EARLY FIELD HANDBOOK Certification, Field Placements and School Partnerships

2012-2013 McAllan Hall

MONMOUTH UNIVERSITY SCHOOL OF EDUCATION

Dr. Lynn Romeo, Dean lromeo@monmouth.edu

Dr. Jason Barr, Associate Dean jbarr@monmouth.edu

Kathleen O’Donnell, Assistant to the Dean kodonnel@monmouth.edu

(732) 571-7518

Certification, Field Placements and School Partnerships

Patricia Heaney, Director of Field Placements pheaney@monmouth.edu (732) 263-5431

Christine Borlan, Credential Officer cborlan@monmouth.edu (732) 571-7558

Marta Jahn, Early Field Placement Coordinator mjahn@monmouth.edu (732) 263-5798

Linda Foster, Mentoring Coordinator lfoster@monmouth.edu (732) 263-5168

Renee Bell, Secretary rcbell@monmouth.edu (732) 263-5473

Gil Eckert, Assessment Project Coordinator

geckert@monmouth.edu (732) 571-3596

Curriculum and Instruction Educational Leadership, School Counseling & Special Education

Dr. Wendy Harriott, Chair wharriot@monmouth.edu

Dr. Tina Paone, Chair tpaone@monmouth.edu

Dr. William Stanley, MAT Program Director wstanley@monmouth.edu

Carrie Digironimo, Advising Liaison cdigiron@monmouth.edu

Sarah Moore, Graduate Advising Coordinator smoore@monmouth.edu

Janis Marcus, Advising Liaison jmarcus@monmouth.edu

Jenifer Joyce, Program Advisor jjoyce@monmouth.edu

Caitlin Petro, Office Coordinator cpetro@monmouth.edu

(732) 571-3437

Cindy Bell, Office Coordinator ccbell@monmouth.edu

(732) 571-4417

Section 1 – Early Field Placement Information Section 2 – Field Placement Experiences in Teacher Education Section 3 – Guidelines for Teacher Candidates Section 4 – Field Placement Process Section 5 – General Field Experience Policies Section 6 – NEA: National Education Association Section 7 – Code of Ethics and Standards of Practices by Council for Exceptional Children Section 8 – Acknowledgement of Obligations What is Understanding by Design? (Teacher Work Sample) Appendix A – Early Field Experience Requirements Appendix B – Field Experience Evaluation Appendix C – Field Experience Time Log Appendix D – Field Experience Lesson Observation Appendix E – Field Experience Cooperating Teacher Contact Form Appendix F – Volunteer Hours Time Log

Marta Jahn

Coordinator of Early Field Placements 732-263-5798

mjahn@monmouth.edu

Early Field Experience Information

SECTION 1 Early Field Placement Information

You are expected to participate in a variety of classroom activities and assist and

support your cooperating teacher in advancing students learning, except in ED-250. You need to be involved in teaching individual, small and large groups of students, become acclimated to the school and classroom cultures, and attend after school functions. Be punctual and courteous.

BE SURE THAT YOU ARE DRESSED PROFESSIONALLY. Do not wear low cut

shirts, shorts, jeans, t-shirts, flip flops, etc. Remember that you are a teacher candidate representing Monmouth University and need to make a good impression in the school and in the classroom as a teacher candidate.

WEBSITE - Go to our website and check the Field Experience Handbook for valuable information. (Academics - Schools of Monmouth University – School of Education – Early Field Placements (left hand side of page) http://www.monmouth.edu/academics/schools/education/early_field/default.asp

APPLICATIONS ONLINE- All the field placement applications are online and will be

sent to the Field Placement Office electronically. The applications are listed on the left hand side of your page at the following link: http://www.monmouth.edu/academics/schools/education/early_field/default.asp Please note that there is a candidate profile included in the application which needs to be completed by you and will be sent to your cooperating teacher. Please be sure to complete this application correctly and in a timely manner.

MULTIPLE CLASSES ON SAME FORM FOR SAME SEMESTER - If you have

registered for more than one course requiring field work in the same semester please submit one application for all registered courses.

USE YOUR LOCAL/CAMPUS ADDRESS FOR YOUR APPLICATION FOR PLACEMENT PURPOSES. Please list the on or off campus address where you will be living while attending Monmouth, not your home address. If you don’t have an official housing assignment but know that you will be living on or off campus, please indicate that on your application. This is for field placement purposes.

TAKE NOTE OF THE TOTAL NUMBER OF FIELD HOURS FOR EACH COURSE YOU ARE REGISTERING FOR. Ask your advisor if your schedule will allow enough time to complete the required number of field hours. Some courses are 20 hours each; therefore three courses can add up to 60 hours of field work in one semester and you will need to plan accordingly.

ADD/DROP - If you add or drop a class requiring fieldwork, be sure to submit an updated application or send an e-mail to mjahn@monmouth.edu as soon as possible with that information. Please keep in mind that your placement assignments may be delayed when changes are made to your schedule.

APPLICATION PROCESS - Once fieldwork applications have been submitted, placement requests go out to the partnership school districts asking for cooperating teachers who will host you in their classrooms. Most districts require board approval for each placement and some districts may require a resume and/or Mantoux test. Mantoux tests are given at the Monmouth University’s health center for $5.00. Please contact them for details and to schedule an appointment if you need to.

CHECK YOUR MONMOUTH E-MAIL ACCOUNT OFTEN. Our department uses Monmouth e-mail --- not personal e-mail addresses. Student e-mail is the quickest way for us to get information to our students, so please be sure to check it regularly.

SOME CLASSES ARE HELD OFF CAMPUS. Check WEBstudent/WEBadvisor for field placement information when you are registering and again before classes begin for important information regarding your off campus courses. This information will be listed in the comments column.

YOU MAY NOT SEEK YOUR OWN PLACEMENTS.

ONCE YOU HAVE A CONFIRMED PLACEMENT, YOU CANNOT CHANGE IT.

MONMOUTH UNIVERSITY DOES NOT PROVIDE TRANSPORTATION TO AND FROM YOUR FIELD WORK LOCATION. Please make arrangements if you do not have a car on campus.

