School of Education

Roles and Responsibilities

Office of Licensure and Field Placement

The Office of Licensure and Field Placement functions as a central communication, coordination, monitoring and record-keeping resource for students, faculty, supervisors, other College administrative offices and cooperating agencies. Specific questions or concerns regarding the practicum may be forwarded to the Office.

Professional Development also processes applications for teacher licensure. Student teachers are required to attend a licensure informational meeting during the semester in which they student teach at which time applications are distributed and directions for completion are provided.

The Student Teacher

As the culminating experience of a student's preparation as a teacher, the student must assume the most active part and responsibility for his/her practicum.

At a minimum, the student teacher:

• gains insight as far as is possible into the many facets of the school/agency and the community in which he/she is teaching and appreciates the cooperation of the host school and its personnel who provide for the student teaching experience
• becomes acquainted with the philosophy of the school/agency, department and cooperating teacher relative to education
• becomes an integral part of the school/agency and its community
• knows definitely what is expected of him/her by the cooperating teacher and the College supervisor
• presents to the cooperating teacher and/or the college supervisor lesson plans, tests, etc. which he/she is to administer for analysis and approval as required by the cooperating teacher and College supervisor
• is receptive to constructive criticism and seeks suggestions from the cooperating teacher and College supervisor
• evaluates him/herself objectively and realistically
• attends to the needs, interests and abilities of the students he/she is teaching
• cooperates in every way possible with any and all employees of the school/agency
• participates in the required Three-Way Conferences
• is punctual and observes regular attendance (arrives before students arrive and departs after students leave the building) at his or her assignment
• recognizes his/her responsibility as a mandatory reporter of child abuse or neglect (see section on Mandatory Reporting)
• maintains a professional demeanor (see box)

Student Teacher's Professional Image

Your school or agency is opening its doors to you and devoting time and energy to helping to prepare you professionally. Please remember that you are a representative of Salem State College and a guest in your school. Your behavior, your language, your demeanor and your appearance are important indicators of how serious you are in undertaking the important work of an educator and how well you will be able to work with learners, their families, and your colleagues. As a guest in your school, you must adjust to its expectations; do not expect the school to adjust to you.

Personal Appearance

Make sure you present a professional image in the way you dress. Every student teacher should dress according to the policies and expectations of their school/agency placement site. Dress comfortably, but conservatively. . Now may be the time for that new tie or pair of shoes.

Communication and Speech

In all cases and with all people (learners, school staff, and supervisors), you are expected to use language that is respectful, clear and appropriate. For the learners in your charge, you are a role model. To the school staff, you are a beginning colleague and a learner yourself. Be unfailingly polite, think about your vocabulary, and model good language use. If something upsets you, take time before reacting, and react professionally. Your supervisor, your cooperating teacher and your seminar leader are good sources of help in finding the right way to express an idea or a concern.

With your faculty colleagues, be friendly and professional. Try to avoid conversations that include criticism or issues that are too personal. Make suggestions and ask questions, but avoid criticism yourself. Be a good listener. You are there primarily to learn from others.

Participation in the Life of the School

Your first commitment is to the learners in your classroom and your own development as a teacher; however, during the course of your practicum there will be many opportunities to involve yourself in school and classroom activities. Join with school/agency staff in professional activities, and search out ways to interact with parents and families. Volunteer to help with the Open House or Family Night; you will find yourself learning a lot from the experience and having fun, as well.

The Cooperating Practitioner

The College recognizes that the cooperating practitioner is a primary influence in determining the direction and outcome of each individual's experience as a practicum student. The College also recognizes that the cooperating teacher's first responsibility is the children in his or her classroom. The College is aware that working with practicum students is time-consuming but believes this role is also stimulating and worthwhile.

At a minimum, the cooperating teacher:

• provides orientation for the student teacher to the classroom
• provides the student teacher with a work area
• introduces the student teacher to the children and provides important information about the children
• shows the student teacher available instructional resources including building facilities, technology, curriculum guides, faculty and student handbooks, media and supply area
• introduces the student teacher to other personnel in the school/agency
• plans with the student teacher and college supervisor, the student teacher's involvement during the practicum (Students must assume a minimum of 135 hours of direct instructional responsibility in order to qualify for licensure)
• gives the student teacher gradual responsibility in the classroom, recognizing that student teachers differ in their readiness to assume responsibility for a classroom
• engages in joint problem solving about pedagogical issues
• observes student teaching and confidentially (not in front of the children) gives specific suggestions for improvement
• oversees student teacher instructional planning and checks lesson plans
• holds regular conferences, at least twice a week, to guide the student in lesson planning and self-evaluation to discover needs, strengths, weaknesses and growth relative to teaching
• encourages the student teacher to try new methods or approaches and assists in the evaluation of these methods
• models teaching subject areas before the student teaches the subject
• models classroom management skills that lead to a positive classroom environment
• includes the student teacher in parent conferences, team meetings, student evaluation meetings, and professional development programs
• models professional attitudes and ethics
• encourages the student teacher to use a variety of assessment and evaluative tools to assess student learning
• shares with the student his/her knowledge and resources related to the subject field
• participates in the three required "Three-Way Conferences" and student teacher evaluation process
• complies with the policies and procedures for student teaching including the substitute teaching policy

