Grambling State University Residency Supervisor Handbook

GRAMBLING STATE UNIVERSITY RESIDENCY MENTOR and SUPERVISOR HANDBOOK

Producing knowledgeable, skilled and compassionate educators and other school professionals

“Where Everybody is Somebody”

INTRODUCTION

Overview

The year-long residency student teaching experience at GSU is the capstone of pre-service professional preparation for teacher candidates at Grambling State University. Candidates demonstrate their ability to perform the roles and responsibilities of teachers in real-life classroom settings. Practice at the school level and feedback from university and school personnel enable teacher education candidates to use their knowledge and skills for teaching PK-12th grade students in authentic classroom settings.

All candidates pursuing a degree program in teacher education at Grambling State University (GSU) are required to be involved in a comprehensive program of structured field experiences and clinical practice beginning with observation and participation in the freshman year and progressing to intense engagement in a teaching residency in the senior year. Student teaching residency has long been recognized as one of the most significant components of pre-service teacher education. The focus during residency is the candidate’s demonstration of the knowledge, understanding, and application of the Interstate Teacher Assessment and Support Consortium (InTASC) standards. Student teaching residents should find this experience to be one of the most challenging and rewarding of their college education.

The goal of the GSU College of Education is to develop teachers with extensive content and pedagogical knowledge, skills based on research-based teaching and learning strategies, and dispositions that enable them to enhance and nurture affective behaviors.

This handbook outlines the roles and responsibilities for university instructors who serve as supervisors for teacher candidates who are completing their residency experience.

Disclaimer

This handbook does not constitute a contract between a resident or supervisor and Grambling State University either expressed or implied. Grambling State University reserves the right to change, delete, or add to any of the content included in this handbook at any time and at its sole discretion.

Non-Discrimination Policy

Grambling State University (GSU) is committed to compliance with state and federal laws and regulations providing for equal employment opportunity, equal education opportunity and affirmative action without regard to race, color, religion, gender, age, national origin, disability, veteran status, or any other nonmerit factors.

Grambling State University will make all decisions regarding recruitment, hiring, promotion, transfer, suspension, termination, layoff, and all other terms and conditions of employment without discrimination on the basis of race, color, sex, age, national origin, veteran status, disability, or other factors which cannot lawfully be the basis for an employment decision. The university makes reasonable accommodations to the religious observances and national origin practices of an employee or prospective employee. Grambling also makes reasonable accommodations to the physical and mental limitations of a disabled veteran or non-veteran employees or applicant unless such accommodations place undue hardship on the successful operation of the University.

Grambling State University commits itself to satisfying legal obligations as well as to the affirmative responsibilities set forth through its Affirmative Action Plan.

Sexual Harassment

The policy of Grambling State University has always been that all employees and students should be able to enjoy an academic and work environment free from all forms of discrimination, including sexual harassment and retaliation.

PROFESSIONAL TERMINOLOGY

ACT. The ACT is a standardized test used for college admissions in the United States. It is currently administered by ACT, a nonprofit organization of the same name. The ACT test covers four academic skill areas: English, mathematics, reading, and science reasoning. It also offers an optional direct writing test. The test is administered by ACT, Inc.

Add-on Programs. Add-on programs are designed for educators who hold valid teaching licensure and are seeking to add additional teaching field(s); Or, Programs that lead to licensure but for which the licensing authority (e.g., state or country) does not require completion of an internship for eligibility. Add-on programs do not lead to a degree (but may lead to a certificate). Add-on programs require a licensure examination or an assessment of candidate proficiency to understand and apply knowledge and skills in the specialty licensure area that provides access to employment in a P-12 setting. (CAEP Glossary)

Assessment. An ongoing, iterative process consisting of four basic steps: 1. Defining learning outcomes; 2.Choosing a method or approach and then using it to gather evidence of learning; 3. Analyzing and interpreting the evidence; and 4. Using this information to improve student learning (adapted from the Western Association of Schools and Colleges glossary).

CAEP. (Council for the Accreditation of Educator Preparation)

A nonprofit and nongovernmental agency that accredits educator preparation providers (EPPs). CAEP was created with the October 2010 adoption of a motion to consolidate the National Council for Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC) by the boards of the two organizations. CAEP became operational on July 1, 2013. (CAEP Glossary).

Candidate. An individual engaged in the preparation process for professional education licensure/certification with an Educator Preparation Provider (EPP). (CAEP Glossary)

Certification. A licensing process whereby qualified professions become legally authorized to teach or to perform designated duties in the schools under the jurisdiction of the state Board of Elementary and Secondary Education (BESE). . (Bulletin 746, April 2019)

C

&

I. Curriculum and Instruction

Clinical Experiences. Guided, hands-on, practical applications and demonstrations of professional knowledge of theory to practice, skills, and dispositions through collaborative and facilitated learning field based assignments, tasks, activities, and assessments across a variety of settings. These include, but are not limited to, culminating clinical practices such as student teaching or internship. (CAEP Glossary)

COE. College of Education

Content Knowledge. The acquisition and understanding of facts, truths, or principles associated with the academic disciplines that are taught at the elementary, middle, and/or secondary levels, or a professional field of study such as special education, early childhood education, school psychology, reading, or school administration. (CAEP Glossary)

Cooperating Principal. The administrative official in charge of the partner district PK-12 school.

Cooperating School. An off-campus PK-12 school that provides facilities and personnel for professional laboratory clinical experiences, including student teaching residency.

Cooperating Teacher. A fully certified public school teacher who supervises the student teacher at the placement site.

Core Subject Areas. English, reading, language arts; mathematics; science; foreign languages; civics and government; economics; arts; history; and geography. (Bulletin 746, April 2019)

Curriculum. Courses, experiences, and assessments for preparing educator candidates to teach students at a specific age level, to teach a specific subject area, or to work as another school professional such as a principal, school library media specialist, or superintendent. (CAEP Glossary)

Dispositions. The habits of professional action and moral commitments that underlie an educator’s performance. (CAEP Glossary)

Diversity. (1) Individual differences (e.g., personality, interests, learning modalities, and life experiences),and (2) group differences (e.g., race, ethnicity, ability, gender identity, gender expression, sexual orientation, nationality, language, religion, political affiliation, and socioeconomic background). (CAEP Glossary)

Director of Professional Laboratory Experiences. The person designated by the university with administrative responsibility for organizing, coordinating, and directing the university’s total program of student teaching.

EDL. Educational Leadership

FERPA. Family Educational Rights and Privacy Act is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U. S. Department of Education.

Field Experiences. Early and ongoing practice opportunities to apply content and pedagogical knowledge in P-12 settings to progressively develop and demonstrate their knowledge, skills, and dispositions. (CAEP Glossary)

INTASC. Interstate New Teacher Assessment & Support Consortium.

Intern/Internship. Full-time or part-time supervised clinical practice experience in P-12 settings where candidates progressively develop and demonstrate their knowledge, skills, and dispositions. (CAEP Glossary)

ISLLC. Interstate Leadership Licensure Consortium.

ISTE. International Society for Technology in Education.

KSLS. Kinesiology, Sports & Leisure Studies

LCET. Louisiana Components of Effective Teaching.

Mentor Teacher. A teacher who supports aspiring teachers participating in undergraduate and post-baccalaureate residencies or experienced teachers. Mentor teachers use a cycle of coaching focused on instructional decisions that meet the needs of all students. Mentors may co-teach with yearlong residents or may support teachers without co-teaching. Mentors may also support new teachers or developing teachers in need of coaching, including teachers with an intensive assistance plan, in accordance with LAC 28: CXLVII (Bulletin 130). Mentor teachers should have the endorsement on their teaching certificate.

NBPTS. National Board for Professional Teaching Standards.

NCATE. National Council for the Accreditation of Teacher Education (now CAEP)

OPLE. Office of Professional Laboratory Experiences.

Pedagogical Content Knowledge. A core part of content knowledge for teaching that includes: core activities of teaching, such as figuring out what students know; choosing and managing representations of ideas; appraising, selecting and modifying textbooks; deciding among alternative courses of action and analyzing the subject matter knowledge and insight entailed in these activities. (CAEP Glossary)

Pedagogical Knowledge. The broad principles and strategies of classroom instruction, management, and organization that transcend subject matter knowledge. (CAEP Glossary)

Pedagogical Skills. An educator’s abilities or expertise to impart the specialized knowledge/content of their subject area(s). (CAEP Glossary)

Pre-Service Education. All university work leading to the baccalaureate degree and teacher certification.

(a) General Education. Courses and experiences that include theoretical and practical knowledge gained from studies in communications, mathematics, science, history, philosophy, literature, and the arts.

(b) Specialty Studies. All courses in a specific field required for certification in that field.

(c) Professional Studies. Courses in education and educational psychology, including student teaching, required of teachers in preparation.

Professional Laboratory Experiences. All direct relationships with children, youth, laymen, and professional groups that contribute to the effectiveness of a person in performing the total functions of a teacher.

Professional Development. Opportunities for educators to develop new knowledge and skills through professional learning activities and events such as in-service education, conference attendance, sabbatical leave, summer leave, intra- and inter-institutional visitations, fellowships, and work in P-12 schools. (CAEP Glossary)

Professional Learning Communities (PLCs). Educators committed to working collaboratively in ongoing processes of collective inquiry and action research in order to achieve better results for students they serve. CAEP supports PLCs for a variety of stakeholders. (CAEP Glossary)

Proficiencies. Demonstrated abilities to perform some part of what is described by standards. (CAEP Glossary)

Program. A planned sequence of academic courses and experiences leading to a degree, a recommendation for a state license, or some other credential that entitles the holder to perform professional education services in schools. Educator preparation providers (EPPs) may offer a number of program options (for example, elementary education, special education, secondary education in specific subject areas, etc.). (CAEP Glossary)

Residency Coordinator. The Student Teaching Residency Coordinator serves in the position of lecturer and as the liaison between GSU’s partner school districts and the Teacher Preparation Program and assumes the expertise to work with personnel at the district, school, and university level.

Resident. Undergraduate and/or MAT Teacher Education Candidates completing a year-long residency student teaching program.

SELL. Standards for Educational Leaders in Louisiana.

SREB: CSF. Southern Regional Education Board: Critical Success Factors.

Students. The children or youth in the PK-12 cooperating school classrooms.

Student Teaching. The part of the field experience organized and directed by the university during which the student is placed in a public school under the direct supervision of a fully certified classroom teacher and university faculty member for one semester on an all-day basis.

SPAs. Specialized Professional Associations. A member of CAEP that is a national organization of teachers, professional education faculty, and/or other school professionals who

teach a specific content area e.g., mathematics or social studies), teach students at a specific developmental level (i.e., early childhood, elementary, middle level, or secondary), teach students with specific needs (e.g., special education teachers), or provide services to students (e.g., school counselors, school psychologists, or principals). (CAEP Glossary)

Teacher. An employee of a city or parish school board or of a BESE special school who holds a teaching certificate and whose legal employment requires certification under the regulations of BESE. . (Bulletin 746, April 2019)

Teacher Candidate. College student who has been admitted to the teacher preparation program.

Teaching Certificate. Any license, permit, or certificate issued by the Division of Teacher Certification and higher Education of the Department of Education. (Bulletin 746, April 2019)

Undergraduate. A term used to denote a degree, coursework, or program at the baccalaureate degree level (e.g., bachelor of arts, bachelor of sciences). (Bulletin 746, April 2019)

University Supervisor. A university faculty member who supervises student teachers and residents in close cooperation with the cooperating/mentor teacher at the PK-12 school site.