CONTACT YOUR ASSIGNED COOPERATING TEACHER ASAP - Once you receive your placement, it is imperative that you contact your cooperating teacher immediately to set up your initial visitation to begin your field work. It sometimes takes the cooperating teachers time to get back to you, especially in the beginning of the school

year. This is why it is important to make contact as soon as possible. If you have contacted your cooperating teacher and have not heard back from him/her, call the school and/or stop by the school to leave a message. As a last resort please contact the Early Field Placement Coordinator, Marta Jahn at mjahn@monmouth.edu, and she will assist you.

Many schools administer standardized testing in November during the Fall semester and in March during the spring semester. Monmouth University and local school district spring breaks are usually scheduled for different weeks. Plan your field hours accordingly--the sooner you get your hours completed, the better.

IF YOU DO NOT COMPLETE ALL YOUR HOURS, YOU WILL RECEIVE AN INCOMPLETE FROM YOUR PROFESSOR UNTIL YOUR HOURS ARE COMPLETED. Some students wait until the last minute and run into a problem completing their hours on time. If you contact your cooperating teacher too late in the semester to begin your hours, the school district may not allow you to complete them in their school.

YOUR COOPERATING TEACHER MAY NEED TO CONTACT YOU DUE TO SCHOOL CLOSINGS, ETC. Please be sure to have a respectable, professional message on your cell phone.

WORK OUT A SCHEDULE WITH YOUR COOPERATING TEACHER. Work

with your teacher and schedule your hours as you go along so you can complete your hours in a timely manner. Some courses have their field work scheduled for certain days and times. Again, be sure to check web-advisor for this information. If you have any problem with a phone number or e-mail being incorrect, please go to the district’s website and look it up. If you still need help you can contact Marta Jahn, Coordinator of Early Field Placements, at mjahn@monmouth.edu or 732-263-5798.

ARRIVE AT THE SCHOOL A LITTLE EARLY – LOOK FOR A SIGN IN SHEET. Once you set up your initial visit with your cooperating teacher, be sure that you arrive at the school a little ahead of time. Check into the main office, introduce yourself and let them know the name of the teacher with whom you are working. Do not be afraid to introduce yourself to the principal.

A FIELD SUPERVISOR WILL BE CONTACTING and/or MEETING WITH YOUR COOPERATING TEACHER at least twice during the semester to be sure you are on target for completing your field hours and to check that there are no problems. This information is then passed on to your professors. When fieldwork courses are taught by university faculty on site, the professor of record consults with the cooperating teacher and building administrator.

THE EARLY FIELD HANDBOOK IS ALSO POSTED ON THE SCHOOL OF EDUCATION WEBSITE ONLINE. It is important to become familiar with the handbook and the appendices therein as you will be using them throughout the program. The link to the handbook, time log and appendices can be found at: http://www.monmouth.edu/academics/schools/education/early_field/fieldexperiencehandbook.asp

SECTION 8 – ACKNOWLEDGEMENT OF OBLIGATIONS. Fill this out once you

have read the handbook. It can be filled out electronically and submitted through the website.

Appendix A – Field Experience Requirements – This lists all the courses that require field hours. Please note that all methods courses have 20 field hours. Speak with your advisor about the hourly requirements. Appendix B – Field Experience Evaluation – to be filled out by your cooperating teacher when you are finished with your field work. Your cooperating teacher will receive an e-mail from our office asking for the electronic completion of this form. Appendix C – Field Experience Time Log – this log needs to be taken with you and filled out and signed with each visit so there is no question regarding the number of hours you have completed. This log should be handed in to your professor at the end of the semester. Appendix D – Field Experience Lesson Observation – to be completed by your cooperating teacher after your lesson observation(s). This is not needed if you are not presenting a lesson in your classroom. Appendix E – Field Experience Cooperating Teacher School Contact Form – this form must be filled out online after your first visit with your cooperating teacher.* The link can be found at: http://www.monmouth.edu/academics/schools/education/early_field/field_placement_apps/CooperatingTeacherInformation.asp Appendix F – Volunteer Time Log – this log can be used if you are doing volunteer hours for any of your classes. Please have it signed with each visit so there is no question regarding the number of hours you have completed. This log should be handed in to your professor at the end of the semester. All Appendices are available to print from the School of Education website. *At the end of the semester, the cooperating teacher you work with receives a certificate for professional development hours for hosting you in their classroom. Appendix E needs to be completed as soon as you have finished your field hours to ensure that the correct teacher will get this certificate. Sometimes teachers get switched and our office is not notified.

For questions or concerns: Email: mjahn@monmouth.edu Phone: 732-263-5798

SECTION 2 Field Placement Experiences in Teacher Education

The School of Education at Monmouth University regards early field experiences as an important component of the teacher education program. The term “field experiences” has been defined in the research literature as opportunities given to prospective teachers to visit schools and classrooms, observe students and teachers, and acquire and refine the complex skills involved in teaching. These experiences engage prospective teachers in the profession, providing an opportunity for collaboration, discussion, and reflection on education practices.

General Information Teachers who are willing to open their classrooms to share their expertise contribute immeasurably to the professional growth and development of teacher candidates. An opportunity to become actively involved in an education setting contributes greatly to the learning experience. All teacher candidates benefit from:

Dialoguing with school staff and students. Attending school meetings or conferences. Performing basic instructional support tasks like grading, copying, preparing bulletin boards,

writing assignments on the board, operating audio-visual equipment and computers. Helping with simple administrative tasks, i.e. taking attendance. Working with P-12 students in a variety of classrooms and other school settings. Working with students in basic instructional roles such as tutoring, mentoring, facilitating

individual, small or whole group instruction and teaching mini lessons. Participating in a classroom where the teacher uses formative and summative assessment to

measure student learning and reflects on the findings. Using the 21st Century skills of oral and written communication, creativity, collaboration and

critical thinking.

Mentoring Among the benefits most commonly cited in research literature concerning field experience are opportunities for prospective teachers to:

Assess their ability to manage the children. Gain insight to the underlying factors of effective teaching. Observe the growth of diverse students in a variety of settings. Build confidence in the teacher candidate’s ability to manage instruction and student behavior

effectively. Determine whether they like and enjoy working with children.

