{"id":28,"date":"2013-01-24T21:09:57","date_gmt":"2013-01-24T21:09:57","guid":{"rendered":"https:\/\/wp.stolaf.edu\/education\/sthandbook\/ststinfo\/"},"modified":"2025-10-09T13:44:08","modified_gmt":"2025-10-09T18:44:08","slug":"ststinfo","status":"publish","type":"page","link":"https:\/\/wp.stolaf.edu\/education\/ststinfo\/","title":{"rendered":"Information for the Student Teacher"},"content":{"rendered":"<div data-modular-content-collection><p>This section contains information for the student teacher regarding requirements, responsibilities, and suggestions. The following topics are addressed in this section:<\/p>\n<ul>\n<li><a href=\"#STrequire\">Student Teaching Requirements (tasks to do prior to, during, and after student teaching)<\/a><\/li>\n<li><a href=\"#STContract\">Contract for Student Teaching<\/a><\/li>\n<li><a href=\"#ExpectationsRoles\">Expectations and Roles<\/a><\/li>\n<li><a href=\"#Journal\">Reflective Journal<\/a><\/li>\n<li><a href=\"#lessons\">Lesson Plans<\/a><\/li>\n<li><a href=\"#units\">Unit Plans<\/a><\/li>\n<li><a href=\"#Std1\">Subject-related Teacher Standards<\/a><\/li>\n<li><a href=\"#harrass\">Sexual Harassment<\/a><\/li>\n<li><a href=\"#workstop\">Work Stoppage<\/a><\/li>\n<li><a href=\"#theft\">Theft\/Damage to Property<\/a><\/li>\n<li><a href=\"#STChecklist\">Observation Guide and Checklists<\/a><\/li>\n<li><a href=\"#STSuggestions\">Suggestions for the Student Teacher <\/a><\/li>\n<\/ul>\n<h3 class=\"gold\"><strong><a id=\"STrequire\" name=\"STrequire\"><\/a>Student Teaching Requirements<\/strong><\/h3>\n<p>The Education Department is eager to make your transition from college student to student teacher as smooth as possible.\u00a0 You can help by carefully reading and fulfilling the requirements listed below:<\/p>\n<h4><strong>Prior to reporting to your assignment you must:<\/strong><\/h4>\n<ul>\n<li>Attend all ED 389 orientation sessions.<\/li>\n<li>Have health and accident insurance.<\/li>\n<li>Register your automobile with the Parking Office.\u00a0 You will receive a temporary permit that allows you to have a car on campus during student teaching.\u00a0 The Director will send a list of names to the Car Office about one month before the student teaching assignment begins.<\/li>\n<li>Submit an online board options form through SIS.\u00a0 (See <a href=\"https:\/\/www.stolaf.edu\/stuacct\/\">Student Accounts Office<\/a> for information.)<\/li>\n<li>Submit a Background Check if required by your district.<\/li>\n<\/ul>\n<h4><strong>During the teaching experience, the student teacher will:<\/strong><\/h4>\n<ul>\n<li>Complete the schedule form as soon as your teaching schedule has been determined.\u00a0 This form will be sent to the appropriate college supervisors.\u00a0 Failure to supply this information causes inconvenience for those who need to communicate with you.<\/li>\n<li>Be present for student teaching every day.\u00a0 You are expected to follow the arrival and departure schedule of a regular teacher in your school.<\/li>\n<li>Obtain approval from\u00a0cooperating teacher(s) and college supervisors well in advance about any planned absences. Student teachers are encouraged to prepare &#8220;substitute lesson plans&#8221; for any instructional days missed.<\/li>\n<li><strong>Notify your cooperating teacher(s) and college supervisors\u00a0in the event of illness or family emergency<\/strong>.\u00a0 You should also notify the Director of Field Experiences if your illness is more than three days or if there is to be an extended absence.<\/li>\n<li>Follow the calendar and vacation schedule of the school where you are doing your student teaching.\u00a0 <em>Do not follow the college vacation schedule<\/em>.<\/li>\n<li>Write a personal introduction letter to distribute to your students\u2019 parents\/guardians at the beginning of your placement.<\/li>\n<li>Keep a daily or weekly reflective journal of student teaching experiences.\u00a0 This journal should be sent to your college supervisors on a weekly basis.<\/li>\n<li>Provide your cooperating teachers with the dates and times of college supervisory visits.\u00a0 This schedule will be given to you at the student teaching orientation.