University Supervisor Requirements

University faculty, including adjunct faculty, must meet the following criteria in order to supervise clinical practice during student teaching residency in initial programs:

Current full-time or adjunct employment with the university

Valid teaching certificate with appropriate subject area/level endorsements

Extensive teaching and/or supervisory experience

Training and mission match with university values

Training in Danielson’s Framework for Teaching

ROLES and RESPONSIBILITIES OF KEY PERSONNEL

Roles/Responsibilities of the Cooperating School Principals

The university relies on partnership district principals who accept the responsibility of hosting a student teacher resident to provide opportunities for maximum professional growth. Principals should:

1. Work with the Office of Professional Laboratory Experiences in the selection of qualified and certified mentor teachers.

2. Help develop a supportive climate for residents. Encourage faculty, staff, and K-12 students to accept residents as professionals.

3. Meet with the residents at the beginning of the semester to explain the school program, school rules, policies, procedures, and regulations, and introduce residents to faculty and staff.

4. Assist with the supervision and evaluation residents by making at least two informal classroom visits during the semester using the parish/city evaluation instrument for discussion with the mentor teacher and resident.

5. Strongly promote the attendance of all mentor teachers at the orientation meeting planned by the university for supervisory personnel at the beginning of each semester.

6. Require all mentor teachers to utilize professionally acceptable planning techniques with daily lesson plans.

7. Provide adequate conference time and space for mentor teachers, residents, and university supervisors.

8. Maintain a school climate in which residents and mentor teachers are encouraged to utilize effective strategies and to utilize a variety of research-based teaching strategies.

9. Provide optimum opportunities for residents to experience working with diverse students, teaching technology infused lessons, and working in classrooms with inclusion students.

10. Ensure that the mentor teacher is present when the resident is on hall duty, playground duty, teaching in the classroom, etc.

11. Stress the importance of lesson planning to actively engage students in learning.

12. Ensure that the school incorporates the State Content Standards and participates in the state testing programs.

Roles/Responsibilities of The Cooperating Mentor Teacher

Certified mentor teachers assume a vital role in the teacher preparation program. The mentor teacher represents the profession in action and provides opportunities for residents to apply knowledge, skills, and dispositions acquired in the teacher preparation program. The mentor teachers are individuals who exemplify the skills necessary for residents to be successful, including:

1. Evidence of having made consistent, positive impact on student learning, or the potential to do so

2. Knowledge of curricular tools and resources

3. Strong communication skills

4. Ability to manage time and plan effectively

5. A commitment to constant learning and improvement

6. The ability or potential to teach and lead adults, and an interest in helping colleagues grow

7. The ability to communicate and generalize effective teaching techniques beyond their own classroom experience

The mentor teacher is also expected to:

1. Prepare the students and the classroom for the resident’s arrival.

2. Orient the resident to the total school program (school policies, resources, etc.) and provide a work space for them.

3. Introduce the resident to faculty and staff and parents.

4. Model effective teaching skills for residents to observe.

5. Understand that the resident may become overwhelmed by the complexity of the teaching role; therefore, keep the lines of communication open and honest.

6. Confer and co-plan with the resident regularly about planning, classroom management, and professionalism to help them develop awareness and understanding of personal strengths and weaknesses.

7. Review lesson plans daily, approving all plans to be implemented by the resident and making suggestions for improvement.

8. Confer with university supervisor and residency coordinator about the resident’s performance.

9. Keep a record of the resident’s absences and tardiness.

10. Complete required evaluations and arrange for resident observations.

11. Remain in the classroom or nearby at all times. Never leave the students unattended.

12. Notify the university supervisor, residency coordinator, and the Director of the Office of Professional Laboratory Experiences immediately concerning weaknesses in the resident’s performance.

Roles/Responsibilities of The University Supervisor

University Supervisors work closely with the Residency Coordinator and the Director of Professional Laboratory Experiences to provide supervision of candidates doing student teaching residency. The major responsibilities of university supervisors are:

1. Establish and maintain positive working relationships with the resident, the principal, and the cooperating mentor teacher.

2. Establish a schedule of face-to-face and/or virtual visits to classrooms where residents are working. Establish the observation schedule with input from the mentor teacher. Provide a copy of the schedule to the resident, the mentor teacher, the principal, the residency coordinator, and the Office of Professional Laboratory Experiences.

3. Complete an initial visit in the first two weeks of the residency assignment.

4. Confer with the resident and mentor teacher after each observation to discuss classroom performance and to provide constructive feedback and areas for improvement.

5. Make additional site/virtual visits and complete additional observations when problems arise with the resident.

6. Submit all required documentation to the Office of Professional Laboratory Experiences.

7. Evaluate the cooperating mentor teacher.

8. Complete the Dispositions Inventory on the assigned resident.

9. Conduct a mid-semester and end-of-semester conference with the mentor teacher about the performance of the resident.

Roles/Responsibilities of the Residents

The quality of the student teaching residency experience is meaningfully and directly related to how well the resident understands and carries out the duties and responsibilities of an effective classroom teacher. Candidates who have been admitted to the residency program must commit to the following responsibilities:

1. Read the Student Teacher/Internship/Residency Handbook.

2. Display an influential and intense interest in PK-12 classroom teaching. Show initiative, resourcefulness, and creativity in meeting, planning, and teaching responsibilities.

3. Establish and maintain a professional attitude toward teaching, students, parents, teachers and the school administration.

4. Present evidence of having taken and passed all required parts of PRAXIS. Passing scores (state certifying scores) on all parts of PRAXIS I and II are required in order to complete the residency experience.

5. Attend student teaching residency orientation session prior to reporting to the residency teaching assignment.

6. Complete two full consecutive semesters in their assigned PK-12 school placement(s).

7. Follow the calendar of the school system in which they are assigned.

8. Adhere to school and classroom teacher expectations and policies. Be prompt and remain at the school until the end of each day. Assist with any extracurricular or cocurricular activities and routine duties for which the mentor teacher has responsibilities. Attend and participate in all meetings of the school faculty. Residents should participate on any committee on which the mentor teacher is serving. Read the school’s student and faculty handbooks. Learn the school and district discipline policies and procedures. Also learn the referral process for students needing help in speech, special education, reading, math, etc.

9. Be active in learning about the school, physical plant, programs and opportunities. Learn school policies: parking, fire drills, tornado drills, active shooter training, bomb evacuations, accidents, assemblies, dismissals, signing in/out of the building, etc.

10. Dress appropriately and professionally throughout the residency experience.

11. Prepare written detailed lesson plans and instructional activities in advance to provide effective instruction for the mentor teacher to approve them PRIOR to use. Use technology to support or extend student learning in the classroom. All residents will develop written daily/weekly lesson plans using the format acceptable to the mentor teacher and the university supervisor. Maintain a binder with copies of all lesson plans and have it available for classroom observers/visitors and school administrators (may be virtual).

12. Do not use cell phones for personal calls or texting during class time or when on an assigned duty. Refrain from using a cell phone or other communication device in class unless specifically requested by the mentor teacher. Never exchange personal information with students and do not contact them outside of school through social media or any other means. Also be aware that social networks are viewed by many

different people and that what you put on social media can negatively affect your professional career during residency or as you apply for teaching positions.

13. Observe the classroom mentor teacher and students and become thoroughly acquainted with equipment, materials, and school policies. Use the Guided Observation Form to record observations of classroom routines, strategies for planning, and other pertinent information. Grade papers in a timely manner, provide appropriate feedback and make decisions about adjusting instruction in lesson plans.

14. Assume appropriate responsibility for classroom management in cooperation with the mentor teacher. Administer the discipline of students with the consent and guidance of the mentor teacher. Under no circumstances will the resident administer corporal punishment nor may you serve as a witness when staff members administer corporal punishment.

15. TaskStream. Taskstream is a web-based electronic portfolio, assessment management and standards-based instruction solution. It allows teacher candidates to upload assignments from each core course in their program of study, and submit that assignments for evaluation.

16. Protect the confidentiality of student disclosures and school records; confidential information must be handled and used in a professional manner. Refrain from sharing information about students, school personnel and peers.

17. Be prompt and accurate in completing records and turning them in on time. This includes all required materials and reports at the school and to the director of Professional Laboratory Experiences.

18. Evaluate the mentor teacher and university supervisor

19. Provide the university supervisor a completed up-to-date schedule of classes as teaching assignments change.

20. Complete the Educator Dispositions Assessment (EDA).

21. Present the Electronic Professional Portfolio at the conclusion of the residency.

Roles/Responsibilities of the Office of Professional Laboratory Experiences

The director of the Office of Professional Laboratory Experiences works in conjunction with university, the Department of Curriculum and Instruction faculty, and the Student Teaching Residency Coordinator to establish and maintain policies and procedures for all observation/participation degree programs in the College of Education. Field experience, clinical practice, and residency components are well planned, sequential, and consistent with the principles of the University and Department mission. The director also coordinates all contacts, operations, activities and records pertaining to observation/participation clinical practice and residency experiences with university personnel and area school systems. Cooperating partner district school sites should be chosen that represent the following characteristics.

• Alternative schools

• Diverse cultures

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• Exceptional populations (students with disabilities, the gifted and talented)

• Immersed technology

• Inclusion settings

• Rural and urban schools

• Various socio-economic backgrounds

Grambling State University has Memorandum of Understanding (MOU) agreements with school districts and charter schools that accept our teacher candidates. The “Memorandum of Understanding” serves as the official contract between Grambling state University and the school systems. This contract delineates and includes responsibilities, roles and expectations of participants in student teaching, internship, clinical practice, and residency.

The duties of the director of Professional Laboratory Experiences include:

1. Plan and coordinate field and clinical experiences for candidates in the teacher education programs at Grambling State University.

2. Secure, along with the Student Teaching Residency Coordinator, contractual agreements with participating school systems for the placement of teacher candidates for field experiences and student teaching residencies.

3. Review applications for student teaching residency and determine candidate eligibility.

4. Assign teacher candidates to cooperating schools and assign mentor teachers in collaboration with the school principal and district liaison.

5. Assume primary responsibility, along with the residency coordinator, for conducting orientation sessions for residents, mentor teachers, university supervisors and principals.

6. Coordinate the assignment of university supervisors with the Department Head for Curriculum and Instruction to teacher candidates, matching areas of certification and teaching specialization.

7. Plan, along with the residency coordinator, the student teaching residency calendar to include professional seminars on various topics important to teachers and teacher candidates reflecting the InTASC standards and Louisiana Teacher Preparation Competencies.

8. Monitor teacher candidates’ progress and hold conferences as needed with residents, university supervisors and /mentor teachers.

9. Administer and summarize program evaluations at the end each semester, disseminating evaluation results to faculty, department heads, and the dean of the College of Education.

10. Maintain a file for each teacher candidate and resident that contains evaluation reports from university supervisors and mentor teachers.

11. Work closely with the residency coordinator and Residency I course instructor during the fall semester to address any needs, concerns of teacher candidates and university faculty related to the residency.

12. Assign and enter final grades for residents during Residency II in the Spring Semester.

Roles and Responsibilities of the Student Teaching Residency Coordinator

The Student Teaching Residency Coordinator at GSU is responsible for administering and supervising the field experience and clinical practice program. Responsibilities include:

1. Maintain relationships with Partner Districts by communicating with district liaison (or their representatives), school principals, and recommended mentor teachers

2. Work with Director of the Office of Professional Laboratory Experiences and Partner Districts to select classroom Mentors at all levels and disciplines and to orient them to the Residency program.

3. Insure Residents are matched in their respective content, subject, and grade level areas.

4. Determine along with the Director of the Office of Professional Laboratory Experiences each Resident applicant’s grade point average, course requirements and overall eligibility for Residency.

