Undergraduate Teacher Candidate Handbook:Candidate Expectations

Transportation

Candidates are responsible to provide their own transportation during the student teaching semesters.

Dedication

  • Make student teaching a top priority
  • Prompt, consistent and reliable attendance in the field placement and seminars; including but not limited to beginning and ending of teacher contract hours, including professional development days
  • Teacher Candidates starting in the fall semester may have an ‘official' start date due to summer 2 course end date
  • Participating in all cooperating teacher in-service training throughout the school year
  • Be teachable and coachable
  • Attendance is required in all areas – field & seminars

Organization

  • Keep an accurate and up-to-date attendance log
  • Notify the school, cooperating teacher and university supervisor as soon as possible if absent, be prepared to discuss making up the absence
  • Provide the field supervisor your schedule(s)
  • Communicate with all parties involved throughout the experience
  • Regular use of the Tk20 data management system for assignments and performance gate assessments; keeping current and up-to-date and submitting by the due date given by the center coordinator
  • Manages the progress and appropriate times to prepare, set up and take the certification exams required for initial certification to be complete, by graduation

Preparation

  • Participation at weekly meetings, co-planning sessions, and initiate discussions regarding progression of teaching responsibilities
  • Prepared to engage in all seminar discussions, activities, and take leadership/ownership of own learning
  • Provide the cooperating teacher and field supervisor with lesson plans well in advance of teaching
  • Prepared to alleviate misuse of time and misbehavior of students, have ready all teaching materials/technologies
  • Show initiative to use all available resources to enrich the lessons; ensuring alignment of all standards
  • Plan for efficient routines, procedures, transitions, etc.
  • Allow for flexibility in teaching by planning for interruptions and time constraints
  • Earnest effort in passing all required certification exams in a timely manner

Instruction

  • Know and understand the major principles and concepts of the material to ensure high levels of teaching competence.
  • Sequence instructional events to enhance student understanding
  • Observe the behavior and learning styles of students in a world of diverse cultures in order to create a classroom atmosphere that enhances multicultural understanding
  • Incorporate a variety of teaching strategies to provide for individual learning styles and to better develop inquiry and problem-solving skills
  • Become competent in creating and using instructional materials and techniques that are consistent
    with the instructional level of the students
  • Present directions in a clear, sequential manner
  • Develop critical thinking through the use of thought-provoking questions
  • Choose a variety of assessment tools and teach students to use self-evaluation
  • Provide lesson activities that require cooperation and teamwork
  • Encourage creativity by accepting students' ideas to enrich class experiences
  • Earnest efforts in the improvement of instructional competency

Rapport with Students

  • Create and maintain a positive learning environment by demonstrating respect for each student
  • Develop with the cooperating teacher a specific classroom management plan that complements both the existing plan and your strengths as a new teacher
  • Maintain a firm, but friendly relationship with each student
  • Be aware of the students' social and emotional needs
  • Be a respectful listener

Professionalism

  • Wear appropriate professional attire.
  • Protects confidential information concerning K-12 students, public school partners, and colleagues
  • Develop an individual plan for self-evaluation/reflection
  • Set short-term goals
  • Welcome constructive suggestions and incorporate them in subsequent planning and teaching
  • Be discreet with any confidential information
  • Become familiar with public school organizations and programs by attending any school and/or parent meetings when appropriate
  • Attend all supervisor seminars
  • Collaborate with other faculty members/clinical teachers in your building in sharing instructional ideas, materials and technology
  • Establish professional relationships by interacting with school personnel (administrators, faculty, and support staff), students and parents
  • Be familiar with school policies and procedures
  • Contact your supervisor with questions/concerns

Performance Assessments of Teacher Candidates

Performance Assessment of a teacher candidate is a collaborative process engaged in by the cooperating teacher, field supervisor, seminar instructors and the teacher candidate as a team, based on a series of formative and summative assessments. These include but are not limited to:

  • Ongoing teacher disposition assessment throughout the program/Fitness to teach
  • Review of attendance log (keep current)
  • 15 minute walk-throughs of lessons by cooperating teachers and field supervisors
  • The walk-throughs will be followed by a post assessment.
  • Mid-Term and Final ILT Progress assessments
  • POP CYCLE – Lesson Evaluations by field supervisor Included in each POP CYCLE:
    • Pre-conference
    • Observation – minimum of 45 min. each time, per TEA
    • Post-conference
  • Professional Growth Plan, as needed
    • Examples include but are not limited to: poor communication, attendance issues, lack of growth towards goals decided at the ILT
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