<\/li>\n<li><strong>Notify your college supervisors if your school will not be in session on the date that they are to visit.<\/strong>\u00a0 If you are unable to reach your supervisors, notify the Director of Field Experiences who will relay the information to them.<\/li>\n<li>Attend student teaching seminars.<\/li>\n<li>Participate in a mid-term assessment with cooperating teacher(s) and share results with college supervisors (for fourteen-week placements only).<\/li>\n<li>Assemble a portfolio for Standard 1.<\/li>\n<\/ul>\n<h4><strong>When the student teaching assignment has been completed, the student will:<\/strong><\/h4>\n<ul>\n<li>Schedule an exit conference with the Director of Field Experiences.\u00a0\u00a0 A sign-up sheet with possible conference dates and times will be available at the last student teaching seminar.\u00a0 The following items should be submitted <em>prior<\/em> to the exit conference.\n<ul>\n<li>Student Teaching Goals<\/li>\n<li>Student Teaching Report<\/li>\n<li>Disposition Self-Assessment<\/li>\n<li>Attendance Form<\/li>\n<li>Human Relations Component<\/li>\n<li>All Feedback Forms<\/li>\n<li>FERPA Waiver<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<h3 class=\"gold\"><strong><a id=\"STContract\" name=\"STContract\"><\/a>Contract for Student Teaching<\/strong><\/h3>\n<p align=\"left\">The\u00a0<strong><a href=\"https:\/\/wp.stolaf.edu\/education\/files\/2015\/03\/ST_Contract.doc\">Student Teaching Contract<\/a><\/strong>\u00a0outlines the\u00a0conditions and expectations for student teachers during the professional semester. Student Teachers sign this contract prior to student teaching.<\/p>\n<h3 class=\"gold\"><a id=\"ExpectationsRoles\" name=\"ExpectationsRoles\"><\/a><strong>Expectations and Roles <\/strong><\/h3>\n<h4><strong>Student Teachers and Students<\/strong> \u2014 Student teachers should:<\/h4>\n<ul>\n<li>Keep information about students confidential.<\/li>\n<li>Be more concerned with what is being achieved with the students than with the impression being made with the cooperating teacher or the college supervisor.<\/li>\n<li>Maintain the dignity necessary to gain the respect of students.<\/li>\n<li>Be empathetic and courteous toward all students.<\/li>\n<li>Show enthusiasm for learning and your subject area.<\/li>\n<li>Conform disciplinary measures to the instructions of the cooperating teacher.<\/li>\n<li>Be examples to students in every way \u2014 physically, mentally, ethically, etc.<\/li>\n<li>Be just as interested in and as ready to assist with the improvement of a class as if it were their own.<\/li>\n<li>Realize that each student is an individual and take into consideration individual abilities, interests, and capacities for learning.<\/li>\n<li>Be completely impartial in dealing with students and constantly strive to be fair while judging students actions.<\/li>\n<li>Refrain from imposing their religious or political views upon students and exhibit a broad-minded, tolerant attitude toward other groups and individuals.<\/li>\n<li>Not be too concerned with first impressions.\u00a0 Some of the students whom you peg as bad actors can end up being your best students.<\/li>\n<li>Be friendly, but firm.\u00a0 When you do choose to talk to a student about behavior, don&#8217;t do it with a smile on your face.<\/li>\n<li>Not become so involved with one or two students that you are unaware of what the rest of the class is doing.\u00a0 A good teacher knows what each student is doing in the class at a given time.<\/li>\n<li>Admit not knowing an answer.\u00a0 Be sure you find the answer or have an answer ready for the next class period.<\/li>\n<li>Be aware of the student &#8220;crush.&#8221;\u00a0 This is normal adolescent behavior and should be handled with understanding and empathy.<\/li>\n<li>Keep a sense of humor.\u00a0 Do not be afraid to laugh at yourself.\u00a0 Let your students laugh with you.<\/li>\n<\/ul>\n<h4><strong>Student Teachers and Cooperating Teachers<\/strong> \u2014 Student teachers should:<\/h4>\n<ul>\n<li>Always remember that cooperating teachers are in legal control of the class and are legally responsible for it.