5. Notify Resident applicants of their eligibility for Residency and work with the Director of the Office of Professional Laboratory Experiences and the GSU Certification Specialist to apply for Resident Teaching Certificates.

6. Coordinate the Residency program with the University supervisors and classroom Mentors. Maintain student records and placement information.

7. Provide supervision of Residents in conjunction with assigned University Supervisors and as required by the Curriculum and Instruction Department Head.

8. Assign in collaboration with the course instructor, the final grades for Residency upon recommendation of the classroom Mentor and university supervisor, and Director of the Office of Professional Laboratory Experiences.

9. Coordinate and facilitate professional development seminars for Residents at scheduled intervals throughout the semester with OPLE Director, Faculty members, and University Supervisors.

10. Prepare along with the Director of the Office of Professional Laboratory Experiences, the Year-Long Residency calendar.

GENERAL PRE-REQUISITES FOR ADMISSION TO YEAR-LONG RESIDENCY

Undergraduate Requirements

To be admitted to the Year-Long Student Teaching Residency Program, a teacher candidate must have been admitted to the College of Education, Department of Curriculum and Instruction, and Advanced Standing (admitted into a teacher education degree program). Additionally, a teacher education candidate must successfully meet the following requirements:

1. Complete an application for admission to Residency

2. Complete appropriate methods courses with a minimum grade of “C”

3. Have a minimum grade-point average of 2.5 in the specialized academic and professional sequence

4. Demonstrate general proficiency in literacy and numeracy by completing English and Mathematics sequences with a minimum grade of “C”

5. Demonstrate exemplary moral and ethical character – must have a background check at the expense of the candidate. School districts require background checks in compliance with laws to demonstrate the commitment to protecting the welfare of children and adults and to help maintain access to field, practicum, internship and residency sites with students. Any teacher canidate who has an arrest after submitting a background check must contact the Office of Laboratory Experience. Background checks should be submitted for Freshmen, Sophomore and Junior teacher education majors by September 15th of each year. Background checks for residents who are Seniors should be before by May 1st of each academic year.

6. Correct and/or make provisions for managing conditions which would interfere with effective teaching during the residency.

7. Secure a recommendation from adviser, university instructor, appropriate department head or the director of Professional Laboratory Experiences.

8. Provide evidence of completion of observation/participation hours required (minimum of 180 clock hours)

9. Achieve the score required for certification in Louisiana on all required PRAXIS I and II Examinations (including Content and PLT exams).

10. Join a professional teacher education organization for liability coverage at the expense of the candidate. All Student Teachers/Interns/Residents are required to secure professional liability insurance. Insurance may be provided through membership in the National Education association (NEA), Associated Professional Educators of Louisiana (A+PEL), or American Federation of Teachers (AFT). This type of insurance may be provided through your personal insurance company. Please provide proof of professional liability insurance coverage.

Aspiring Educators Membership

$15.00 Annual National Dues

To join NEA/Aspiring Educators (Student Membership)

• Logon to www.nea.org

• Click on Join NEA then click Student Membership

• Join NEA’s Aspiring Educators (Refer to the United States map and click on LA (Louisiana)

• Complete the application form at the bottom of the page

Yvonne Johnson, LAE Coordinator for Aspiring Educators Program

Laurie Guillot, LAE Coordinator for Aspiring Educators Program

E. Foster, Advisor for Grambling Chapter of Aspiring Educators

Year-Long Residency Information

Teacher preparation candidates who were admitted to a university for a degree with a major in teacher education or formally admitted to a program of study in teacher education and remain continuously enrolled under a catalog description program/degree plan for a university or nonuniversity provider prior to July 1, 2018 policy will be eligible to become certified to teach in Louisiana upon completing all program of study requirements and meeting all BESE certification requirements. If a provider has a catalog or other document that indicates that they have the right to change the curriculum for a degree or program after admission, teacher candidates will be required to complete any changes to a curriculum identified by a university or non-university provider.

Year-long Residency Redesign College of Education Department of Curriculum and Instruction Block

Placement Procedures

Prospective student teaching residency candidates are provided information relative to application procedures during the semester immediately preceding the experience.

• The Office of Professional Laboratory Experiences (OPLE) and the Student Teaching Residency Coordinator collects and reviews applications and recommends admittance based on College of Education (COE) Adviser’s review of transcript scores on all PRAXIS exams, college and university GPA, GET 300 results, service learning hours, and number of observation/participation field experience hours completed.

• The director of the Office of Professional Laboratory Experiences (OPLE) and Residency Placement Committee reviews data provided for each applicant and forwards recommendations to the department head.

• The curriculum and instruction department head reviews recommendations and grants final approvals.

• The OPLE director notifies teacher candidate, the adviser, department head, and dean in writing of the decision.

• The Office of Professional Laboratory Experiences (OPLE) in collaboration with the district liaison, notifies the resident of placement in one of the partner public school systems: Bienville, Bossier, Caddo, Claiborne, DeSoto, East Carroll, Grant, Jackson, Lincoln, Monroe City, Ouachita, Madison, Morehouse, Rapides, Richland, Sabine, Union, Webster, and Winn Parishes. The OPLE Director and Student Teaching Residency Coordinator review each application and makes school assignments in collaboration with the partner district and school principal(s). Principals recommend qualified cooperating mentor teachers based on information supplied about the teaching major and degree program of the candidate. Consideration is given to providing opportunities for teacher education candidates to work in a diverse classroom where technology is an integral part of the teaching-learning process. The OPLE office keeps in mind the following major considerations: schools and grade levels requested by applicants and availability of qualified cooperating mentor teachers. As a rule, residents are not assigned to schools where they have immediate family or relatives or where their own children are attending.

The following guidelines are adhered to when placing student teachers for residency:

1. Except in special teaching fields, a student teacher is placed with one supervising mentor teacher during the teaching assignment for two consecutive semesters.

2. Student teaching residents are assigned to a classroom in their major field of study and work in their minor fields of concentration only by special permission.

3. Student teaching residents are not assigned to teaching principals, coordinators of instruction, or anyone whose major responsibility is not full-time classroom teaching.

Instructional Time

Per Bulletin 996, for certification in B-K, PK-3, 1-5, or integrated to merged, candidates must spend a minimum of 80 percent of the residency school site’s instructional time each week engaged in residency activities. For certification in K-12, 4-8, 6-12, 4-8 integrated to merged, or 6-12 integrated to merged, candidates must spend a minimum of 60 percent of the residency school site’s instructional time each week in the first semester and 80 percent of the residency school site’s instructional time each week in the second semester engaged in residency activities. Extenuating circumstances, such as a student illness or school closures due to a weather event, may sometimes prevent a candidate from spending this amount of time every week. In these cases, the university UPDATED TEACHER PREPARATION TRANSITION GUIDE December 2017 should follow their policy regarding time and attendance. By design, however, the residency should include weekly time at the percentages listed above. If, by design, the residency does not include consistent weekly time at the above percentages, the provider should submit an application for an innovative residency model.

The term “instructional time” for the purpose of the residency is based on the start and dismissal times for PK-12 students at the school in which the residency is occurring. For example, if the school start and dismissal time for students is 8:00 AM and 3:00 PM, the students would be at the school for 7 hours a day and 35 hours a week. 60 percent of 35 hours is 21 hours per week and 80 percent of 35 hours is 28 hours per week. Per Bulletin 996, residencies shall include a combination of the following experiences:

a. instructional goal-setting and planning, including individual education plan (IEP) and individual accommodations plan (IAP) review and implementation;

b. classroom teaching;

c. analysis of student assessment results, including formative and summative assessment data, student work samples, and observations of student class discussions;

d. parent-teacher conferences and communication; and

e. interactions and collaboration with other teachers.

Some of these experiences may occur outside of school hours, such as a parent-teacher conference. That time may be included in the residency “instructional time” calculation even though the experience occurs outside of the school day.

Substitute Teaching

Per Bulletin 996, Section 328, G: “Holders of the resident teacher certificate may serve as a substitute teacher in their residency school system for up to ten days each semester. Such service shall not impede a teacher candidate's residency performance or ability to successfully complete the preparation program.”

Residency Requirements

Bulletin 996 requires post-baccalaureate candidates to engage in 80 hours of “actual practice experience in classrooms” prior to the residency. This experience must take place in person, in a classroom, with students. This practice could include:

● Leading small or large group lessons as a student teacher

● Practice teaching during summer school

● Serving as a substitute teacher for the first two to three weeks of school and then transitioning to a Practitioner’s License certificate

● Prior experience as a paraprofessional or a teacher, provided the experience directly aligns with the competencies.

Experience prior to enrollment in the teacher preparation program can be used for the 80 hours of actual practice, so long as the provider can demonstrate that the experiences “directly align with and sequentially develop the teacher preparation competencies identified in Bulletin 746”. If the 80 hours occurs prior to enrollment, providers should maintain documentation of what the experience was and how it developed teacher preparation competencies. This documentation may be used as part of on-site reviews or other reviews of program quality.

Teaching Experience (Post-baccalaureate)

Post-baccalaureate candidates who have experienced difficulty completing program requirements, through no fault of their own, may request for the Department to use three years of successful experience in an approved Louisiana school in lieu of the internship component of their program. This experience must be in their area of certification. The provider should submit this request, including documentation of the extenuating circumstances, along with the application for the Level 1 certificate.

Participation in Yearlong Residency after Graduation

While candidates are not required to participate in the yearlong residency following their graduation, school systems and teacher preparation programs should collaborate to provide opportunities for candidates to complete residency experiences through the end of the academic calendar of the residency site. The end of the school year is an important time of year and it is valuable for candidates to see the closing to school.

Break in Residency Program

In most cases, if a candidate completes one semester of the residency but then has a break in their program of one or more semesters, the candidate must restart the residency. The yearlong residency is meant to be completed within two consecutive semesters under the tutelage of one primary mentor. Providers may request an exception for candidates with extenuating circumstances, such as for candidates with serious medical conditions, experience natural disasters, or other such circumstances. This information should be included in the request for the renewal of the Resident Teacher Certificate.

PRAXIS Requirements

Candidates must pass the required core academic skills exams for initial issuance of the resident teacher certificate ( in the first semester of the residency). Candidates must also pass the required content knowledge exams in order to renew the resident teacher certificate. NOTE: An ACT composite score of 22 or a SAT combined verbal and math score of 1100 or higher (New SAT) or 1030 or higher (Pre-March 2016 SAT) may be used in lieu of Praxis 1

PPST Exams or Core Academic Skills for Educators in reading, writing and math by prospective teachers in Louisiana.

The teacher preparation provider recommends the candidate for certification upon successful completion of the program. The decision to recommend the candidate must be made collaboratively with personnel from the residency site, including the residency school site principal or designee, and mentor teacher.

Source:

http://www.louisianabelieves.com/docs/default-source/teaching/teacher-preparation-transitionguide.pdf?sfvrsn=8

Special Placements According to Majors

1. Elementary majors engage in one teaching assignment for the semester in school organizations where supervising mentor teachers are responsible for only one or two subject areas. Residents are required to observe teaching in other subject areas.

2. Elementary majors pursuing a dual major (e.g. Elementary Education and Special Education) must complete the student teaching residency experience in a regular classroom and the other half of the experience in a special education classroom.

3. Special education majors must complete half of the student teaching experience in an appropriate special education classroom and the other half of the experience in a regular elementary classroom.

