Student Teaching Handbook - Butler University

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EDUCATIONAL PLACEMENT Self-Managed Credential Files The College of Education has moved to entirely self-managed credentials. Self-managed files are appropriately responsive practice in the era of portfolios and electronic applications and communications. Current job listings for Indiana are on “Blue” on the Butler Website, on individual school district website or listed on the State Department of Education website. Students will be attend seminars and work independently on the development and management of their placement files. Additional information is available on the COE webpage under Student Resources Letters of Recommendation Candidates look to their cooperating teachers to write letters of recommendation to be included in their self managed credential files. On the following page you will find helpful tips for writing those letters of recommendation. Praxis testing • Successful completion of Praxis II exams are required for Indiana licensure. Praxis information and Indiana required tests are included here one the COE website under student resources and testing. • In addition, students may go to Indiana’s Virtual Library, INSPIRE Indiana, at http://www.in.gov/library/ inspire/info.html and search databases for Testing and Education. At this site students may prepare for praxis through study and test taking as well as going through an actual diagnosis of strengths and weaknesses. Licensure • In order to be licensed in the state of Indiana students must successfully complete an approved program and required Praxis tests, submit proof of current CPR/Heimlich/AED certification via the online process with the Indiana State Department of Education. • There will be a $36.72 charge at the end of the process. Job Search • Students will be guided and assisted in their job search through the office of Student Personnel Services. There will be required seminars and two required interview days. • Teacher Candidate Interview Day will be held at the Hendricks County Fairgrounds on Wednesday, April 18 and Butler’s Campus Interview Day will be held on our campus on Friday, April 27, 2012. 61
Writing a Letter of Recommendation for Student Teachers Tips for Cooperating Teachers Whether it is your first or twentieth letter of recommendation for a student teacher, it can sometimes help to review what makes a great letter and how your letter can impact a student’s future career path. See what the student teacher needs: This does not mean asking the student to write his/her own letter, but rather ask them where “holes” exist in the current body of recommendations that they have. For example, if a student is wonderful at classroom management everyone may have noted that in their letters. However, the student might need someone to remark about his/her ability to differentiate. A simple way to do this is to ask the student to email you 3 topics he/ she would potentially like addressed in the letter. Build the letter around strengths: One colleague noted that, “I try to remember that this is permanent. Thus, though there are things that we all need to work on, if this student is one who will be a great teacher then I try to focus the letter positively.” A simple way to do this is to go back through the final evaluation rubric and build from the areas that were rated most highly. Think beyond just curriculum: Letters can certainly address lesson plans, etc., but often times it is the relational qualities of teaching that can set apart one applicant from another. A simple way to do this is to consider including at least one of the following: how they work with children, colleagues, parents and/or administrators in the building. Be specific/concrete: After reading many letters of recommendation they can all certainly start to feel the same! One way to make a candidate’s letter more personal is to be very specific/concrete with your content. A simple way to do this is to include at lease one direct quote from a child, principal, parent and/or colleague about the student teacher. Include Professional Development: We all know that teaching is more than just the hours in the classroom, so don’t forget to address the professional growth/opportunities that the student teacher had while in your classroom. A simple way to do this is to list the major topics of staff development, PBA Days, workshops attended, etc. Remember the basics: This is a professional document, so it should reflect that in appearance as well as content. Some simple, yet essential parameters include: • One page (if at all possible), on school letterhead • A brief description of you and your involvement with the candidate, including grade level and school demographics • A way to contact you (even when school is out of session) for additional follow-up Recognizing when things aren’t perfect: We are all unfinished products in our learning and development. It may be that there is still a significant issue that you feel needs to be addressed in the letter. A simple way to handle this is to remember that there is a big difference in defining something as a “weakness” and “an opportunity for continued growth”. Above and Beyond: If your student teacher has been a shining star in your classroom; you may be seeking a way to explain that to a prospective employer. A simple way to handle this is too simply state that you would want to teach with this teacher, or if applicable, that you would want this candidate to teach your child. There really is no higher compliment than that. 62
Page 1 and 2: B U T L E R U N I V E R S I T Y C O
Page 3 and 4: TABLE OF CONTENTS Introduction.....
Page 5 and 6: INTRODUCTION The Butler University
Page 7 and 8: MISSION STATEMENT The Mission of th
Page 9 and 10: Middle Childhood and Early Adolesce
Page 11 and 12: POLICIES AND PROCEDURES Qualificati
Page 13 and 14: Important Contact Information Schoo
Page 15 and 16: Disruption of Instructional Process
Page 17 and 18: A final appeal may then be addresse
Page 19 and 20: ROLE AND RESPONSIBILITIES OF THE CO
Page 21 and 22: ROLE AND RESPONSIBILITITES OF THE U
Page 23 and 24: STUDENT TEACHERS * COOPERATING TEAC
Page 25 and 26: The Early Childhood Middle Childhoo
Page 27 and 28: Smart Starts: Weeks 1-3 Communicati
Page 29 and 30: Test Flights: Weeks 3-6 Communicati
Page 31 and 32: How am I doing? What are my next st
Page 33 and 34: Stepping Back and Stepping Forward:
Page 36 and 37: Program Description Middle-Secondar
Page 38 and 39: Performance Evidence Gathering The
Page 40 and 41: • teacher fill out an observation
Page 42 and 43: In the Thick of it All: Weeks 4-7 C
Page 44 and 45: Goal: ED434 Professional Portfolio
Page 46 and 47: Professional Portfolio Rubric Stude
Page 48 and 49: Butler University - College of Educ
Page 64: Copies for Now and Later: A job sea

Student Teaching Handbook - Butler University

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