<\/li>\n<li>Accept the cooperating teachers&#8217; decisions and respect their opinions concerning the material to be taught.<\/li>\n<li>Spend time getting to know their cooperating teachers and building positive working relationships.<\/li>\n<li>Collaborate with cooperating teachers and hold frequent conferences.<\/li>\n<li>Support cooperating teachers in matters of discipline.<\/li>\n<li>Have their lesson plans checked by the cooperating teacher, in accordance with specific plans that have been made.<\/li>\n<li>Cheerfully do any task which will aid the cooperating teacher in conducting the class.<\/li>\n<li>Consult with cooperating teachers and college supervisors for assistance with areas of difficulty.<\/li>\n<\/ul>\n<h4><strong>Student Teachers and College Supervisors<\/strong>\u00a0 \u2014 Student teachers should:<\/h4>\n<ul>\n<li>Consider the college supervisor as one who is trying to assist in their adjustment to the profession of teaching.<\/li>\n<li>Provide supervisors with the reflective journal and materials and lesson plans being used before the class begins.<\/li>\n<li>Be appreciative of constructive criticism, seek suggestions, and put those suggestions into practice.<\/li>\n<\/ul>\n<h4><strong>Personal Attributes and Professional Responsibilities<\/strong> \u2014 Student teachers should:<\/h4>\n<ul>\n<li>Respect those with whom they work \u2014 students, cooperating teachers, college supervisors, administrators, and fellow student teachers.<\/li>\n<li>Consider themselves members of the communities in which they teach and act accordingly.<\/li>\n<li>Remember that student teaching is a learning situation and be eager to receive suggestions and implement them.<\/li>\n<li>Adapt their behavior and practices to the situation in which they student teach.\u00a0 They should be guided by what is considered acceptable in their particular room, school, and district.<\/li>\n<li>Acquaint themselves with professional organizations and publications and continue to maintain and upgrade their professional development through reading professional literature.<\/li>\n<li>Manifest pride in the teaching profession.<\/li>\n<li>Consider themselves members of the profession and act in all matters according to its code of ethics.<\/li>\n<li>Assume responsibility for knowing the legal responsibilities of teachers.<\/li>\n<li>Strive to broaden their knowledge and be well-informed on current events.<\/li>\n<li>Pay close attention to personal hygiene and grooming habits.\u00a0 Personal appearance should be appropriate and in accordance with the appearance of other teachers in the school.<\/li>\n<\/ul>\n<h3><strong><a id=\"Journal\" name=\"Journal\"><\/a>Reflective Journal<\/strong><\/h3>\n<p>Keep a reflective journal on a daily or weekly basis.\u00a0 Each entry should include highlights of the teaching experience and, especially, include reflective thoughts about those experiences. \u00a0Submit your electronic journal to college supervisors weekly.<\/p>\n<p>A college supervisor may share a student teacher\u2019s journal in part or in whole with the Director of Field Experiences for consultation or upon request of the Director of Field Experiences.<\/p>\n<h3 class=\"gold\"><strong><a id=\"lessons\" name=\"lessons\"><\/a>Lesson Plans<\/strong><\/h3>\n<p>Write lesson plans using the lesson plan template <a href=\"https:\/\/wp.stolaf.edu\/education\/files\/2018\/08\/LessonPlanTemplate_ST_REVSept2019.docx\">(with color and edTPA coding)\u00a0<\/a>or this template <a href=\"https:\/\/wp.stolaf.edu\/education\/files\/2020\/02\/St.-Olaf-Lesson-Plan-Template-1-Jun2020v3.docx\" target=\"_blank\" rel=\"noopener noreferrer\">(without the coding)<\/a>.\u00a0 Submit your lesson plans in advance to your cooperating teacher(s).\u00a0 Allow enough time for revisions if necessary.\u00a0 Your lesson plans will be reviewed at each visit of your college supervisors.<\/p>\n<h3 class=\"gold\"><strong><a id=\"units\" name=\"units\"><\/a>Unit Plans<\/strong><\/h3>\n<p>You will develop a unit plan for each instructional unit you teach.