4. Secondary majors engage in teaching and observing a full day for the entire semester in their major areas.

5. All teacher education majors are required to spend a full year (two consecutive semesters) in student teaching residency. This exceeds the minimum of 270 clock hours in student teaching with at least 180 of such hours spent in actual teaching required by the state. Student teaching residents must document 180+ hours of actual instructional time each semester during the student teaching residency

6. All levels majors (Health and Physical Education (Kinesiology-Pedagogy, Music,) will engage in student teaching residency at two levels where possible. One half of the student teaching residency period will be spent at elementary and secondary settings respectively when and where possible.

Criteria for Selecting Cooperating Residency School Sites

Residency school sites are selected for student teaching residency on the basis of the following criteria:

1. Approval of the partner parish school board and the parish superintendent to participate in the program of student teaching residency operated by Grambling State University with a signed Memorandum of Understanding (MOU)

2. Quality and extent of curricula offerings and available mentor teacher in the partner school district

3. Willingness and desire of qualified/mentor teachers to support and assume the responsibility to provide one-on-one support by using an ongoing mentoring cycle to improve teacher candidates’ understanding of and ability to practice and demonstrate high-quality instruction.

4. A school program that embodies the skills necessary for mentors to be successful to meet the major and minor needs of student teaching residents in the PK-12 classroom.

Resident Teacher Certificate (R) (Bulletin 746)

A. Beginning July 1, 2018, the resident teacher certificate (R) shall be required for individuals completing a one-year residency required for certification in Louisiana pursuant to Bulletin 996.

B. Resident teacher certificates are valid for one school year, are renewable, and may be held a maximum of three years while the holder pursues certification through a BESE-approved preparation program.

C. Eligibility guidelines:

1. enrollment in a BESE-approved traditional, master’s degree, or certification-only teacher preparation program;

2. placement in a classroom in a public or approved non-public school with a teacher of record who holds a valid level 1, 2, 3, type A, or type B teaching certificate in the area for which the candidate is pursuing certification pursuant to Bulletin 746;

a. resident teachers placed in charter schools must be placed with a teacher of record who has demonstrated effectiveness pursuant to state law and Bulletin 130;

3. passing scores on required core academic skills exams for initial issuance; and

4. passing scores on required content knowledge exams for renewal.

D. The request for the Resident Teacher license as well as renewal requests must be submitted directly to the LDE by the preparation provider.

E. The LDE will begin issuing resident teacher certificates to candidates completing residencies in BESE- approved programs with one-year residencies on July 1, 2017.

F. There shall be no fee charged for the resident teacher certificate’s issuance.

G. Holders of the resident teacher certificate may serve as a substitute teacher in their residency school system for up to ten days each semester. Such service shall not impede a teacher candidate's residency performance or ability to successfully complete the preparation program.

Residency Grading Policy

The evaluation of the Teacher Resident is a shared responsibility involving the Classroom Mentor, the University Supervisor, Course Instructor and the Student Teaching Residency Coordinator. Though each of these individuals is expected to make a contribution to the evaluation of Residency performance, it is the Course Instructor in collaboration with the Office of Professional Laboratory Experiences and Student Teaching Residency Coordinator who is charged by the university with final authority and responsibility for assigning the course grade. Assessments of Residents are based upon standards for both pedagogy and content knowledge, and use a rubric with columns to indicate “highly effective,” “effective proficient,” “effective emerging,” and “ineffective” performance. To successfully complete the residency, Residents must demonstrate effectiveness on the Final Assessments completed in Task Stream by the course instructor, classroom Mentor and the university supervisor.

Judgment as to the effectiveness of the Resident is based on formative and summative evaluations, which are completed by the Classroom Mentor and the University Supervisor and course instructor. The University Supervisor recommends the final grade for the Residency course with input from the Classroom Mentor in collaboration with the course instructor. The final grade for the Resident be based on the candidates demonstration of the InTASC standards and will include the following areas of evaluation and will be weighted according to the percentages indicated below.

A. RESIDENCY PERFORMANCE - 75%

The Resident is evaluated on his/her professionalism and practical application in the classroom of educational theory and knowledge. It is expected that Residents maintain professional ethics and integrity.

Formative evaluation includes:

• Informal Observation of Lesson Rubric (completed three times during the semester by university supervisor and three times by the classroom Mentor Teacher)

• Professionalism included on Informal Observation of Lesson Rubric (completed at each informal observation by university supervisor and classroom Mentor Teacher)

Summative evaluation includes:

• Resident Final Assessment (completed at the end of the semester by the university supervisor and the classroom Mentor Teacher and course instructor)

• Candidate Disposition (completed by Mentor Teacher, and University Supervisor in collaboration with the course instructor at the end of the semester)

B. PROGRAM REQUIREMENTS - 25%

The Resident is evaluated on meeting the following program requirements:

Course Specific Residency Assignments

Assignments for each semester of the year-long residency are completed and submitted into Task stream. All assignments must be submitted in order to earn a passing grade for Residency. See

the assignment schedule and the Task Stream course for specific information regarding these assignments.

Task Stream

Task Stream submissions are due on the dates indicated. ALL Task stream submissions are required. Any submissions not submitted will result in an “Incomplete” for the semester grade.

Course work & Participation

Coursework points are earned based on attendance and completion of required weekly reflection activities. Residents must be present for seminar sessions and complete all reflection assignments to earn attendance and participation points. Attendance points cannot be “madeup” regardless of whether attendance is excused or unexcused.

Descriptions of Performance for Each Recommended Grade Level

An individual who earns an A:

1. exceeds expectations and performed with extreme skill

2. is capable of functioning effectively and independently as an entry level professional person.

3. has demonstrated outstanding knowledge, skills and attitudes relevant to a wide variety of professional responsibilities and relationships.

4. has demonstrated a high level of self-motivation, ability to learn and interest in his/her professional development.

A person who receives an A can be recommended with slight if any, reservation. An individual who earns a B:

1. meets expectations and performs well

2. will need occasional assistance in order to function as an entry-level professional person.

3. has demonstrated a good base of knowledge, skills and attitudes relevant to professional roles responsibilities and relationships.

4. has demonstrated an adequate level of self-motivation, ability to learn and interest in his/her professional development.

A person who receives a B can be recommended with confidence for a position after noting strengths and weaknesses.

An individual who earns a C:

1. is learning and working towards independence but still needs some assistance or support

2. will need considerable assistance in order to function effectively as an entry-level professional person.

3. has demonstrated adequate knowledge, skill and attitudes in some relevant professional areas, and is making progress in developing a good base level in other relevant areas.

4. has demonstrated a need for more initiative and/or guidance in his/her learning and continued professional development.

A person who receives a C can be recommended with reservations. An individual who earns a D:

1. needs to learn and still requires a great deal of support

2. may fall short of overall effectiveness as a professional person, even with extensive assistance.

3. has demonstrated limited knowledge, skills and attitudes relevant to the field and has demonstrated little progress in developing an adequate level of functioning necessary to assuming professional responsibilities.

4. has demonstrated characteristics that may preclude success in working effectively with children and others.

A person who receives a D may or may not be recommended with serious reservations.

An individual who earns an F:

1. has inadequate knowledge, skills and attitudes to function as a professional person.

2. has not demonstrated sufficient knowledge, skills or attitudes for an entry level professional.

3. has demonstrated characteristics that could be detrimental to children and/or others.

A person who receives an F cannot be recommended for licensure or for a position working professionally with children and/or others.

Residency Student Teaching Weekly Activity Log

Clock hours should be recorded daily on the Student Teaching Residency Weekly Activity Log Report. Notes must be concise and informative enough for the mentor teacher and other supervising personnel to understand what the resident has been doing in the assigned classroom. The report should be signed weekly by the mentor teacher and regularly submitted to the course instructor, and OPLE director. Student teaching residents should submit originals to the OPLE director and keep a copy for their own records.

Residency Hours may be recorded in four categories:

(A) Assisting Teacher: Assisting the teacher in any phase of duty that includes direct contact with students. This includes working with individual or small groups. For example, a resident may perform routine housekeeping tasks, stand duty with the supervising teacher, assist students in the class, and attend after-school meetings and activities. University sponsored meetings that require the resident’s attendance may be recorded as participation.

(B) Conference/Participation: Meeting with the cooperating mentor teacher, cooperating principal, university supervisor, Student Teaching Residency Coordinator, or the director of Professional Laboratory Experiences to discuss matters such as lesson plans and classroom management procedures, or to critique the candidate’s teaching performance. Seminars with the OPLE director may be recorded as conference/participation. Attending after-school meetings,

performing routine tasks, standing duty with the cooperating mentor teacher may be recorded in this category.

(C) Observation: Observation of teaching-learning situations is essential in the planning process for student teaching residents. Time spent observing the cooperating/mentor teacher or other teachers in the school may be recorded in this category.

(D) Teaching: Record time teaching from your own lesson plans and only in your area of Certification or from your mentor teacher’s lesson plan if you have been informed in advance and have time to implement ideas and procedures. Student teaching residents are expected to assume the role of a teacher and conduct themselves accordingly. Professionalism is expected of each resident.

This includes but is not limited to:

• Being punctual with attendance and all assignments

• Adhering to school systems’ philosophies and policies regarding personal habits, conduct and dress

• Following the school systems’ policies of grading, record keeping, and reporting to parents/guardians

• Using effective verbal and written communication

• Being thoroughly prepared for all teaching assignments

• Following FERPA guidelines regarding confidentiality of student records

• Attending orientation and all seminar sessions held by the director of Professional Laboratory Experiences and those required by the school system

• Maintaining and submitting weekly activity logs

Attendance

The student teaching resident should know the cooperating school’s policy for emergencies or illness and comply with it. The cooperating mentor teacher, the university supervising teacher, Residency Coordinator, and the Office of Professional Laboratory Experiences each should be notified of absences (full and partial days). First notify the cooperating mentor teacher and then call the Residency Coordinator and the Office of Professional Laboratory Experiences. If the university supervisor has a scheduled visit to your school that day, the Office of Professional Laboratory Experiences, if requested, will notify the university supervisor of your absence.

The student teaching resident may be excused from student teaching residency duties only for the following reasons:

(a) University required activities (absences aren’t recorded for these activities);

(b) Individually arranged interviews for job placements (these should be limited in number and approved in advance by the Mentor Teacher and the Office of Professional Laboratory Experiences);

(c) Emergencies including personal illness, death or illness in the immediate family;

(d) Official closing of cooperating school for an emergency (absences aren’t recorded in this case). Submit a written excuse for absence to OPLE.

Lesson Plan Outline

Student teaching residents are required to have a written plan for each lesson taught throughout the each semester of the year-long residency.

These plans must be approved in advanced in collaboration with the cooperating mentor teacher. If lesson plans have not been submitted in advance, the resident will not be allowed to teach. The format for unit and daily plans provided by the student teaching residency course instructor of record must be used unless approved and required by the school in collaboration with the mentor teacher. Copies of the lesson plans initiated by the cooperating mentor teacher should be placed in a ring or virtual binder and be readily available during the university supervisor’s and principal’s classroom visits.

Residency Calendar

The residency calendar distributed by the course instructor at the orientation meeting includes important dates for university activities. The student teaching resident is required to meet the obligations listed on the calendar unless they are indicated as optional.

The resident is required to follow the cooperating school’s calendar during the student teaching residency experience rather than the university’s calendar for holidays. It is the residents’ responsibility to inform the Student Teaching Residency Coordinator and the director of professional laboratory experiences of their cooperating school’s calendar. A copy of this calendar should be given to the director of professional laboratory experiences at the first required seminar session.

Student teaching residents must adhere to the following attendance guidelines:

• Residents are expected to complete the full semester in their assigned placement(s).

• Residents are to follow the same calendar as the school system and PK-12 school in which they are assigned.

• Residents are expected to report at the designated time for mentor and other teachers each day and to remain at the school until the time for dismissal of regular personnel for the entire semester.

