies that impact positively the achievement of all learners.
Use appropriate assessments and analytical data to inform decisions that affect learner achievement.
Collaborate with other professionals to make informed decisions that better serve their students.

Settings and Activities

Teacher candidates are assigned to and mentored by appropriately certified, experienced school district teachers. University faculty supervisors, assess and assign final grades. For more information about assignments and assessments, read the Student Teacher Handbook.

Number of Hours of Experience

Student teaching is a 9-15 credit full-time, 16-week-long immersion experience. As a novice teacher, expect to devote at least 70 hours per week during school hours and in preparation outside of school hours.

Requirements

No matter what stage of field experience you are in, prior to each semester you need to read the following thoroughly:

Field Experience Handbook
Clearance Packet
Student Teaching Handbook
The information found here

Once you have done that, you must turn in the following to the OPPEO:

Acknowledgement of Field Experience Expectations Form
Clearance Cover Sheet
Proof of Required Clearances
- Certain courses/placements have additional requirements than those listed in the Clearance Packet. The OPPEO may notify you that you may need to complete 1-3 more clearances
Proof of Required Trainings
- Act 126 Training

In addition, it is the expectation that you are securing your own transportation so that you can participate in our program effectively. If you need assistance with transportation, contact our office.

You MUST give your cooperating teacher a copy of the syllabus/syllabi prior to your visit to their classroom. If you need assistance doing that, contact our office.

Expected Competencies

Stage 4 Competencies

Stage 4. A. Planning and Preparation Competencies

Stage 4. A. 1 – Links content to related research-based pedagogy based on sound educational psychology principles in short- and long-range instructional plans.
Stage 4. A. 2 - Constructs all instructional plans to align with Pennsylvania Pre-K-12 Academic Standards.
Stage 4. A. 3 - Plans instruction that is responsive to the age and/or related characteristics of their students.
Stage 4. A. 4 - Uses multiple forms of formative and summative assessments to adapt learning goals that match individual student needs.
Stage 4. A. 5 – Plans short- and long-range instruction using appropriate resources, materials, technology, and activities to engage students in meaningful learning, based on their instructional goals.
Stage 4. A. 6 – Assesses existing resources and creates and/or accesses additional instructional resources appropriate for learners under their responsibility.

Stage 4. B. Classroom Environment Competencies

Stage 4. B. 1 – Maintains and promotes a culture which values the development of meaningful, caring, and respectful relationships between teacher and students and among students.
Stage 4. B. 2 - Creates and maintains a prepared classroom environment as a necessary element to support optimal learning opportunities.
Stage 4. B. 3 - Uses classroom resources to support equity and maximize learning opportunities, which are appropriately selected according to age, gender, individuality, culture, and ability.
Stage 4. B. 4 - Assesses classroom resources in order to make adaptations and accommodations required to differentiate instruction for all learners.
Stage 4. B. 5 – Engages in proactive communication with families and community contacts.
Stage 4. B. 6 – Develops and/or supports systems for student transitions, as well as procedures and routines for instructional and non-instructional responsibilities.

Stage 4. C. Instructional Delivery Competencies

Stage 4. C. 1 - Uses effective verbal and non-verbal communication techniques.
Stage 4. C. 2 - Uses effective questioning and discussion techniques.
Stage 4. C. 3 - Uses a variety of appropriately selected instructional strategies according to age, gender, individuality, culture, ability, and skill and which reflect evidence of student engagement, new learning and assessment.
Stage 4. C. 4 - Uses instructional technology and assesses its impact on student learning.
Stage 4. C. 5 - Provides appropriate progress feedback to students in a timely manner.
Stage 4. C. 6 - Uses active student engagement during instructional delivery.
Stage 4. C. 7 - Uses a variety of formal and informal assessments to measure student responsiveness to instruction.
Stage 4. C. 8 - Constructs a thoughtful and accurate assessment of a lesson’s effectiveness and the extent to which learning goals were achieved and can offer alternative actions if necessary.