\u00a0 You can use the <a href=\"https:\/\/wp.stolaf.edu\/education\/files\/2018\/08\/STO-Unit-Plan-no-Task-1_ForST_REV2018.docx\">ST Unit Plan<\/a>, or a different format, but it must include Standards and Objectives, Assessment, and a Learning Plan. Submit a\u00a0unit plan during the second half of student teaching\u00a0to your host teacher and college supervisors at least ONE WEEK before you teach the unit.<\/p>\n<h3 class=\"gold\"><strong><a id=\"Std1\" name=\"Std1\"><\/a>Subject Portfolio<\/strong><\/h3>\n<p>You will submit a portfolio with at least <strong>three pieces of evidence<\/strong> to show that you have met the <a href=\"https:\/\/www.revisor.mn.gov\/rules\/?id=8710\">Subject-related Teacher<\/a> standards as outlined by the Minnesota Board of Teaching in the Standards of Effective Practice.\u00a0 Students who are pursuing dual licensure will need to submit a separate portfolio for each licensure area.<\/p>\n<h3 class=\"gold\"><strong><a id=\"harrass\" name=\"harrass\"><\/a>Sexual Harassment<\/strong><\/h3>\n<p>The Education Department at St. Olaf College is committed to stopping sexual harassment wherever it occurs and increasing awareness of its nature and extent.\u00a0 It is imperative for future teachers and the children with whom they will work that we create a climate in which sexual harassment will not be tolerated.<\/p>\n<p>Students enrolled in education courses and participating in field experiences are required to understand and be aware of the legal implications of sexual harassment as it relates to working as tutors, teacher aides, and student teachers in PK-12 schools. The College&#8217;s policy can be found <a href=\"https:\/\/wp.stolaf.edu\/title-ix\/\">here<\/a>.<\/p>\n<h3 class=\"gold\"><strong><a id=\"workstop\" name=\"workstop\"><\/a>Work Stoppage<\/strong><\/h3>\n<p>In the event of a district-wide work stoppage, student teachers will not report to their assigned schools and under no circumstances are they to cross picket lines or participate in school-related activities until the strike has been resolved.\u00a0 Contacts with school authorities of the cooperating schools involved will be through the Director of Field Experiences rather than by student teachers.\u00a0 Student teachers are not to be used as substitute teachers during the strike period.<\/p>\n<p>Student teachers in all cases are to follow the guidance of the Director of Field Experiences and are not to conduct themselves in such a way as to suggest that they favor either side in any jurisdictional dispute.<\/p>\n<p>If a prolonged strike appears imminent, particularly during the first through the seventh week of student teaching, the Director will reassign student teachers to placements in another school district.\u00a0 All possible consideration will be given to the student teacher&#8217;s second or third choice of placement.<\/p>\n<h3 class=\"gold\"><a id=\"theft\" name=\"theft\"><\/a><strong>Theft\/Damage to Property<\/strong><\/h3>\n<p>In the event that your property is stolen or damaged on school property or at a school activity, you must report it to the appropriate authorities, including the police\/school police liaison officer and school administrators.<\/p>\n<h3><a id=\"STChecklist\" name=\"STChecklist\"><\/a><strong class=\"gold\">Observation Guide and Checklist of Experiences in Student Teaching<\/strong><\/h3>\n<p>You can use this <a href=\"https:\/\/wp.stolaf.edu\/education\/files\/2013\/01\/STObsGuide.doc\">Observation Guide<\/a> during your first weeks of student teaching to help structure your observations of your school, your classroom, and your community. You can use this <a href=\"https:\/\/wp.stolaf.edu\/education\/files\/2013\/01\/STChecklist.doc\">checklist<\/a> to keep track of the experiences you have during student teaching.<\/p>\n<h3 class=\"gold\"><a id=\"STSuggestions\" name=\"STSuggestions\"><\/a><strong>Suggestions to the Student Teacher<\/strong><\/h3>\n<p>The suggestions listed below are the results of hundreds of exit conferences held with student teachers over the years.\u00a0 Read them carefully and, hopefully, you will not experience problems encountered by former students.<\/p>\n<ul>\n<li>You should have solved all housing problems prior to starting your assignment.