• Absences are inexcusable except in the case of approved university required activities, illness, death in the family or other serious circumstance that MUST be reported immediately to the Office of Professional Laboratory Experiences AND the school site using the form provided.

• Residents are expected to accompany/assist the cooperating mentor teacher for the entire school day. Duties may include attending faculty and professional meetings or other required professional development activities.

• More than three unexcused absences will be considered unsatisfactory performance

• For professional and legal purposes, the resident must always be accompanied by the cooperating mentor teacher or substitute teacher when on duty at the assigned school.

Due Process/Grievance Procedures

When there is an apparent problem with the classroom performance and/or the professional performance of a student teaching resident, the cooperating mentor teacher notifies the student teacher/resident, the university supervisor, mentor teacher, Residency Coordinator, and the director of Professional Laboratory Experiences of the unsatisfactory performance. A conference is held with the director of Professional Laboratory Experiences and/or course instructor, the university supervisor, the Residency Coordinator, the cooperating mentor teacher, and the resident to develop an intervention plan.

During the period specified for demonstrated improvement of the resident’s performance, the Residency Coordinator, Mentor teacher, the course instructor and/or the Director of the Office of Professional Laboratory Experiences will evaluate the resident for at least one full period each week of the intervention. If the resident does not show improvement during the specified time, the teacher candidate will be removed from residency using the following procedures:

• A meeting will be held at the cooperating school for the purpose of removal of the resident. The director of laboratory experiences, residency coordinator, the university supervisor, the principal, the cooperating mentor teacher, and the resident will be present.

• The director of Professional Laboratory Experiences will verbally notify the resident of the recommended decision.

• The director of Professional Laboratory Experiences will give the resident specific reasons for the removal in writing.

• The resident will sign a copy of the documentation of reasons for removal.

• The resident will be notified of the written appeal process.

• The teacher candidate may appeal in writing to the Professional Laboratory Experiences Committee. This committee will make a recommendation to the dean of the College of

Education who will make the final decision regarding the resident’s removal from the year-long residency program

If the resident is a member of a professional organization, the resident may wish to contact the organization for assistance during the process.

Classroom Observations

University Supervisors and mentor teachers should observe and record observations of classroom routines and resident teaching experiences at least three times each semester, using the GSU Danielson Rubric provided. The observer should make notes about strategies for planning, and record other pertinent information about the observation. All observers should observe the resident at different times of the day and in other classrooms in the school in order to get a comprehensive picture of the resident’s performance.

Academic Coursework

Due to the demands of student teaching residency, candidates may enroll in one course: ED 427 – Classroom Management during their final semester of the year-long residency. Candidates must seek approval to enroll in another course (3 hrs.), a course that must meet outside the regular school day. Candidates must purchase the required student teaching residency textbook for readings and assignments assigned by the course instructor.

The Student Teaching Resident’s Professional Electronic Portfolio

The Professional Electronic Portfolio provides evidence that Louisiana Compass Danielson Rubric for Enhancing Professional Practice, College of Education Conceptual Framework outcomes, and the InTASC Standards have been demonstrated by the resident. In addition to being an exit requirement for residency, the electronic portfolio also serves as an introduction to be used when seeking employment. The Professional Portfolio is refined and completed during the student teaching residency assignment and it must be uploaded into TaskStream, the assessment management system for the College of Education. Residents present the digital Professional Portfolio to a panel of educators external to GSU who rate the presentation using the rubric provided. Additional guidelines are disseminated in residency seminar sessions.

Written evaluations of the resident are completed using the Louisiana Compass rubric provided by the cooperating teacher (3), the principal (optional) (1), and the university supervisor (3). Evaluation begins during the first week and continues to the end of the assignment with observations and feedback by the cooperating/mentor teacher, school principal, and university supervisor. All evaluations except the final evaluations by the cooperating mentor teacher and the university supervisor are formative. In addition, cooperating mentor teachers and university supervisors are required to complete the Dispositions Inventory for each teacher education candidate resident assigned to them. Each resident also completes a dispositions inventory and an exit interview upon completion of student teaching year-long residency

Evaluation of Cooperating Mentor Teacher and University Supervising Teacher

The resident is required to evaluate his/her cooperating mentor teacher and university supervisor during the final week of each residency semester and to submit the evaluations at the final seminar meeting of each semester. The evaluations will be kept in confidence. Cooperating mentor teachers will evaluate university supervisors and university supervisors will evaluate cooperating mentor teachers.

PROGRAM INFORMATION

Supervisor of Student Teaching Residency

Mentor teachers and University Supervisors who model behaviors of a professional whose subject matter knowledge is extensive, whose teaching and learning strategies are based on research and best practices, and whose classroom management and personal interactions are those of a nurturing, caring practitioner are selected to help residents enter the teaching profession as masters of subject matter content, facilitators of learning, and enhancers and nurturers of affective behaviors.

Cooperating mentor teachers must meet the certification requirements for a supervisor of student teaching (or must have taken and passed the Supervision of Student Teaching course). These qualifications are:

(a) valid Type A or Level 3 Louisiana certificate in the field of the supervisory assignment;

(b) valid Type B or Level 2 Louisiana certificate in the field of the supervisory assignment and successfully complete the three semester-hour course in the supervision of student teaching;

(c) valid Type B or Level 2 Louisiana certificate in the field of the supervisory assignment and successfully complete assessor training through the Louisiana Teacher Assistance and Assessment Program; and

(d) valid Type B or Level 2 Louisiana certificate in the field of the supervisory assignment and National Board Certification in the field of the supervisory assignment.

Grambling State University, in collaboration with partner district liaisons attempt to select only fully qualified and certified cooperating mentor teachers as defined by the above certification regulations. The selection of mentor teachers is made by the director of Professional Laboratory Experiences from a list compiled in collaboration with the partner district liaisons and principals of the cooperating district PK-12 schools.

Mentor Teacher Ancillary Certificate (Bulletin 746)

Beginning September 1, 2020, the mentor teacher ancillary certificate will be required for individuals who serve as a mentor of undergraduate or post-baccalaureate teacher residents.

Individuals who have completed a BESE-approved mentor teacher training program and have a passing score on the Louisiana mentor teacher assessment series will be issued a mentor teacher ancillary certificate. Individuals who successfully completes Louisiana Department of Education (LDE) teacher training from November 1, 2017 through July 31, 2020 are eligible for the mentor teacher ancillary certificate after passing the Louisiana mentor teacher assessment series.

Mentor teacher ancillary certificate are valid for five years and may be renewed at the request of the employing authority.

On September 1, 2023, the mentor teacher ancillary certificate will replace the supervisor of student teaching certificate. Individuals who were issued the supervisor of student teaching certificate on or before December 31, 2018 may serve as mentor until August 31, 2023. The LDE will begin issuing mentor teacher ancillary certification no later than July 1, 2019.

Mentor Teacher HONORARIUM SCHEDULE

Cooperating Mentor Teacher Stipends

In October 2016, BESE approved a transitional funding plan for undergraduate teacher preparation providers. As part of this plan, BESE-approved a $2,000 stipend for undergraduate residents participating in a year-long residency and a $1,000 stipend for their assigned mentor. This funding concluded in 2018-2019. The Department will continue to provide a $1,000 stipend to the mentors who support year-long undergraduate residents. This stipend is allocated to school systems who host residents. School systems should pay mentors directly. Taxes and benefits are not included in the allocation amount. Through the teacher pay increase approved by the Legislature in 2019, the Department will allocate funds for LEAs to pay $1,000 to yearlong undergraduate residents who hold a resident certificate and are completing their residency in a public school. Funding will be provided through the Minimum Foundation Program (MFP) formula via the certificated pay raise calculation. In the 2021-2022 academic year, the data collection for the stipend will take place in EdLink 360.

Who is eligible for the mentor stipend?

● Mentors of certificated undergraduate residents in yearlong residencies are eligible for a $1,000 stipend.

● The mentor teacher must hold one of the following on October 1, 2020:

○ Mentor Teacher Ancillary Certificate

○ Provisional Mentor Teacher Ancillary Certificate

○ Supervisor of Student Teaching Certificate

○ 2020-2021 Mentor Credential Waiver

Who is eligible for the resident stipend?

● The resident must hold a resident certificate with a valid from date on or before October 1, 2020. (It is suggested that providers apply for resident certificates by August 31 to ensure they are processed in time for the stipend.)

● The resident must serve in a MFP funded entity.

● The resident must serve with a mentor teacher in the same MFP funded entity as the resident teacher.

● The resident must serve with a mentor teacher that is reported in PEP with an object code of 112 (teacher) and a function code within the 1000s excluding 1530 (Pre-K) and 1531 (Head Start).

● The resident must serve with a mentor teacher that is not a contract employee.

● The resident must serve with a mentor teacher holding one of the following on October 1, 2020:

○ Mentor Teacher Ancillary Certificate

○ Provisional Mentor Teacher Ancillary Certificate

○ Supervisor of Student Teaching Certificate

○ 2020-2021 Mentor Credential Waiver

If a Resident Teacher will be ending their employment at the end of the calendar year compensation may be paid in two installments: half at the mid-year point and the other half at the end of the residency. If a Resident’s position will end in December, then the total compensation amount should be provided no later than December 31.

The retirement allocation will be provided to the LEAs according to the Resident count.

The compensation for Resident Teachers and Mentor Teachers does not include benefits. The school system may deduct the cost of benefits from the total stipend amount or use school system funds to fund benefits.

If a Mentor Teacher is supporting more than one Resident Teacher, they do not receive more than $1,000. Mentor Teachers will only receive $1,000 compensation regardless of how many residents they may be assigned.

If a Resident Teacher has two Mentor Teachers, both Mentor Teachers do not receive $1,000. The Mentor Teacher stipend will be split between the two Mentor Teachers by using the resident percent time spent in each role/location data field as indicated by school systems.

Resident Evaluations

Mid-term evaluations are formal and result in the recommendation of a letter grade from university supervisors and cooperating mentor teachers. These evaluations are followed by additional practice time; therefore, areas in need of remediation can be addressed. Mid-term evaluations are discussed with and signed by the resident teacher and submitted to the Office of Professional Laboratory Experiences.

Final Evaluations. The mentor teacher and the university supervisor complete a final evaluation and Dispositions Inventory of each assigned resident at the end of the residency teaching period. Both the mentor teacher and the university supervisor recommend a letter grade. Conferences with the resident should be conducted prior to submitting the grade to give the resident an opportunity to discuss the report. Residents are required to sign the form to verify that they have had the opportunity to discuss the report with the mentor teacher, residency coordinator and the university supervisor. Residency II: ED 445 Student Teaching Course Requirements for final grades are detailed in the course syllabus.

Residency Personnel Evaluations

Residents and mentor teachers complete an evaluation of the university supervisor. Residents and university supervisors complete an evaluation of the mentor teacher. Data from these evaluations are analyzed and used in program decision-making. The information obtained from these evaluations is highly confidential.

Student Teaching Residency Policies and Procedures

Grambling State University requires two full consecutive semesters of student teaching for the year-long residency. This allows for more than the minimum required hours mandated by the Louisiana Legislature in House Bill 733.