Successful facilitation of this process requires active collaboration between schools and universities. If field experiences are thoroughly planned and implemented, then the benefits to principals, administrative personnel, professors, professional teachers, and prospective teachers, are two-fold:

Primarily, universities and their teacher candidates gain access to experienced educators and real-world settings, where teacher candidates can begin to explore the complex relationships between theory and practice.

Secondly, schools and their teachers gain eager, enthusiastic teacher candidates to enrich their instructional programs. They also make a valuable contribution to the future of their profession.

School and university administrators, teachers, and students all have important roles to play in achieving this goal.

Principals and other school administration can provide a leadership role by: Encouraging skilled teachers who are focused on student learning to open their classrooms and

share their expertise with teacher candidates. Ensuring that placement requests and assignments are coordinated in ways that promote both

teacher candidate development and enhancement of the instructional program within the school. Interpreting school philosophy, policy rules, and procedures for teacher candidates as needed. Communicating with University staff about the quality and quantity of early field experience in

their schools.

Professors assist school administrators, cooperating teachers and teacher candidates by:

Establishing and maintaining open channels of communication between the schools and the University.

Explaining and interpreting University goals, expectations, and procedures. Providing all necessary explanatory and support materials. Addressing any problems or concerns that arise. Serving as a resource to teacher candidates and cooperating teachers as required. Soliciting and using feedback from administrators, teachers, and teacher candidates to improve

program effectiveness. Cooperating Teachers play a central role in field experiences by:

Providing opportunities for teacher candidates to instruct individuals, small groups and large groups of students.

Helping the teacher candidates integrate well into the classroom environment. Providing helpful direction and feedback to teacher candidates when needed. Assisting teacher candidates to understand and relate practice and theory. Helping teacher candidates to become more familiar with the various contextual factors of the

school and how they are addressed in the instructional process. Facilitating the completion of course assignments, when appropriate.

Teacher candidates contribute to the success of field experiences by:

Seeking opportunities to instruct individual, small groups and large groups of students. Actively seeking connections between their school experiences and University coursework

including the Teacher Work Sample (TWS)/Backward Design. Striving to identify and reflect upon the deeper understandings that guide teacher choice. Approaching every opportunity, task, and assignment as a valuable learning experience. Conducting themselves at all times in a thoroughly professional, responsible, and reliable

manner. Continually reflecting on their experiences in school settings and how they relate to student

achievement. Developing professional goals and plans to improve their teaching practices. Identifying dispositions to enhance their teaching effectiveness.

SECTION 3 Guidelines for Teacher Candidates

Early field experiences mark the beginning of a significant transition for you. After spending many years in the role of the “student,” you now face the challenge of growing into the role of a participating professional educator. As you begin this professional journey, it is important to not only look outward, as you seek to develop the practical knowledge, skills, and character of an effective teacher, but also to reflect inward, as you carefully consider your commitment to a teaching career and how your teaching can engage students and improve their achievements. You will build on your professional strengths, address your weaknesses, and further develop a personal philosophy of learning and teaching to guide your professional practice. Becoming a “good teacher” is a challenging task that requires dedication, commitment and reflection as you strive to have a positive effect on student learning. Your early field experiences allow you to reflect on the day-to-day realities of the classroom and to decide whether you want to make that commitment. You should also take full advantage of the field experience to assess realistically your own strengths and weaknesses, and to grow in your professional skills. You can make an excellent start by meeting the responsibilities associated with your placement, striving to achieve a high level of professional conduct, and doing your best to make the most of the opportunities presented to you. Guidelines for Professional Conduct As a representative of Monmouth University, you are expected to conduct yourself in a thoroughly professional, responsible, and reliable manner at all times. Remember that you are a guest in your cooperating school and are expected to maintain the same professional standards as the instructional staff. It is important that you strive to acquire and refine the personal qualities, knowledge, and standards of a practicing professional educator. The following are some general guidelines for professional conduct during your placement: Contact your field placement cooperating teacher and school immediately after you receive

your placement. The cooperating teachers may not be able to get back to you right away, so leave yourself enough time to make contact and set up a schedule.

Know and follow school rules and procedures. Prior to beginning your placement, read your

school’s student handbook (ask your cooperating teacher for a copy); and follow all rules and procedures while you are in the school. Also be sure to follow all instructions you are given for parking and signing in and out.

Be reliable and be on time. School personnel count on you to be there at your assigned times, so it

is extremely important to be in your classrooms at the arranged times on every day of your assigned placement.

Before you begin your placement, be sure to carefully review the university and school calendars, along with your personal calendar, paying close attention to early dismissal and in-service days, holiday closings, field trip and testing days, as well as university vacations, and prepare a written list of the dates you plan to be in the classroom. Early in your placements, share your list of dates with your cooperating teacher, and discuss expected times of arrival and departure.

It is especially important to begin your field work as soon as possible to avoid the non-completion of your hours. Many districts have standardized testing in the fall and spring at different grade levels as well as different spring breaks than Monmouth University during these months. Be sure to leave yourself enough time to complete all your hours and assignments. If you do not complete the necessary hours required for your course work during the semester, you will receive an incomplete grade from your professor.

Notify the appropriate persons as soon as possible if you must be late or absent. If you are ill

or have a serious emergency. Follow the instructions you have been given for notifying the appropriate school contact person. Be sure to arrange with your cooperating teacher to make up any missed sessions.

DRESS PROFESSIONALLY. Dress codes differ slightly from school to school, but you should always

wear professional attire. First impressions are lasting and do influence how you will be treated by students and staff.

Maintain strict confidentiality. You should take great care while you are in your school to discuss

personal information about students, families, teachers, or other school staff only with appropriate persons and only in appropriate settings where others will not overhear. You should not discuss children, teachers, administrators, or incidents you have observed in your dorm, at home, in other schools, or in the community.

Be discreet about your personal life. You should also be very discreet about aspects of your

personal life that are simply not appropriate to discuss with children. Maintain a professional relationship with students. Remember that you are not in the school to be

a friend or confidant to students. You can be friendly, concerned, and approachable without being “one of the gang.” Students should address you as Ms. ____ or Mr. ____, not by your first name. Finally, it is wise to maintain a “hands off” policy with students, and avoid working with individual students in an isolated area of the school.