\u00a0 In choosing housing, it may be a good idea to find another student as a roommate.\u00a0 This will not only ease the financial burden but will also offer you companionship with someone experiencing situations similar to you.\u00a0 Many problems at first seem unique only to you.\u00a0 Talking to another student often shows that your problems are common ones shared by most beginning teachers.<\/li>\n<li>Check transportation routes to your school. Do a trial run before the first day.\u00a0 Be sure to check parking facilities at the school.\u00a0 Are teachers given specific parking space?\u00a0 Do you need a parking permit?\u00a0 Parking in the principal&#8217;s space isn&#8217;t going to win a new friend.<\/li>\n<li><strong>Be on time<\/strong>.\u00a0 There is no worse way to start an assignment than arriving late for school.\u00a0 Be sure to find out when the teacher contracted day begins.<\/li>\n<li>Establish which classes you will be teaching as quickly as possible.\u00a0 Most students know this before reporting on the first day.\u00a0 In large schools it is sometimes difficult to assign specific classes until you arrive for the first day.\u00a0 If you have more than one cooperating teacher, confer with both at one meeting.<\/li>\n<li><strong>Show initiative early.<\/strong>\u00a0 <strong>Don&#8217;t wait to be told what to do<\/strong>, but try to anticipate how you can help out.\u00a0 Show self confidence &#8212; not dependency.\u00a0 If your cooperating teacher says it would be nice to have the bulletin board changed, do it, don&#8217;t wait for an order.<\/li>\n<li>You should have met the principal or administrator responsible for student teachers prior to reporting the first day.\u00a0 If you have not met the administrator you should report directly to that office.\u00a0 Ask your cooperating teacher about procedures during one of your pre-student teacher visits.\u00a0 Most administrators will want to visit with you before the first day of student teaching.<\/li>\n<li>Make an effort to meet as many faculty members as possible.\u00a0 Your cooperating teacher will introduce you to principals and assistant principals.\u00a0 Be sure to meet the librarian, guidance counselor, and media director as soon as possible.<\/li>\n<li>Make seating charts for all your classes.\u00a0 You should know all names by the time you start teaching your first class.<\/li>\n<li>Ask your cooperating teacher to recommend other teachers to observe.\u00a0 Be sure to ask permission to observe their classes.\u00a0 Observe teachers outside of your discipline.<\/li>\n<li>Visit the special education services in your school.\u00a0 See if any of your students are receiving these services.\u00a0 If so, find out what help and advice these teachers can give you.<\/li>\n<li>Attend all faculty meetings.\u00a0 Pay more attention to listening than giving your opinions.<\/li>\n<li>Make contact with teachers who supervise co-curricular activities of interest to you.\u00a0 Usually teachers are eager to have a student teacher assist in directing activities which are generally held after school hours.\u00a0 Involvement in co-curricular activities is an excellent opportunity to work with and learn about young people outside of the classroom.<\/li>\n<li>Spend some time learning how to operate the various technology available in your school.\u00a0 Perhaps the media director could give you a briefing.<\/li>\n<li>Find out what kind of record keeping your cooperating teacher expects of you.\u00a0 Will you use the same grade book or should you make one of your own?\u00a0 What kind of a grading system does your cooperating teacher use?\u00a0 Are you expected to use the same system?<\/li>\n<li>Become a second instructor while observing.\u00a0 Don&#8217;t just sit and watch, but help pass out materials, assist with individual instruction and conduct small group discussions.\u00a0 Volunteer to get involved with as much as possible during the observation period.<\/li>\n<li>Does your cooperating teacher give the students time to clean up the room before the bell rings?\u00a0 Do last hour students have special room clean-up instructions?