Student Teaching Handbook
I. Introduction
To prospective teachers, the student teaching component of the education
program at Emmanuel College is the culminating experience of the program.
It is what all of the courses, study, and hard work have been preparing the
student for since beginning the program of studies at Emmanuel. The
combination of the Student Teaching Seminar and the Student Teaching
Practicum integrates educational theory and practice.
The Student Teaching Handbook is a resource guide for students, supervising
practitioners and college supervisors. It should be used in conjunction with
The Commonwealth of Massachusetts Department of Education Curriculum
Frameworks, Professional Standards for Teachers, and Preservice Performance
Assessment for Practicum or Practicum Equivalent.
A. Teacher Education Programs
Emmanuel College offers programs in the following areas:
Biology, 8-12
Chemistry, 8-12
Elementary, 1-6
English, 8-12
History, 8-12
Mathematics, 8-12
Spanish, 5-12
Studio Art, PreK-8, 5-12
B. Licensure Requirements
Licensure required by the Massachusetts State Department of Education
provides for a two-stage teacher licensure process:
1. Initial License An Initial License is valid for five years and
qualifies an individual for a teaching position. Initial licensure requires
a bachelor's degree with a liberal arts and sciences major or
interdisciplinary major; completion of education course work, including pre-
practicum experiences related to that coursework; successful completion of a
supervised practicum of 300 or more hours in the field and at the grade
levels of the license sought; and successful completion of the Massachusetts
Tests for Educator Licensure (MTEL).
All teacher candidates must pass the Communication and Literacy
MTEL.
Secondary teacher candidates must also pass a Subject Area test
appropriate to the license sought.
Elementary candidates are required to pass two additional tests,
Foundations of Reading and General Curriculum.
2. Professional License requires the possession of an Initial License,
three years of employment in the role of the license, including completion
of a one-year induction program with a mentor, and completion of a master's
degree.
3. Application for Licensure
Application for licensure must be completed on line on the forms
provided at the Massachusetts Department of Education website, [
http://www.doe.mass.edu ]www.doe.mass.edu . All required information and
fees must be sent to:
Commonwealth of Massachusetts Department of Education
Bureau of Teacher Licensure and Placement
350 Main Street
Malden, MA 02148
C. MTEL Schedule and Requirements for Education Students
MTEL Exams are offered in September, November, February, May and July.
D. Admission to Student Teaching Practicum
An application to the Student Teaching Practicum must be filed with the
Education Department during the first semester of junior year. The
application process includes:
1. A current transcript showing a minimum grade point average of 2.5, a
minimum grade of C (2.0) in each education course and in courses required by
the major,
2. Completion of or enrollment in all courses required by the major and the
education program through the date of application, including three pre-
practicum field experiences,
3. Completion of an interview with an Education Department faculty member
focusing on the students readiness for the Student Teaching Practicum,
4. Evidence of successful completion of the Foundations of Reading MTEL for
elementary education students.
II. Requirements and Policies
A. Attendance
Student teachers are required to be in attendance every day that their
assigned school is in session during the semester. They are expected to
observe the same hours as regular faculty, arriving early for each school
day and class.
Student teachers, like faculty, should not be absent or tardy without good
cause, such as personal illness or other extraordinary circumstances. The
supervising practitioner and the appropriate administrator should be
notified of every tardiness or absence in advance. Absences need to be
reported to the Director of Teacher Education and Field Based Experience.
Absences in excess of three days must be made up at the discretion of the
college supervisor.
.
B. Substitute Teaching
A student teacher may not substitute for a regular teacher during the period
of student teaching.
D. Departmental Requirements
During the Student Teaching Practicum, students are required by their
supervisors to:
1. submit a weekly schedule to the college supervisor.
2. prepare lesson plans for every lesson for which they are responsible.
Lesson plans should adhere to the department format. A copy of the lesson
plan format is attached in the Appendix and available online. All lesson
plans should be sequentially organized in the Practicum Portfolio, which
must be made available to the college supervisor during observations.
3. prepare a written unit plan of instruction for which they are
responsible. The unit plan must include, at a minimum, all lesson plans,
handouts, and evaluation tools. One unit plan must be submitted to the
college supervisor for evaluation.
4. write daily journal entries during the Student Teaching Practicum. The
journal is intended to be a reflection on the practicum experience. Journal
entries are written while teaching experiences are fresh in the students
mind. The journal helps the college supervisor monitor student progress and
struggles. Students are encouraged to write about significant happenings
successes, problems, possible solutions, self- evaluations, new learnings
and emotional responses.
5. write a self evaluation of an audiotaped lesson after conferencing with
the supervisor
6. maintain a Practicum Portfolio of selected materials related to the
student teaching experience which document successful completion of the
Massachusetts Department of Educations five Professional Standards for
Teachers:
1). Plans Curriculum and Instruction
2). Delivers Effective Instruction
3). Manages Classroom Climate
4). Promotes Equity
5). Meets Professional Standards
Portfolio materials must be collected and organized under four headings:
1. Lesson plans, including handouts, assessments and reflections
2. Unit plan, including handouts, assessments and reflections
3. Daily journal
4. Videotape self-assessment
5. Reflective Essays
7. write a reflection following each observation by the College Supervisor
and a final reflective essay focusing on professional and personal growth
resulting from the Student Teaching Practicum experience.