Accept direction and feedback gracefully. It is important to remember that early field experiences

provide a safe, sheltered environment for you to develop a realistic picture of your own personal strengths and weaknesses. You should accept all comments and suggestions as sincere efforts to enhance your professional growth and development.

Thank you. It is very important to remember that you are a guest in the classroom. Please send a

thank you note to your cooperating teacher(s) at the end of your field experience.

Appreciate your cooperating teacher’s role as an advisor who will help guide your efforts to improve and refine professional knowledge and skills. While you are a guest in the classroom, you are advised to follow your cooperating teacher’s practices and procedures. If you have questions or concerns about these practices, you should discuss them only with the Field Placement Coordinator or your professor.

SECTION 4 Field Placement Process

Two important factors in the development of a successful field experience program are: 1) the availability of effective cooperating schools for field experience, and 2) the matching of cooperating teachers and teacher candidates. A. Selection of Cooperating Schools

1. The administration and faculty of the School of Education, or a school district superintendent or his/her representative, may express a desire to have field experience teacher candidates placed within a particular school. 2. The school district must possess the following qualities or resources:

A sound and innovative curriculum based on the New Jersey Core Curriculum Content Standards and the Common Core State Standards which will offer field experience teacher candidates opportunities to provide individual, small group, and large group instruction to P-12 students in diverse educational settings.

An administrative and teaching staff genuinely interested in positively affecting the learning of teacher candidates and P-12 students. This includes, but is not limited to a willingness to:

o Participate in programs necessary to prepare for service as a cooperating school. o Provide appropriate learning experiences for field experience teacher candidates. o Work collaboratively with Monmouth University staff members in the

development of a sequential field experience program. o Select cooperating teachers who meet the criteria of Monmouth University and

practice the NJ Professional Standards For Teachers. B. Placement Procedures Early field placements are made through a cooperative and mutual agreement with P-12 schools and agencies. These arrangements are initiated and completed by the Early Field Coordinator in collaboration with the Dean and in accordance with School of Education policies and procedures. Candidates are generally placed in university-school partnerships and the Middle Road Professional Development School. Field-based experiences are designed to provide teacher candidates with many, varied opportunities to transfer their learning to real life settings where the entire school focuses on P-12 learning. The faculty and staff of the School of Education endorse field placements in multicultural districts and diverse classrooms. Field assignments are designed for Monmouth University teacher candidates that prioritize opportunities to interface with P-12 students of differing abilities, race and cultural backgrounds.

Placements are made in school settings with cooperating teachers who meet the criteria as stated.

Placements are made in schools which satisfy accreditation requirements of the New Jersey Department of Education.

Placements in Monmouth University P-12 Partnership districts are a priority for the School of Education.

Transportation to and from the sites of all field assignments is the responsibility of the early field teacher candidate.

C. Selection of a Cooperating Teacher The cooperating teacher is the single most important component of a successful early field experience. Modeling exemplary classroom practices, a cooperating teacher offers the early field experience teacher candidate opportunities to provide effective instruction, observe and practice successful classroom management strategies, and develop positive social interactions among pupils and adults. To serve as a cooperating teacher, a teacher must:

Have been approved by the principal and/or the district. Hold a valid standard New Jersey teaching certificate authorizing him/her to teach in the field

and/or grade level. Have a thorough knowledge of subject matter and use such knowledge to create interactive

learning experiences and varied assessments for P-12 students that have a positive effect on their achievement.

Demonstrate positive communication skills and effective classroom management strategies. Appreciate individual differences, show respect for the diverse talents of learners, and be

committed to helping them develop self-confidence and competence.

Plan instruction based on knowledge of subject matter, of students, and of curriculum goals and models and the NJ Core Curriculum Content Standards: www.state.nj.us/njded/cccs, and the Common Core State Standards: www.corestandards.org/the-standards.

Demonstrate excellence in teaching and the 21st century skills needed for success in a global economy.

Be a lifelong learner who seeks opportunities for continued growth. Possess and exhibit high expectations for students. Collaborate with colleagues and parents. Be willing to participate in University-sponsored professional development opportunities and

experiences that increase his/her expertise as a cooperating teacher and classroom instructor. Be familiar with and model New Jersey Professional Standards for Teachers:

http://www.state.nj.us/education/code/current/title6a/chap9.pdf and relevant Specialty Professional Association Standards.

D. Monmouth University Early Field Supervisors

Early field supervisors or School of Education professors are assigned for each student doing field work in a district. These supervisors will be checking with your cooperating teacher at least twice during the semester to be sure you have made contact and have begun your field hours, as well as checking to be sure you have completed your field hours. This information is then passed on to your professors. When fieldwork courses are taught by university faculty on site, the professor of record consults with the cooperating teacher and building administrator.

SECTION 5 General Field Experience Policies

A. Attendance

You must report to your scheduled field placement on the day(s) and time(s) specified. Teacher candidates have an obligation to be punctual and consistent in attendance. If an emergency arises and you cannot attend a session, contact your cooperating teacher

and the school immediately. During early field experience, the teacher candidate is expected to be present for all assigned

days in the schools. No absences will be allowed except for personal illness or death in the immediate family. If a teacher candidate must miss days due to reasons cited, all work must be made up. The Monmouth University instructor will determine how the teacher candidate can make up the work.

In cases of excessive absences, the teacher candidate may be removed from the placement. If a teacher candidate is absent, he/she is to call the office of the assigned school as soon as it

opens to inform the contact person at the school of his/her absence. B. State of New Jersey Requirements for Educators

1. Mantoux Test (May be required) If requested, a candidate is required to have negative test results for the Mantoux

(Tuberculin) Test before entering the assigned school for the Professional Internship experience. The results must be no more than six (6) months old and be submitted to the school nurse on the first day of the experience. A teacher candidate with a positive reaction to the Mantoux test must comply with the State’s follow-up procedures (including chest x-ray and medical evaluation) by submitting a physician’s report.

2. Reporting Child Abuse in New Jersey (Required) An early field experience teacher candidate should check with his/her cooperating

teacher or school principal to learn the reporting procedures of the school district to which he/she has been assigned.