Appendix

Data on Principals

Data on Mentor Teachers

Data on University Supervisors

Educator Disposition Assessment (EDA)

GSU Danielson Observation/Evaluation Rubric

InTASC Standards 2013

Mentor Teacher Evaluation by University Supervisor

Mentor Teacher Evaluation by Resident

Residency Application

Residency Application Checklist

Residency Obligations

Resident Letter Grade Assignment Form

Residency Weekly Activity Log

Residency Excuse for Absence Form

Resident Referral Form

Residency Classroom Observation Guidelines

Rubric for Assessing Electronic Portfolio

Suggested Schedule for Residency

Teacher Candidate/Resident Evaluation

University Supervisor Evaluation by Mentor Teacher

University Supervisor Evaluation by Resident

Weekly Activity Log

Office of Professional Laboratory Experiences

Department of Curriculum and Instruction College of Education

DATA ON PRINCIPALS

Please supply all information requested on this form and return it immediately to the Office of Professional Laboratory Experiences. (johnsonp@gram.edu)

Date _________________________________

Name________________________________ Soc. Sec. No. ____________________________

Email__________________________________

Home Address ______________________________________

City _________________________________ State____________ Zip_________________

Name of School ____________________________________________

School Address ___________________________ Tele. # ____________ Fax _______________

City ___________________________________ State____________ Zip _______________

Parish____________________ Principal______________________________

Undergraduate Degree____________________

Where earned________________ When earned_______________

Advanced Study Beyond the Bachelors_______________________________________________

Dates_______________________________

Graduate Degree________________________ Field__________________________________

Where Earned__________________________ When Earned___________________________

Years of Experience _______________

Number of years you have worked with Student Teachers/Residents ___________

Do you wish to continue to work with the Student Teaching/Resident Program? ____yes ____no

___undecided

Are you a DROP participant? ___yes ___no

Do You Hold a Mentor Teacher Certificate ___yes ___no

Additional Comments:

Office of Professional Laboratory Experiences

Department of Curriculum and Instruction College of Education

DATA ON COOPERATING TEACHERS/MENTORS

Please supply all information requested on this form and return it immediately to the Office of Professional Laboratory Experiences. A fax is acceptable (318-274-3346).

Date:

Name: Social Security#:

Email: Home Address:

City: State: Zip:

Name of School:

School Address: Tele. # Fax #:

City: State: Zip:

Parish: Principal:

Highest Certificate Type: Field:

Teaching Field: Years of Experience:

Areas of Certification: _____________________Mentor

Cert._________________________

National Board Certification: Yes No

Teaching Experience in Elementary/Secondary: When Where Grade Levels

Credit Hours Received in Supervision of Student Teaching ___________ When Earned

Mentor Training: ________ YES _______ NO

Office of Professional Laboratory Experiences

Department of Curriculum and Instruction College of Professional, Educational, and Graduate Studies

DATA ON UNIVERSITY SUPERVISORS

Please supply all applicable information requested on this form and return it immediately to the Office of Professional Laboratory Experiences. A fax is acceptable 318-274-3346).

Date:

Name: Social Security#:

Email: Home Address: City: State: Zip:

Name of School:

School Address: Tele. # Fax #: City: State: Zip:

Parish: Principal:

Highest Certificate Type: Field:

Teaching Field: Years of Experience: Areas of Certification: _____________________ Mentor Certification:

National Board Certification: Yes No

Teaching Experience in Elementary/Secondary:

When Where Grade Levels

Credit Hours Received in Supervision of Student Teaching ___________ When Earned

Mentor Training: _____________ YES ______________ NO

Grambling State University/Danielson Rubric

1- Inefffective 2- Effective: Emerging 3- Effective Proficient 4- Highly Effective Domain 1: Planning and Preparation 4 3 2 1 COMMENTS

1a: Demonstrating Knowledge of Content and Pedagogy

1b: Demonstrating Knowledge of Students

1c: Setting Instructional Outcomes

1d: Demonstrating Knowledge of Resources

1e: Designing Coherent Instruction

1f: Designing Student Assessments

2a: Creating an Environment of Respect and Rapport

2b: Establishing a Culture for Learning

2c: Managing Classroom Procedures

2d: Managing Student Behavior

2e: Organizing Physical Space Domain 3: Instruction

3a: Communicating with Students

3b: Using Questioning and Discussion Techniques

3c: Engaging Students in Learning

3d: Using Assessment in Instruction

3e: Demonstrating Flexibility and Responsiveness Domain 4: Professional Responsibilities

4a: Reflecting on Teaching

4b: Maintaining Accurate Records

4c: Communicating with Families

3 2 1

4d: Participating in a Professional Community

4e: Growing and Developing Professionally

4f: Showing Professionalism

Comments:

MentorTeacher/UniversitySupervisor TeacherCandidate Date

THE 10 PROFESSIONAL STANDARDS INTASC 2013

1. Learner development. The teacher understands how students learn and how they develop. Teachers apply this understanding to each student in the context of the student’s cognitive, linguistic, social, emotional, and physical abilities, because they understand that students’ abilities differ. Teachers respect these student differences and leverage differences to allow all students to reach their full potential, focusing on and drawing out their individual strengths. Teachers actively take responsibility for their students’ growth and development, receiving input from and collaborating with families, colleagues, and other professionals.

2. Learning differences. The teacher understands individual differences in culture, language, and socioeconomic status of his or her students, incorporating them in teaching to create inclusive learning plans. Teachers use this understanding to adapt their lesson plan content and delivery to ensure that they promote and encourage diversity, particularly for students who have special needs. Teachers respect these individual differences, believe that all students can achieve at high levels, make students feel valued, and assist students in realizing their full potential.

3. Learning environment. The teacher understands how to develop and provide supportive learning environments for his or her students. Teachers apply this understanding to create activities that facilitate both individual and collaborative learning, while also promoting positive social interaction between students of different backgrounds. Teachers value their students’ input, allowing them opportunities to provide input, and listening attentively and responsively. Teachers support students in developing self-motivation, assisting them with problem solving, decision making, and exploration within a safe and validating environment. Teachers also engage appropriately with local and global communities to provide diverse learning environment opportunities for all students.

4. Content knowledge. The teacher understands the central concepts of the subject or subjects that he or she is required to teach, with an in-depth understanding of how to make the content accessible and approachable to all students. Applying this standard, teachers commit to keeping up-to-date and relevant in their content areas, in both local and global contexts, incorporating and promoting cross-cultural understanding. Teachers encourage and appreciate students’ critical analyses and ensure that students are appropriately challenged with adequate resources to support their learning. And teachers are sensitive to the potential for bias, actively seeking to address it when covering any learning content.

5. Application of content. The teacher understands how to apply and connect different concepts within the learning content, using this understanding to engage students and to help them apply these concepts to the real world. Teachers also use this understanding to draw from content material outside their own area of concentration, helping students to understand how their education as a whole is composed of interrelated components. Including local and global examples, teachers draw on culturally and socially diverse perspectives and collaborate with other teachers to provide an example that encourages students to explore, think critically, and develop their own innovative skills.

6. Assessment. The teacher understands and applies various methods of assessment that encourage and support the growth of his or her students. Using this understanding, teachers can appropriately modify assessments to make them culturally or ethnically relevant or to allow the adequate testing of students with varying abilities in English and of students with individual needs. Ethical application of these assessment methods allows students to understand and reflect on their own growth and learning. Providing descriptive feedback on student progress encourages students to focus on areas of difficulty where appropriate.

7. Planning for instruction. The teacher understands the curriculum goals and standards required of his or her students and appropriately uses knowledge of content areas and crossdisciplinary skills to plan learning that will allow each student to achieve these goals and standards. Effective teachers adapt and plan effective instruction that will allow learners of varying skill levels and at various levels of development to leverage their own strengths to achieve what is required of them. Applying this standard also involves the input of students’ family members, the community, and professionals both inside and outside education, to ensure the highest possible levels of classroom achievement.

8. Instructional strategies. The teacher understands how to encourage students to use and develop a deep understanding of content and connections between content using a variety of instructional strategies. Allowing students to develop their critical thinking, problem-solving, and research abilities, and allowing them to perform learning tasks independently as well as with the teacher, are all applications of this standard. Teachers plan to accommodate students from diverse backgrounds and with a diverse range of abilities, incorporating and encouraging the use of various technologies that will support students in retrieving or assessing the required information. Teachers can also adapt exercises and materials to cope with new information received from students during their research, updating and improving their own knowledge base.

9. Professional learning and ethical practice. The teacher understands the importance of ongoing personal reflection regarding teaching and lesson planning methods, personal and teaching goals, as well as continued striving for development. Applying Standard 9, teachers perform frequent self-evaluation, and encourage feedback from students, students’ families, and colleagues or supervisors. Teachers must see themselves as continual learners, always seeking new opportunities to further their knowledge, particularly of their content base.

10. Leadership and collaboration. The teacher seeks out and assumes leadership roles that match his or her skills. Teachers who apply Standard 10 understand the importance of collaboration and demonstrate this understanding to their students. They take direct responsibility for the success of their learners, working with them to help them achieve their potential. And this collaborative spirit extends to the students’ families and community; when teachers actively seek opportunities for growth by engaging with other education professionals and accessing and providing support where required, the school as a whole is empowered to move forward in achieving the school’s mission and goals.

https://www.theedadvocate.org/10-professional-standards-effective-teachers-must-meet/

Grambling

State University Mentor Teacher Evaluation Form by University Supervisor

Mentor Teacher __________________________ Semester: ___________________, 20_____

Directions: The following instrument is designed to obtain feedback about the performance of the Mentor Teacher during the teaching residency. Rate each item using the scale below.

Rating Scale: 4 = Always

3 = Usually

2 = Seldom

1 = Never

NC = No Chance to observe:

During the clinical placement, this Mentor Teacher:

_____ Showed respect for me as a University Supervisor.

_____ Solicited and accepted my ideas or opinions.

_____ Listened to me.

_____ Deserved and earned my respect.

_____ Was willing to spend extra time with the teacher candidate/resident, as needed.

_____ Showed genuine interest in the progress of the teacher candidate/resident.

_____ Had realistic expectations of the teacher candidate/resident.

_____ Seemed to enjoy supervising a teacher candidate/resident.

_____ Collected sufficient information to adequately evaluate the teacher candidate’s/resident’s performance..

_____ Gave the teacher candidate/resident constructive suggestions.

_____ Pointed out strengths.

_____ Outlined clear objectives for improvement of the teacher candidate’s/resident’s teaching..

_____ Was fair and objective in evaluating the teacher candidate’s/resident’s performance.

_____ Treated teacher candidate/resident in a fair manner.

_____ Kept information confidential when necessary.

_____ Demonstrated a professional attitude.

_____ Communicated with skill and effectiveness.

What were your Mentor Teacher’s major strengths?

How could this Mentor Teacher improve?

Would you recommend this Mentor Teacher for future teacher candidates/residents?

Yes____ or No____. Why or why not?

Additional Comments:

Evaluator: _____________________________

Date: ____________________________

Grambling State University

University Supervisor Evaluation Form by Mentor/Cooperating Teacher

University Supervisor __________________________ Semester: ___________________, 20______

Directions: The following instrument is designed to obtain feedback about the performance of the University Supervisor assigned to your resident/student teacher this semester. Rate each item using the scale below. Responses will be kept confidential.

Rating Scale: 4 = Almost Always

3 = Usually

2 = Seldom

1 = Never NC = No Chance to Observe

During the residency/clinical placement, this University Supervisor:

_____ Showed respect for me as a Mentor/Cooperating Teacher.

_____ Solicited and accepted my ideas or opinions.

_____ Listened to my concerns and suggestions.

_____ Deserved and earned my respect as a professional.

_____ Was willing to spend extra time needed with the teacher candidate/intern.

_____ Showed genuine interest in the progress of the teacher candidate/intern.

_____ Had realistic expectations of the resident teacher candidate/intern.

_____ Seemed to enjoy supervising a resident teacher candidate/intern.

_____ Collected sufficient information to adequately evaluate the resident teacher candidate’s/intern’s performance.

_____ Gave the resident teacher candidate/intern constructive suggestions.

_____ Pointed out strengths.

_____ Outlined clear objectives for improvement of the resident teacher candidate’s/intern’s teaching.

_____ Was fair and objective in evaluating the resident teacher candidate’s/intern’s performance.

_____ Treated the resident teacher candidate/intern in a fair manner.

_____ Kept information confidential when necessary.

_____ Demonstrated a professional attitude toward faculty, students, residents and administrators.

_____ Communicated with skill and effectiveness.

How many visits to the school did this University Supervisor make this semester?