Sample Practicum Time Frame

The First Week

• Introduce the student teacher as soon as possible to the students; the teaching, administrative and support staff, the custodian, and other student teachers in the building.
• Take a tour of the building (see Study of School Services Form).
• Visit the faculty lounge with the student teacher and introduce him/her to colleagues.
• Inform the student teacher of expected arrival and departure times, how to report an absence, appropriate attire, and all school procedures, including the use of the facilities.
• Provide the student teacher with the teaching schedule, a plan book, and copies of faculty and student handbooks and curriculum guides. Find him/her a workplace and storage space.
• Discuss with the student teacher your system for classroom management and assessment/grading.
• Schedule planning and evaluation meetings, at least twice a week.
• Have a conversation about mutual hopes and expectations.

The First Month

For the first two weeks of the practicum, the emphasis should be on the student teacher’s close observation of the teaching methods and strategies of the cooperating practitioner. He/she may assist with attendance, correcting papers, monitoring study halls/playground/cafeteria, and get to know individual students. He/she should be teaching at least one lesson by the end of the first week. Regularly review the student teacher’s plan books and invite the student teacher to attend faculty meetings and parent conferences. The student teacher should not be left unattended during this time.

The Second Month

By this time, the responsibilities of the student teacher should have increased. The secondary student teacher should be teaching two classes per day, along with monitoring study halls and other related responsibilities. The student teacher should be encouraged to observe other classes in his/her subject area and discuss those observations. The elementary and early childhood student teacher should have assumed additional responsibilities for bulletin board displays, assessment, etc. and should have responsibility for teaching about one-third of the lessons each day. The student teacher should not be left unattended.

The Third Month

The middle/secondary student teacher should be teaching three class periods each day, assuming almost all of the responsibilities of the regular classroom teacher. The elementary and early childhood student teacher should be responsible for about seventy percent of the daily lessons. The classroom teacher may want to leave the Student Teacher unattended for periods of time.

The Last Month

During the last month of the practicum, the student teacher should have total responsibility for teaching all classes and other related activities conducted by the regular classroom teacher. The classroom teacher may want to leave the Student Teacher unattended for periods of time.

The College Supervisor

The College supervisor's role is to collaborate with cooperating school/agency personnel in order to assist his/her students to develop into successful beginning teachers.

At a minimum, the college supervisor:

• Attends the Supervisor/Student Teacher Orientation meeting at the beginning of each semester and specially scheduled supervisor meetings.
• Represents the teacher education program at Salem State College and serves as direct liaison between the College and cooperating school/agency staff.
• Makes a minimum of 6 visits to assigned semester practicum students and three contact visits with assigned half-semester practicum students. The supervisor plans for and schedules at least 3 evaluative observations for a full practicum in cooperation with the student teacher and cooperating teacher. These observations should range over the duration of the practicum and allow the student teacher to demonstrate a variety of teaching skills in several knowledge areas with a variety of learners.
• Establishes a means of communication with student teachers and cooperating practitioners, including sharing phone and email contact information
• Schedules and oversee 3 Three-Way Conferences (student teacher, supervisor and cooperating practitioner) during the practicum to assess progress, proficiencies, areas of need, and strategies for improvement
• Assists with and mediates as appropriate any problems arising between the student teacher and the cooperating staff.
• Informs the Office of Licensure & Field Placement about the student teacher's progress, any problems and special highlights of the student teacher's experience.
• Reviews the Student Teaching Portfolio and assesses lessons and teaching units using School of Education (SED) rubrics. Submits the results to SED's comprehensive assessment system
• Submits completed practicum forms to the Office of Licensure & Field Placement.

The Seminar Leader

The seminar leader facilitates discussion and exploration of topics important to groups of students seeking the same or similar licenses. Meeting regularly with the group, the seminar leader:

• facilitates a discussion of topics, issues and concerns common to all participants
• reviews elements of good theory- and research-based practice
• assists practicum students in completing the specific program requirements of the placement
• reviews student work, including Student Teaching Portfolios
• informs the Office of Licensure & Field Placement about problems and concerns
• advises students on job-seeking skills and career and licensure information

The Mediator

In spite of good communication between the cooperating teacher and the college supervisor should obviate the need for a mediator, when there is a disagreement between them concerning the student teacher’s final evaluation (proficiency in the five DOE standards), the DOE mandates resolution by a third person. The Coordinator of the Office Licensure & Field Placement will serve in this role. Should he/she not be available to perform this role or if he/she has a conflict of interest, the Associate Dean of the School of Education or his/her designee will serve in the role.