New Jersey law states that any person having reasonable cause to believe that a child has been subjected to child abuse or acts of child abuse shall report this information immediately to the Division of Youth and Family Services (DYFS). From 9:00 AM to 5:00 PM weekdays, reports of child abuse and neglect can made to the local DYFS district office. There is at least one district office in every county. The hotline number (800-792-8610) is available 24 hours a day, seven days a week.

Any person, who pursuant to the law, reports child abuse or neglect or testifies in a child abuse hearing resulting from such a report is immune from any criminal or civil liability as a result of such action.

Any person who knowingly fails to report suspected abuse or neglect pursuant to the law or to comply with the provisions of the law is disorderly and is subject to a fine up to $1,000 or up to six months imprisonment or both.

3. Criminal History Background Check (May be required) The New Jersey State Department of Education requires all new employees to be

fingerprinted and undergo a criminal history background check. An early field experience teacher candidate is not an employee of the school district where he/she completes the field experience; however, a district may require a field experience teacher candidate to provide assurance that he/she has not been convicted of any disqualifying offense since his/her eighteenth birthday.

Local school districts, in order to ensure themselves and the public that an early field experience teacher candidate has not been convicted of a disqualifying offense, may require the intern to submit, have notarized, and keep in their records the second part of the "Application Authorization and Certification Form" which provides this assurance.

C. Schedule

Early field experience teacher candidates are required to observe/participate in both suburban and urban districts.

The schedule of observation and teaching in early field experience is developed jointly each semester by the student and the cooperating teacher according to University faculty requirements unless certain days and times are required for that course.

D. Snow or Inclement Weather A teacher candidate’s responsibilities for attendance are the same as those for a professional teacher. Schedules are developed to meet requirements of Monmouth University. Days missed due to weather problems must be made up just as they are by professional teachers. The teacher candidate should become familiar with the school/district’s notification procedures for closing. On days when the weather is questionable, students should listen to the local radio station to find out about school closings. Please do not call the school for the information. Announcements are generally available on TV and radio stations by 6:30 a.m. E. Strike Threatened at the Site of the Field Experience In the event that the school or district to which the teacher candidate is assigned is subject to any serious conflict or dispute between the teachers’ association and the board of education, the early field experience teacher candidate should occupy a position of neutrality, which means: 1. The situation that affects the field experience is to be reported to the University instructor. 2. The early field experience teacher candidate is not to cross a picket line or participate in a job action. F. Removal of an Early Field Experience Teacher Candidate An early field experience teacher candidate may be removed from a placement at the request of school district personnel, school administration, the cooperating teacher, or University faculty. Possible reasons for a teacher candidate to be removed from an early field experience include lack of documentation of a Mantoux (Tuberculosis) test, appearance and dress inappropriate for a school setting, repeatedly failing to show up for scheduled field hours, or an improper attitude and/or behavior to a professional educator. If removal is the result of unethical conduct or criminal activity, the teacher candidate may be denied a second opportunity for field experience. G. Substitute Teaching Monmouth University does not permit a teacher candidate to be used as a substitute teacher while performing his/her field experience. When a cooperating teacher is absent, it is expected that the school or district will hire a substitute teacher and place the early field teacher candidate with another teacher for the day. However, the University strongly urges that teacher candidates obtain their substitute certification as soon as they have earned the required 60 credits. Substitute teaching allows teacher candidates to gain valuable experience at varying grade levels and in many different subject areas. A valid substitute certificate, provides proof of a clean, criminal background history, and is also an important bridge to obtaining a teaching position after graduation and prior to receiving the standard teaching license from the state. A teacher candidate may substitute teach only on the days he/she is not assigned to perform early field work.

SECTION 6 NEA: National Education Association

Great Public Schools for Every Child

http://www.nea.org/home/30442.htm Code of Ethics of the Education Profession

Preamble

The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of the democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards.

The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of one's colleagues, of students, of parents, and of the members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct.

The remedies specified by the NEA and/or its affiliates for the violation of any provision of this Code shall be exclusive and no such provision shall be enforceable in any form other than the one specifically designated by the NEA or its affiliates.

PRINCIPLE I

Commitment to the Student

The educator strives to help each student realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals.

In fulfillment of the obligation to the student, the educator--

1. Shall not unreasonably restrain the student from independent action in the pursuit of learning. 2. Shall not unreasonably deny the student's access to varying points of view. 3. Shall not deliberately suppress or distort subject matter relevant to the student's progress. 4. Shall make reasonable effort to protect the student from conditions harmful to learning or to health

and safety. 5. Shall not intentionally expose the student to embarrassment or disparagement. 6. Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious

beliefs, family, social or cultural background, or sexual orientation, unfairly--

a. Exclude any student from participation in any program

b. Deny benefits to any student

c. Grant audent

7. Shall not use professional relationships with students for private advantage. 8. Shall not disclose information about students obtained in the course of professional service

unless disclosure serves a compelling professional purpose or is required by law.

PRINCIPLE II

Commitment to the Profession

The education profession is vested by the public with a trust and responsibility requiring the highest idealsof professional service.

In the belief that the quality of the services of the education profession directly influences the nation and itcitizens, the educator shall exert every effort to raise professional standards, to promote a climate that encourages the exercise of professional judgment, to achieve conditions that attract persons worthy of thetrust to careers in education, and to assist in preventing the practice of the profession by unqualified persons.

In fulfillment of the obligation to the profession, the educator--

1. Shall not in an application for a professional position deliberately make a false statement or fail todisclose a material fact related to competency and qualifications.

2. Shall not misrepresent his/her professional qualifications. 3. Shall not assist any entry into the profession of a person known to be unqualified in respect to

character, education, or other relevant attribute. 4. Shall not knowingly make a false statement concerning the qualifications of a candidate for a

professional position. 5. Shall not assist a non-educator in the unauthorized practice of teaching. 6. Shall not disclose information about colleagues obtained in the course of professional service

unless disclosure serves a compelling professional purpose or is required by law. 7. Shall not knowingly make false or malicious statements about a colleague. 8. Shall not accept any gratuity, gift, or favor that might impair or appear to influence professional

decisions or action.