What were your University Supervisor’s major strengths?

How could your University Supervisor improve?

Would you recommend this University Supervisor for future residents/teacher candidates/interns?

Yes____ or No____. Why or why not?

Additional Comments: ___________________________________________________________________ ______________________________________________ ______________________________________________

Evaluator: _____________________________ Date: ____________

Field

Please

GRAMBLING STATEUNIVERSITY

OFFICE OF PROFESSIONAL LABORATORY EXPERIENCES

RESIDENT EVALUATION BY MENTOR TEACHER

/UNIVERSITY SUPERVISOR

Clinical/Residency/Internship/Practicum Acknowledgement Form

Congratulations on your placement in a residency at xxxxx. This experience will assist you in putting into practice the skills that you have acquired during your studies and equip you with an additional set of practical skills. We want you to follow best practices that will support your safety at the residency site. The COVID-19 pandemic has made it necessary to know how to protect yourself against infection related to this virus. The Center for Disease Control (CDC) has provided information on how the virus spreads and preventive measures that should be taken. This information can be found at https://www.cdc.gov/coronavirus/2019-ncov/preventgetting-sick/prevention.html

Please know that there is no vaccine available to prevent the contraction of the coronavirus. This virus is spread from person-to-person through respiratory droplets from an infected person. To prevent exposure to these droplets, the CDC recommends maintaining a distance of a minimum of 6 feet between persons. Face dressings are also recommended. Sanitizing steps are especially important. These steps include frequent handwashing and cleaning & disinfecting frequently touched surfaces.

Please watch for symptoms that could suggest that you have been infected with COVID-19. Some of these symptoms include fever, cough, and shortness of breath. This virus can affect the health of individuals with certain pre-existing conditions severely. These conditions include hypertension, diabetes, obesity and other illnesses that cause the immune system to be compromised. This virus also has the potential of impacting the health of individuals who have no pre-existing conditions severely.

The CDC has issued guidelines for specific businesses that support minimizing exposure to the coronavirus. Please review the guidelines in place for your residency site by visiting https://www.cdc.gov/coronavirus/2019ncov/community/index.html. These guidelines include wearing appropriate PPE. If you do not feel safe at any time during your residency, please reach out to your department head on the GSU campus. Your department head is Dr. Cheyrl Ensley. Contact information for your department head is listed below.

Office Number: 318-274-2549 Email address: ensleyc@gram.edu

My signature below indicates that I have reviewed the information on this form and have read the guidelines issued by the Center for Disease Control related to Covid-19. These guidelines include specific information related to transmission, symptoms, testing, individuals who should take special precautions, and safety measures. My signature also acknowledges the fact that if at any time during the residency I feel unsafe, that the department head will be notified.

Student: Print Name

Student: Signature Date

Department Head: Print Name

Department Head: Signature Date

Grambling State University College of Educational, Professional, and Graduate Studies Office of Professional Laboratory Experiences

Resident/Candidate’s Name: G#:

Major: Date:

Residency I (Advanced Seminar Application ED 452/ ED 453) Document Checklist

DOCUMENT (Comments) YES NO All Block Courses Completed Residency I (Advanced Seminar) Application (Typed)

Proof of OP/Field Experience Hours (140 Required)

GPA (2.5 Required)

Letter of Reference

Official Degree/Curriculum Plan of Study

Admission to Degree Program (Letter)

Transcript (Most Recent)

Background Check (must be current)

Professional Conduct Form

Professional Organization Membership (Must be Current)

PRAXIS I (Reading, Writing, Math) or ACT Composite of 22 or better or SAT 1030+

PRAXIS II Content/Specialty Area (Student Teaching)

PRAXIS II PLT (Residency II: Student Teaching)

Taskstream Account (Must be Current)

Dispositions Inventory/Educator Disposition Assessment (EDA)

GET 300 Rising Junior Exam

Service Learning Hours Please Verify

Note: You will need your Taskstream account (www.taskstream.com)

Grambling State University

College of Educational and Graduate Studies

Office of Professional Laboratory Experiences

Candidate/Resident’s Name: __________________________ G#

Major: _________________________________________ Date: ___________________

Residency II Student Teaching Application (ED 455/Classroom Management ED 427) Checklist

DOCUMENTATION REQUIRED (Comments) YES NO Student Teaching Application (Typed)

Proof of OP/Field Experience Hours (180 Required)

GPA (2.5 Required)

Letter of Reference

Official Degree/Curriculum Plan of Study

Admission to Degree Program (Letter)

Transcript (Most Recent)

Background Check (Must be Current)

Professional Conduct Form

Professional Organization Membership (Must be Current)

PRAXIS I (Reading, Writing, Math) or ACT Composite of 22 or better or SAT 1030+

PRAXIS II Content/Specialty Area

PRAXIS II PLT

Taskstream Account (Must be Current)

Dispositions Inventory/Educator Disposition Assessment (EDA)

GET 300 Rising Junior Exam

Service Learning Hours

Note: Background, Taskstream account (www.taskstream.com); and Professional Membership Must be Current.

GRAMBLING STATE UNIVERSITY

OFFICE OF PROFESSIONAL LABORATORY EXPERIENCES

RESIDENT/TEACHER CANDIDATE LETTER GRADE ASSIGNMENT FORM

Resident/Teacher Candidate/Intern: ______________________________________________

Degree Program/Level of Practice: _______________________________________________

School: ___________________________________ Principal: ________________________

Address of School: _____________

University Supervisor: ____________________________________________

Mentor/Cooperating Teacher: _____________________________________________

Dates of Residency/Student Teaching/Internship: From___________________ To _______________ (Indicate semester and year, giving specific dates)

This evaluation should be based on the evaluator’s observations of the candidate’s work during the field experience/clinical practice and should, in the evaluator’s professional opinion, fairly report the candidate’s performance during that period. Expectations for performance should be reasonably consistent with those for one who is qualified to ENTER the teaching profession. This form should be attached to the mid-term and final Teacher Candidate Residemcy Evaluation Form. The evaluator should use the rating scale on that form to determine the recommended grade.

Recommended Letter Grade: ________  MIDTERM  FINAL

Date: ___________________________

Comments: _____________________________________________________________

Evaluator’s Signature: _____________________________________________

Title: _______________________________________________

Date: ______________________

My signature is an acknowledgement that this evaluation has been discussed with me.

Resident/Teacher Candidate’s Signature

Date: _______________________________

Grambling State University Office of Professional Laboratory Experiences

Suggested Schedule for Residency I Student Teaching

Note: These are suggested activities only and may vary depending on assigned school policies.

First Week

Begin orientation, observation, analysis of gradually increasing blocks of participation, faculty meetings, and any scheduled conferences. The resident must participate in the same manner as the mentor teacher, whether face-to-face, hybrid, or virtual. Due to COVID-19, some GSU residents have been approved for 100% virtual classes this fall 2020 semester.

Second and Third Weeks

Continued observation and participation and the beginning of teaching assignments-perhaps one, then two lessons a day followed by informal and/or formal evaluations.

Fourth and Fifth Weeks

During this period the teaching load for the resident may move from half-time to almost fulltime.

Sixth Week Through Completion of Residency I Experience

Mostly full-time teaching. During the final week, however, the student teacher should once again have some opportunities to observe the mentor teacher. Variations between elementary school student teaching patterns and secondary school teaching patterns are required chiefly because of the differences in scheduling and programming of subjects. In contrast to the elementary teacher, the secondary school teacher will meet a larger number of different students and give instruction in one or two subjects rather than a complete range of subjects. The secondary school teacher candidate needs to keep in mind the necessity of discussing early with the cooperating teacher the class that will be taken over first. This provides an initial focus for observation activities before actual teaching. The student teaching activity schedule needs to be interpreted according to each particular situation, based on school and district policies.

Suggested Activities by Week

First and Second Weeks

The first two weeks should be utilized for getting acquainted with the school, its personnel, policies and the students that the teacher candidate will have in class. Time should be spent in conferring with the mentor teacher and other school personnel who can best help the candidate become oriented. Complete and submit the Planning Calendar. Suggested activities include:

• Tour of community served by the school (may be virtual)

• Tour of building, noting classrooms, special facilities (art, music, computer labs, gymnasium, cafeteria, guidance office, play areas, auditorium, etc.) [may be virtual]

• Study community newspapers and other sources of information about the school community.

• Study teacher’s manuals, curriculum guides; Louisiana Believes website teacher toolbox; faculty bulletins, minutes of faculty meetings, etc.

• Study student handbooks, school newspapers, yearbooks, and the guidance office report concerned with test records, health records, interest inventories, and personal conferences with mentor and other school administrators.

• Attend student council meetings, club meetings, athletic, musical, dramatic events, school assemblies, student rehearsals, and practices. [may be virtual]

• Attend PTA/PTO meetings, faculty meetings, professional development meetings, and community meetings devoted to discussion of school affairs. [may be virtual]

• Observe lunchroom, transportation facilities, and provisions for supervision of students outside the classroom. [may be virtual]

• Study school schedule, noting opening and closing times, length of class periods, detention hall, and special aspects of the schedule.

• Observe classes that the resident is expected to begin teaching first. Note the types of students, the content, the standards, and the methods used by the teacher.

• Examine the program of studies of the school, courses of study for subject areas, and note the scope and sequence of courses, curriculum, and standards. Begin the special study of courses for subjects to be taught.

• Become acquainted with the methods of reporting to parents (report cards and conferences), and other school personnel.

Second and Third Week

By the start of the second week the student teacher/resident should begin to contribute to the school by helping the cooperating teacher with the many related teaching duties and some tasks of classroom instruction. Possible activities include: [may be virtual]

• Prepare attendance register and grade book similar to the register and grade book of the mentor teacher. Prepare daily attendance and/or attendance each period.

• Prepare bulletin board displays, table exhibits, and reference lists. Operate audio-visual aid equipment and become familiar with resources.

• Help plan and supervise a field trip[may be virtual], school excursion or other class activity outside of the classroom. [may be virtual]

• Work with small groups, individual students, or instructional problems (mathematics, reading, comprehension, spelling, group reports, committee work, faculty meetings, etc.)

• Assume responsibility for introducing current or supplementary material related to a subject matter, introduce a lesson, administer and correct tests. Bring your ideas, knowledge and interest to bear on explaining a given problem. Construct some visual aids (charts, graphs, models); prepare a list of questions or develop an activity for students that will contribute to class understanding of the problem. [may be virtual]

• Assume responsibility for making announcement, conducting opening exercises, supervising playground activities, dismissing classes, club activities, and study hall.

• Study the units of work under consideration in classes that you are to teach. Note scope and sequence of the unit, the project activities, the resources, and the assessment and evaluation procedures. Note the grading policies and the relation of grading practices to evaluation.

• Study daily lesson plans of the mentor teacher noting the time devoted to each activity; note the variety of activities. Observe techniques for motivating students, managing the class, utilization of student interests, and use of homework in relation to daily lessons.

• Begin to study intensively the students in the class or classes that you will be teaching first. Note class leaders and potential problems. Try to discover the special interests, family background, and the past school history of class members.