<\/li>\n<li>When you observe your cooperating teacher handling a discipline problem, ask yourself how you would have handled the same problem.\u00a0 What worked for him\/her might not have worked for you.\u00a0 Try to spot potential discipline problems and brainstorm what you might do to solve these problems.<\/li>\n<li>Remember that your cooperating teacher cannot devote 100% time to your supervision.\u00a0 There will be many other commitments and duties.\u00a0 Some student teachers expect the cooperating teacher to be available at all times.\u00a0 Be realistic.\u00a0 Jot down questions that you have and ask them during conference periods.<\/li>\n<li>Your cooperating teacher is also your mentor.\u00a0 He or she wants you to succeed.\u00a0 Ask for advice and help.<\/li>\n<li>Be sure to inform the college of any changes in your teaching schedule or with your cooperating teacher(s).<\/li>\n<li>Refer some of your difficult problems to your cooperating teacher.\u00a0 Do not try to do everything yourself.<\/li>\n<li>Be familiar with school first-aid rules and procedures for accident reports in the event a student under your supervision is injured.\u00a0 Never give medication to any student.\u00a0 Consult with the school nurse on all student health matters.<\/li>\n<li><strong>Write detailed lesson plans.<\/strong>\u00a0 Go over the plans with your cooperating teacher prior to teaching the first lesson.\u00a0 Pay particular attention to timing&#8211;how much do you expect to cover in the lesson and how much time do you want to spend on each activity?<\/li>\n<li>Write sound objectives.<\/li>\n<li>Come to class prepared for whatever activity you are going to teach.\u00a0 Disorganization on your part can bring on discipline problems.<\/li>\n<li>Return from your weekends in plenty of time to prepare for Monday.\u00a0 Better to prepare on Friday before you leave.<\/li>\n<li>Get to your classes on time.\u00a0 You should have all materials organized and ready to go when class starts.\u00a0 If using technology, be sure to do a test run prior to the beginning of class.<\/li>\n<li>Set up time before or after school hours when students can come to you for help or remedial work.<\/li>\n<li>Attend as many school events as time allows; students love to see their teachers at games and concerts.<\/li>\n<li>Get plenty of sleep each night.\u00a0 Extended periods of late hours can make you susceptible to illness \u2014 and irritable!\u00a0 Don&#8217;t let yourself get run down.<\/li>\n<li>Ask students good questions.\u00a0 Don&#8217;t answer them yourself.\u00a0 Give them time to answer.\u00a0 If necessary, rephrase the question and then wait until someone attempts to answer.<\/li>\n<li>Show enthusiasm when teaching.\u00a0 Move around the room.\u00a0 Don&#8217;t stand behind a podium or your desk the whole period.\u00a0 Get out where the work is \u2014 with your students.<\/li>\n<li>If your lesson is going badly, change pace and attempt to fulfill your objective using another activity.\u00a0 Learn to think on your feet and try new ideas.<\/li>\n<li>Differentiate your activities and\/or reading materials so all students can achieve your objectives.<\/li>\n<li>Try to get away from your notes during the class.\u00a0 Many student teachers rely much too heavily on them.\u00a0 Know what you are going to teach in each class.\u00a0 Read thoroughly, and when you get into the classroom, try to proceed without notes.<\/li>\n<li><strong>Never leave your class unattended<\/strong>.\u00a0 If you must leave the classroom, notify the office or the teacher next door of your absence.<\/li>\n<li>Before you start, ask your cooperating teacher what options for discipline consequences you have.\u00a0 Then think if you will use them and when.\u00a0 Create your discipline system in your mind, even write it down.<\/li>\n<li>It\u2019s OK to be terrified.\u00a0 It\u2019s OK to be uncertain.\u00a0 Know that you will not be a great, even good, teacher by the end of the semester.\u00a0 Celebrate small achievements and victories.<\/li>\n<\/ul>\n<p><!-- begin-migrated-from-panel-builder --><!-- end-migrated-from-panel-builder 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