Adopted by the NEA 1975 Representative Assembly

Section 7 Code of Ethics and Standards of Practices By Council for Exceptional Children (CEC)

The Monmouth University Special Education Program adheres to the Code of Ethics and Standards of Practices as set forth by the Council for Exceptional Children (CEC). The following is excerpted from http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/EthicsPracticeStandards/CEC_Code_of_Ethics_for_Educators_of_Persons_with_Exceptionalities.htm Code of Ethics for Educators of Persons with Exceptionalities We declare the following principles to be the Code of Ethics for educators of persons with exceptionalities. Members of the special education profession are responsible for upholding and advancing these principles. Members of the Council for Exceptional Children agree to judge and be judged by them in accordance with the spirit and provisions of this Code.

1. Special education professionals are committed to developing the highest educational and quality of life potential of individuals with exceptionalities.

2. Special education professionals promote and maintain a high level of competence and integrity in practicing their profession.

3. Special education professional engage in professional activities which benefit individuals with exceptionalities, their families, other colleagues, students, or research subjects.

4. Special education professionals exercise objective professional judgment in the practice of their profession.

5. Special education professionals strive to advance their knowledge and skills regarding the education of individuals with exceptionalities.

6. Special education professions work within the standards and policies of their profession.

7. Special education professionals seek to uphold and improve where necessary the laws, regulations, and policies governing the delivery of special education and related services and the practice of their profession.

8. Special education professionals do not condone or participate in unethical or illegal acts, nor violate professional standards adopted by the Delegate Assembly of CEC.

The Council for Exceptional Children. (1993). CEC Policy Manual, Section Three, part 2 (p. 4). Reston, VA: Author.

Originally adopted by the Delegate Assembly of The Council for Exceptional Children in April 1983.

CEC Standards for Professional Practice Professionals in Relation to Persons with Exceptionalities and Their Families Instructional Responsibilities Special education personnel are committed to the application of professional expertise to ensure the provision of quality education for all individuals with exceptionalities.

Professionals strive to: 1. Identify and use instructional methods and curricula that are appropriate to their area of

professional practice and effective in meeting the individual needs of persons with exceptionalities.

2. Participate in the selection and use of appropriate instructional materials, equipment, supplies, and other resources needed in the effective practice of their profession.

3. Create safe and effective learning environments which contribute to fulfillment of needs, stimulation of learning, and self-concept.

4. Maintain class size and caseloads which are conducive to meeting the individual instructional needs of individuals with exceptionalities.

5. Use assessment instruments and procedures that do not discriminate against persons with exceptionalities on the basis of race, color, creed, sex, national origin, age, political practices, family or social background, sexual orientation, or exceptionality.

6. Base grading, promotion, graduation, and/or movement out of the program on the individual goals and objectives for individuals with exceptionalities.

7. Provide accurate program data to administrators, colleagues, and parents, based on efficient and objective record keeping practices, for the purpose of decision making.

8. Maintain confidentiality of information except when information is released under specific conditions of written consent and statutory confidentiality requirements.

Management of Behavior Special education professionals participate with other professionals and with parents in an interdisciplinary effort in the management of behavior. Professionals:

1. Apply only those disciplinary methods and behavioral procedures which they have been instructed to use and which do not undermine the dignity of the individual or the basic human rights of persons with exceptionalities, such as corporal punishment.

2. Clearly specify the goals and objectives for behavior management practices in the persons’ with exceptionalities Individualized Education Program.

3. Conform to policies, statutes, and rules established by state/provincial and local agencies relating to judicious application of disciplinary methods and behavioral procedures.

4. Take adequate measures to discourage, prevent, and intervene when a colleague’s behavior is perceived as being detrimental to exceptional students.

5. Refrain from aversive techniques unless repeated trials of other methods have failed and only after consultation with parents and appropriate agency officials.

Support Procedures

1. Adequate instruction and supervision shall be provided to professionals before they are required to perform support services for which they have not been prepared previously.

2. Professionals may administer medication, where state/provincial policies do not preclude such action, if qualified to do so or if written instructions are on file which state the purpose of the medication, the conditions under which it may be administered, possible side effects, the physician’s name and phone number, and the professional liability if a mistake is made. The professional will not be required to administer medication.

3. Professional note and report to those concerned whenever changes in behavior occur in conjunction with the administration of medication or at any other time.

Parent Relationships Professionals seek to develop relationships with parents based on mutual respect for their roles in achieving benefits for the exceptional person. Special education professionals:

1. Develop effective communication with parents, avoiding technical terminology, using the primary language of the home, and other modes of communication when appropriate.

2. Seek and use parents’ knowledge and expertise in planning, conducting, and evaluating special education and related services for persons with exceptionalities.

3. Maintain communications between parents and professionals with appropriate respect for privacy and confidentiality.

4. Extend opportunities for parent education utilizing accurate information and professional methods.

5. Inform parents of the educational rights of their children and of any proposed or actual practices which violate those rights.

6. Recognize and respect cultural diversities which exist in some families with persons with exceptionalities.

7. Recognize that the relationship of home and community environmental conditions affects the behavior and outlook of the exceptional person.

Section 8 Acknowledgement of Obligations

MONMOUTH UNIVERSITY

FIELD EXPERIENCE HANDBOOK

Acknowledgement of Obligations

I, ______________________________, have been informed that I am obligated to all (PLEASE PRINT) rules, policies and procedures contained in the Monmouth University School of Education Field Experience Handbook including the NEA Code of Ethics and/or the Council for Exceptional Children Code of Ethics. I understand that I am bound by the Code of Ethics and will adhere to it as I enter the teaching profession. I further understand that while a student in the School of Education Program, behavior that is in violation of the Code of Ethics, may be cause for dismissal from the School of Education Program. ________________________________________ _________________ STUDENT SIGNATURE DATE Also available electronically online at: http://www.monmouth.edu/academics/schools/education/early_field/field_placement_apps/AcknowledgementOfObligations.asp

What is Understanding by Design?

(Teacher Work Sample)

Understanding by Design (UbD) is a framework for improving student achievement. Emphasizing the teacher's critical role as a designer of student learning, UbD works within the standards-driven curriculum to help teachers clarify learning goals, devise revealing assessments of student understanding, and craft effective and engaging learning activities.