• Focus on units of work that will be presented to students. Begin to prepare daily lesson plans to fit the unit of work. Some lessons may be virtual.

• Begin preparation of lesson plans for a week based on the unit of work. Be prepared, by the beginning of the third week, to teach two or three subjects in the elementary grades or one or two sections of your major subject in the secondary field. [may be virtual]

• Begin preparation of a unit of work that incorporates your ideas as approved by the mentor teacher. [may be virtual]

Third and Fourth Weeks

The third and fourth weeks may be devoted to:

• Acquiring additional understanding and appreciation of the curriculum, standards, school and students in the classes to be taught.

• Further study and observation of standards, content and methods in subjects and grades that the resident will be teaching.

• Additional experiences in the management of certain classroom activities related to duties of a teacher.

• Teaching selected lessons and classes based on lesson plans approved by the mentor teacher. [may be virtual]

• Completing a unit of work based on the course of study on which daily lesson plans will be developed; such a unit will need the careful scrutiny of the mentor teacher. The unit may incorporate the ideas of the student teacher, as supplemented and approved by the mentor teacher. [may be virtual]

Fourth and Fifth Weeks

By the fourth or fifth week, the resident should have a reasonable grasp of the total school situation and be fully accepted as an assistant to the mentor teacher. The student teacher may be expected to:

• Accept full responsibility for class activities related to teaching. [some may be virtual]

• Assume at least a half-time teaching load (in the elementary grades three or four subjects, and in the secondary grades two or three major subjects and one minor subject, and to devote the major portion of this time to planning and working with classroom groups).

• Know and plan for the class sections and subjects that will complete a full teaching load in the fifth or sixth week.

• Plan regular conferences with the mentor teacher concerning understanding of the total school, policies, standards, curriculum, teaching techniques, lesson planning, understanding students, discipline and management of classroom routines.

• Have completed a unit of work that is suitable for use in the secondary field or with a subject area within the elementary grades.

Fifth and Sixth Weeks

During the fifth and sixth weeks, the resident teacher candidates should:

• Accept a majority of the teaching load responsibility for the assigned class.

• Prepare adequate weekly lesson plans and manage the extra instructional duties of the classroom teacher.

• Teach children using planned instructional techniques, prepare and administer tests, and hold work conferences with students. [may be virtual]

• Schedule regular conference with mentor teacher and college supervisor to discuss and evaluate progress. [may be virtual]

Sixth Week through Completion of Experience

From the sixth week through completion of the student teaching experience there should be devotion to:

• Devote instructional time to teaching full-time. [may be virtual]

• The introduction of unit(s) of work prepared by resident teacher candidate.

• The recording and summarizing of all activities experienced during student teaching Residency I. Organize activities under major heading according to purpose of activities.

• Holding daily conferences with mentor teacher with respect to student teaching and to notebook materials. Reserve a section in your notebook for self-evaluation of progress during teaching. Candidate prepares list of suggestions on how he/she may improve his/her qualification for teaching. Complete Residency I Self-Evaluation.

• During the final week, spend some time again observing the mentor teacher.

Observation Guidelines (Residents/Student Teachers)

Observing a K-12 Classroom Teacher

Name of Classroom Teacher Observed:______________________________________________ Date:__________________

1. Describe the teacher’s style of presenting a lesson

2. What materials or resources were used in the lesson? Technology? Media? ________________________________

3. How did the teacher maintain interest throughout the lesson?

4. How was the lesson culminated?______________________________________________________________

5. How do you know the students learned anything?

Observing a Small Group

Date:_________ Number in Group____________: Subject/Grade Level__________

1. Why is this small group working together?

2. Who is the leader of the group? Is the leader self-appointed or teacher-appointed?

How effective is the leader?

3. Is the group completing the assigned task? How do you know?__________________________________________________________________

4. Are all members of the group participating? What are the differences in the individual members’ contributions to the group? Give an example.

5. What is your overall impression of this group activity?_________________________________________________________________

6. Write any questions you have.

Observing a Whole Classroom

Date:______ Teacher:______________ Grade Level/Subject:___________________

Sketch the classroom and how students are seated and attach.

1. How would you describe the students in this classroom?_______________________________________________________________

2. Note the number of students responding to the teacher and the number who are not. Why do you think this is happening?

3. Do you notice any differences among the students? How do you know? Why do you think that?

4. Describe any effective teaching strategy the teacher used.___________________________________________________________________

5. How would you describe the classroom environment? Does it facilitate learning? How do you know?

Resident Mentor

(To be completed by the Resident/Student Teacher)

Grambling State University Office of Professional Laboratory Experiences

Producing knowledgeable, skilled, and compassionate educators and Other school professionals “Where Everybody Is Somebody”

RESIDENT/STUDENT TEACHING/INTERNSHIP WEEKLY ACTIVITIES LOG

Name Dates From To

Describe all activities during the week by day and time. Each should be labeled as Assisting Teacher (AT), Conference (C), Observation/Participation (O/P), and Teaching (T). All absences should be noted.

Total O/P Hours:______ Total C Hours_____ Total Teaching Hours_____ Week Total______ (T + AT) (O/P+C+T+AT)

Approved by: Date

Cooperating Mentor Teacher

In order to receive credit weekly hours, the total must be provided each week. Each candidate must submit this form to OPLE by Wednesday of each week.

GRAMBLING STATE UNIVERSITY

OFFICE OF PROFESSIONAL LABORATORY EXPERIENCES

(To be completed by the Mentor)

Resident Student Teacher Referral Form

Date

Resident/Student Teacher’s Name

Mentor Teacher

University Supervisor

Reason for Referral

Resident/Student Teacher’s Signature

Referrer’s Signature (Mentor)

Please mail this form to the Office of Professional Laboratory Experiences at 403 Main Street

GSU Box 4281, Grambling, LA 71245 or fax to 274-3346.

Student Teaching Residency Obligations

Student Teaching/Residency Candidates at Grambling State University have the following obligations during their face-to-face, hybrid, and/or virtual student teaching/residency semesters: Student teaching resident candidates are invited guests at the school or agency where they have been placed. Your behavior should be appropriate to your role as a professional visitor. Dress professionally. Dress such as shorts, cutoffs, tee shirts, tank tops, jeans, sweat pants, flip-flops, bare feet, hats or sunglasses worn inside the building, low cut, too loose or too tight clothing, etc. are not appropriate. Tongue rings/studs, exposed body piercing (with the exception of earrings in the earlobe), exposed body tattoos, distracting hair coloring or style are not acceptable in a professional setting. You are required to follow the dress code of the school in which you are placed. You must show proof of background check and liability insurance. These are required for Residency I and Residency II (Year-long Residency). Due to COVID-19, Residency I and Residency II may be face-to-face, hybrid, and/or virtual.

Residency I: Advanced Seminar is offered in the fall semester and you must have completed your block courses and Praxis requirements in order to enroll. Also, once you are assigned to a mentor in the first half of your year-long residency experience, you must spend 80% of your time at the assigned residency site engaged in instructional activities and you must participate in the same manner that your mentor will participate, whether face-to-face, virtual or hybrid. You should however, be in the progress of scheduling to take your Praxis II and PLT exams.

Residency II: Student Teaching is offered in the spring semester and you must have completed Residency I and satisfied the Praxis exam requirements for enrollment and you must spend 80% of your time at the residency site engaged in instructional activities. Note: Candidates will NOT be able to graduate or apply for teacher certification until all testing requirements are met. Again, you must participate in the same manner that your mentor will participate, whether face-to-face, virtual or hybrid.

Your GSU ID will serve as your photo identification badge. You should wear your photo identification badge in schools at all times. Candidates must complete 180 teaching hours in the assigned school in their designated certification area. Candidates are expected to report to the assigned school from beginning to the end of each school day. Candidates will follow the school/district calendar and professional development for teachers for Residency

I:Advanced Seminar ED 452/453, ED 427, and ED 455 Residency II: Student Teaching during both of their residency semesters.

You are expected to attend ED 452/453 classes and ED 455 Seminar Sessions (hybrid or virtual). Fall & Spring

You are expected to attend ED 427 Classroom Management Thursdays 4:00-6:50 p.m. as indicated.(Canvas) Spring Residency/Student Teaching Candidates must complete a total of eight (8) virtual classroom observations (attached-Canvas). Spring -Residency/Student Teaching Candidates must complete the Impact on Student Learning Project. (attached-upload in Canvas and Taskstream) Spring -All Candidates will attend the Education Career/Job Fair at Grambling State University (TBA) Fall & Spring -Residents/Student Teachers must complete a Case Study (attached-upload in Canvas and Taskstream) Spring -Residents/Student Teachers must complete a Video-Taped Lesson (attached-upload in Canvas and Taskstream) Spring -Residents/Student Teachers must complete a Digital Portfolio using the2013 InTASC Standards (2 artifacts each-attached; upload in Canvas and Taskstream) Spring Residents/Student Teachers must submit a Planning Calendar (Week One-sample attached)

Upload to Canvas

Fall & Spring -All Residents must keep and submit a Weekly Activity Log via Canvas (see attached) Upload to Canvas Fall & Spring -Residents/Student Teachers must complete Daily Reflections and submit weekly via Canvas (see attached) Canvas Fall & Spring All Residents/student teacher candidates must purchase the course

Textbook: Borich, G. (2011). Effective Teaching Methods. Boston:Pearson. Fall & Spring

All Teacher Candidates must purchase a Taskstream account at www.taskstream.com Fall & Spring

GRAMBLING STATE UNIVERSITY

OFFICE OF PROFESSIONAL LABORATORY EXPERIENCES

RESIDENT TEACHER CANDIDATE LETTER GRADE ASSIGNMENT FORM

Resident/Teacher Candidate/Intern: ______________________________________________

Degree Program/Level of Practice: ___

School: ___________________________________ Principal: ________________________

Address of School: ___________________________________________________________

University Supervisor: ____________________________

Mentor/Cooperating Teacher: _____________________________________________

Dates of Residency/Student Teaching/Internship: From___________________ To _______________ (Indicate semester and year, giving specific dates)

This evaluation should be based on the evaluator’s observations of the candidate’s work during the field experience/clinical practice and should, in the evaluator’s professional opinion, fairly report the candidate’s performance during that period. Expectations for performance should be reasonably consistent with those for one who is qualified to ENTER the teaching profession. This form should be attached to the mid-term and final Teacher Candidate/Internship Evaluation Form. The evaluator should use the rating scale on that form to determine the recommended grade.

Recommended Letter Grade: ________  MIDTERM  FINAL

Date: ___________________________

Comments: _____________________________________________________________

Evaluator’s Signature: _____________________________________________

Title: _______________________________________________

Date: __________________________

My signature is an acknowledgement that this evaluation has been discussed with me.

Resident/Teacher Candidate’s Signature

Date: _______________________________

GRAMBLING STATE UNIVERSITY

OFFICE OF PROFESSIONAL LABORATORY EXPERIENCES

Dr. Patricia P. Johnson, Director Ms. Rosiland Russell, Student Teaching Residency Coordinator

johnsonp@gram.edu russellr@gram.edu

EXCUSE FOR ABSENCE

(To be completed by Resident Student Teacher)

__ was absent from residency/student teaching on _________________ Student Teacher Date(s) Absent for________________________________________________________________________.

Reason Absent

*Please attach doctor’s excuse (if applicable).* *Excuses on prescription forms will not be accepted*

To be completed by cooperating teacher or Director of Professional Laboratory Experiences (seminar only)

This absence is: ____excused ____unexcused

Resident/Student Teacher’s Signature

Mentor Teacher’s Signature or Director of Professional Lab. Exp. (seminar only) Student Teaching Residency Coordinator