Developed by nationally recognized educators Grant Wiggins and Jay McTighe, and published by the Association for Supervision and Curriculum Development (ASCD), Understanding by Design is based on the following key ideas:

A primary goal of education should be the development and deepening of student understanding.

Students reveal their understanding most effectively when they are provided with complex, authentic opportunities to explain, interpret, apply, shift perspective, empathize, and self-assess. When applied to complex tasks, these "six facets" provide a conceptual lens through which teachers can better assess student understanding.

Effective curriculum development reflects a three-stage design process called "backward design" that delays the planning of classroom activities until goals have been clarified and assessments designed. This process helps to avoid the twin problems of "textbook coverage" and "activity-oriented" teaching, in which no clear priorities and purposes are apparent.

Student and school performance gains are achieved through regular reviews of results (achievement data and student work) followed by targeted adjustments to curriculum and instruction. Teachers become most effective when they seek feedback from students and their peers and use that feedback to adjust approaches to design and teaching.

Teachers, schools, and districts benefit by "working smarter" through the collaborative design, sharing, and peer review of units of study.

   

UG Early Field Experience Courses requiring field hours 

Appendix A Field Experience Courses

FALL 2012 and SPRING 2013

UNDERGRADUATE AR 351/ ED-351 Methods of Teaching Art I (Fall) AR 352/ ED-352 Methods of Teaching Art II (Spring) ED 250 Foundations of Teaching and Learning (Fall and Spring) ED 319 Content Literacy (Fall and Spring) ED 320 Teaching Children with Diverse Needs (Fall and Spring) ED 327 Theories & Practice of ESL Instruction Part I (Fall) ED 328 Theories & Practice of ESL Instruction Part II (Spring) ED 360 Methods of Teaching Elementary Mathematics (Fall and Spring) ED 361 Methods of Teaching Elementary Science (Fall and Spring) ED 362 Teaching Elementary Social Studies (Fall and Spring) ED 365 Teaching Secondary Math Part I (Fall) TERM A ED 366 Teaching Secondary Math Part II (Fall) TERM B ED 367 Teaching Language Arts at the Secondary Level Part I (Fall) TERM A ED 368 Methods of Teaching English at the Secondary Level Part II (Fall) TERM B ED 369 Teaching Secondary Science Part I (Fall) TERM A ED 370 Teaching Secondary Science Part II (Fall) TERM B ED 371 Teaching Social Studies Secondary Part I (Fall) TERM A ED 372 Teaching Social Studies Secondary Part II (Fall) TERM B ED 374 Issues and Practices in World Language Part II (Fall) ED 377 Integrated Teaching Methods K-12 (Art/Music) (Fall) ED 378 Methods of Teaching Health (Spring) ED 379 Methods of Teaching Physical Education ED 380 Middle Level Learning and Teaching (Spring) ED 427/ FO 427 Teaching World Languages (Spring) EDL 325 Language & Early Literacy Development (Spring) EDL 326 Literacy Instruction in Education Settings P-5 (Fall and Spring) EDL 327 Literacy Instruction in Education Settings 5-12 (Fall and Spring) EDL 363 Early Childhood Curriculum & Methods (Fall) EDS 336 Classroom Management (Fall and Spring) EDS-342 Instructional Methods and Materials for Middle/Secondary (Spring) EDS 350 Individualizing Curricula & Instruction for Special Education (Fall and Spring) EDS 352 Curricula, Methods and Materials for Learners (Fall and Spring)

MU 331 Music for the Child (MU 331) (every other Fall, odd years only, ex 2011)

MU 333 The Teaching of Music in the Secondary School (MU 333) (every other Spring, even years only, ex. 2012)

TERM A runs from 9/4/12 through 10/22/12

TERM B runs from 10/23/12 through 12/13/12

NOTE: These requirements are subject to change. Please check with your Professor and review your syllabus to confirm specific requirements.

10/22/2012

THIS FORM WILL BE SENT ELECTRONICALLY TO YOUR COOPERATING TEACHERS.

8/7/12

Field Experience Evaluation – Appendix B Student Name: _____________________________ Student ID: ____________________________________

Course and Section #: ______________________ Semester: Fall _______ Spring _______ Year: ________

Program Degree/Major:_______________________________________________________________________

District: _________________________________ School: _________________________________________

Dear Cooperating Teacher: Please provide your overall assessment of the student’s performance during their field experience in your classroom. This feedback will provide valuable information for evaluating our program. It is important that our students learn to recognize their strengths and weaknesses during this period of development. Please help them reflect on their skills as potential teachers. In addition, if you answer “no” for question 6 or 7, please contact Marta Jahn, the Early Field Experience Coordinator at 732-263-5798 or at mjahn@monmouth.edu.

For each item below, please circle the appropriate rating using the following scale: n/a – not applicable 1 – strongly disagree 2 - disagree 3 - neutral 4 – agree 5 – strongly agree

1. Subject Matter Knowledge: a. Knowledge of subject matter n/a 1 2 3 4 5 b. Organization of subject matter for student learning n/a 1 2 3 4 5 c. Presents multiple perspectives regarding how knowledge is developed n/a 1 2 3 4 5 2. Classroom Learning Environment: a. Creates a classroom environment that is conducive to learning for all learners n/a 1 2 3 4 5 b. Establishes a positive classroom climate which is socially, emotionally and physically safe for all learners n/a 1 2 3 4 5 c. Establishes and maintains appropriate standards of behavior n/a 1 2 3 4 5 d. Uses instructional time effectively n/a 1 2 3 4 5 e. Engages all learners and monitors time on task n/a 1 2 3 4 5 f. Integrates technology into lessons n/a 1 2 3 4 5 g. Engages all learners in smooth and appropriate transitions n/a 1 2 3 4 5 3. Assessment, Planning and Instructional Strategies: a. Employs appropriate and varied strategies to accomplish learner outcomes during lessons n/a 1 2 3 4 5 b. Monitors student progress throughout lessons n/a 1 2 3 4 5 c. Provides ample teacher modeling and guided practice to ensure differentiated instruction for all learners n/a 1 2 3 4 5

d. Indicates appropriate modifications/adaptations for students of diversity based on the demonstrated needs of all learners.

n/a 1 2 3 4 5

e. Provides ample opportunities for P-12 student self-reflection n/a 1 2 3 4 5 f. Constructs, administers and interprets appropriate, valid, formative assessments and uses information to guide instruction for all learners

n/a 1 2 3 4 5

g. Provides evidence of P-12 student learning of NJCCCS and Common Core Standards or NJ Preschool Teaching and Learning Expectations: Standards of Quality

n/a 1 2 3 4 5

h. Taps the 21st Century skills of oral and written communication, creativity, collaboration and critical thinking

n/a 1 2 3 4 5

4. Communication a. Uses written and spoken standard English proficiently n/a 1 2 3 4 5 b. Models legible handwriting n/a 1 2 3 4 5 c. Observes and uses effective communication tools for all learners n/a 1 2 3 4 5 d. Articulates logical and sequential directions n/a 1 2 3 4 5

THIS FORM WILL BE SENT ELECTRONICALLY TO YOUR COOPERATING TEACHERS.

8/7/12

e. Communicates in a variety of ways that demonstrate a sensitivity to cultural, linguistic, gender and social differences.

n/a 1 2 3 4 5

5. Professionalism: a. Maintains a professional appearance and demeanor n/a 1 2 3 4 5 b. Demonstrates self-direction, initiative, and flexibility n/a 1 2 3 4 5 c. Displays enthusiasm and spirit of cooperation n/a 1 2 3 4 5 d. Meets expectations regarding attendance and punctuality n/a 1 2 3 4 5 e. Dialogues with school personnel regarding instructional decisions n/a 1 2 3 4 5 f. Uses reflection to identify professional development goals n/a 1 2 3 4 5 g. Responds positively to constructive criticism and feedback n/a 1 2 3 4 5

h. Demonstrates methods for creating a meaningful parent partnership that contributes to teaching and learning for all learners

n/a 1 2 3 4 5

i. Responds in a mature and professional manner n/a 1 2 3 4 5 j. Uses appropriate dispositions with students, colleagues, and families to create a positive

learning environment

n/a 1 2 3 4 5

k. Meets expectations regarding attendance, punctuality, meetings, observations, professional obligations and initiative

n/a 1 2 3 4 5

l. Displays belief that all students bring talents and strengths to learning n/a 1 2 3 4 5 m. Believes that students’ strengths are basis for growth and errors are opportunities for learning n/a 1 2 3 4 5

6. Did the student spend the required hours in the field? ____ Yes ____ No (If no, please contact us.)

7. Does this student demonstrate the personal and professional qualities that indicate their readiness for the student teaching experience? ____ Yes ____ No (If no, please contact us.)

8. Are you satisfied with the effectiveness of the field program? ______Yes _____No Comments:______________________________________________________________________________________________

Cooperating Teacher: _____________________________ Signature: ________________________ Date: _________

Course and Section #: _________________ Appendix C:

Professor: __________________________

Field Experience Time Log Student Name: _____________________________ Student ID ____________________ Semester: Fall __ Spring __ District: ____________________________ School: _____________________________ Year: _____

Date Time In Time Out Total Hrs Teacher’s Initials

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

I verify that ___________________________________________ completed ____________ hours in my classroom and that she/he taught _____ lessons during that time. Cooperating Teacher: _____________________________ Signature: ________________________ Date: _________

October 22, 2012

Course

Course & Section # ________________

Semester: FA ___ SP ___ Year ______

APPENDIX D Field Experience Lesson Observation Student Name: ________________________________ Student ID __________________________ District: _______________________________ School: ___________________________________ Grade Level: _________ and Content: ________________________________________________________________ Lesson Title: _____________________________________________________________________________________ Brief Description of Lesson: _________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________

Yes Occasionally* No 1. Learner outcomes submitted prior to class presentation? 2. Learner outcomes clearly stated and measurable? 3. Learner outcomes relate to curriculum and NJCCCS Standards and Common

Core Standards?

4. Activities support learner outcomes? 5. Were the learners involved and motivated? 6. Was the lesson brought to a logical conclusion? 7. Were the goals of the lesson met? 8. Was the lesson appropriate to the age of the learners? 9. Were materials utilized effectively? 10. Did the teacher candidate reflect on the strengths and weaknesses of the lesson

and its impact on student achievement?

11. Did the teacher candidate tap the 21st Century skills of oral and written communication, creativity, collaboration, and critical thinking?

What was your overall impression of the lesson? Please circle one. Excellent (A) Good (B) Fair (C) Poor (D)

* Additional Comments. ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Cooperating Teacher (Print): __________________________Signature: ______________________ Date: _________

Appendix E:

The following form must be completed by the teacher candidate on our website online at: http://www.monmouth.edu/academics/schools/education/early_field/apps/CooperatingTeacherInformation.asp and returned electronically to earlyfieldplacements@monmouth.edu within seven (7) days of the initial school visit. Please fill out a separate contact form for each cooperating teacher you have for your field work. If you have the same cooperating teacher for more than one course, please list all courses and section numbers below.

Field Experience Cooperating Teacher School Contact Form Student Name: _____________________________ Student ID # _________________ Semester: Fall ___ Spring ___ Course # (s) and section(s) field work pertains to: Year__________ _______________________________________________________________________________________________ Cooperating Teacher Full Name__________________________________________Grade:______________________ Cooperating Teacher Phone: _________________________________ Email: _________________________________

District: _________________________________________________________________________________________ School: _________________________________________________________________________________________

Street Address:___________________________________________________________________________________ Town, State, Zip Code _____________________________________________________________________________

Course and Section #: _________________ :

APPENDIX F

Volunteer Time Log Student Name: _____________________________ Student ID ____________________ Semester: Fall __ Spring __ District: ____________________________ School: _____________________________ Year: _____

Date Time In Time Out Total Hrs Person in charge Initials

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Reflective journal entries attached: Journal Entry 1: Yes __________ No ___________ Journal Entry 2: Yes __________ No ___________ Journal Entry 3: Yes __________ No ___________ Volunteer Location: Name________________________________________________________________________ Address:______________________________________________________________________________________ Professor’s Name: _____________________________ Signature: ________________________ Date: _________