8. participate in the Student Teaching Seminar. A schedule and syllabus for
the seminar is in the Appendix.
E. Evaluation
The evaluation of the practicum experience is conducted by the College
Supervisor and Supervising Practitioner based on the five Professional
Standards for Teachers as delineated on the Massachusetts Department of
Educations Preservice Performance Assessment for Practicum or Practicum
Equivalent. A copy is included in the Appendix.
Licensure regulations require that the student, Supervising Practitioner,
and College Supervisor participate in three, Three-Way Conferences during
and at the end of the practicum to evaluate the students performance. One
of those conferences will serve as a mid-term evaluation and report.
The Supervising Practitioner and College Supervisor collaborate on the
summative evaluation and report on the students performance. Mid-term and
final evaluations are forwarded to the Education Department and become part
of each students file.
III. Roles and Responsibilities
A. The Role of the Student Teacher
Student teachers are expected to demonstrate professional, mature, and
responsible behavior during their practicum, adhering to all of the rules
and regulations that have been established by the school in which they have
been placed as if they were actually employed by the school.
The following guidelines are intended to assist student teachers in
understanding their role and in building effective professional
relationships at their school sites:
1. Student teaching is a full-time job and must take priority over all other
activities. Students are required to complete 300 contact hours during their
practicum experience.
2. Upon notification of the student teaching assignment, each student
teacher should set up an appointment to meet with the Supervising
Practitioner and, if possible, the principal and department head.
3. Lesson plans should be written for specific lessons that are taught,
using the Emmanuel College format. Lesson plans should be submitted to the
Supervising Practitioner at least two days in advance in order to provide
sufficient time for suggestions and corrections.
4. College Supervisors should be provided with lesson plans, handouts,
textbooks and any other materials relevant to the lesson in advance of an
observation.
5. Student teachers need to be receptive and responsive to feedback and
suggestions from the College Supervisor and Supervising Practitioner who
have a responsibility to provide constructive guidance throughout the
student teaching experience.
? Students should meet daily with the Supervising Practitioner to
evaluate each days work, verify plans for the following day, and develop
long-term plans.
? Students should conference with the College Supervisor following
each observation and request additional conferences as needed.
6. Student teachers are expected to participate as fully as possible in the
role of teacher within the school community, attending inservice programs,
faculty meetings and parent-teacher conferences, and assisting with school-
wide supervisory duties.
7. Throughout the semester, students are expected to progress from observing
and assisting to gradual assumption of teaching responsibilities. The
suggested timeline for Elementary Student Teaching Practicum is:
Weeks
1-2 Observation and assistance, work with individuals and small groups
3-4 Teach two literacy lessons daily
5-6 Teach two literacy lessons and one mathematics lesson daily
7-8 Teach two literacy, one mathematics, and one social studies or
science lesson daily
9-11 Teach two literacy lessons, one mathematics, one science and one
social studies lesson daily
12-13 Assume full responsibility, if the Supervising Practitioner and
College Supervisor agree that the student is ready
The suggested timeline for Secondary Student Teaching Practicum is:
Weeks
1-3 Observation and assistance, work with individuals and small groups
4-5 Teach one class
6-8 Teach two-three classes
9-13 Teach three-four classes
B. The Role of the Supervising Practitioner
Talented and caring Supervising Practitioners play an essential and crucial
role in preparing students to become effective and resilient teachers.
Emmanuel College recognizes and appreciates the contribution that
Supervising Practitioners make to the success of individual students and to
the profession of teaching.
The Supervising Practitioner can assist and support the student teacher in
the following ways:
1. Meet with the student to clarify expectations and to develop an open and
honest working relationship.
2. Meet with the College Supervisor at the beginning of the Student Teaching
Practicum to determine a schedule for collaborative conferences with the
student.
3. Develop a plan for the students teaching experience with the student and
the College Supervisor. A suggested timeline for assumption of teaching
responsibilities is outlined on the previous page.
4. Review and provide feedback on the students lesson plans, assessments
and handouts. These materials should be submitted by the student at least
two days before the lesson is to be taught.
5. Reinforce connections to the standards in the Massachusetts Curriculum
Frameworks in planning lessons and designing assessments.
6. Meet daily with the student teacher to review the days work and verify
plans for the following day, and establish a weekly conference time with the
student teacher for discussion and evaluation of progress. These conferences
should assist the student teacher in discovering strengths, weaknesses, and
needs, as well as growth in his/her skills in instruction, classroom
management and behavior management.
7. Collaborate with the College Supervisor and the student in the formative
and summative evaluation of the students performance using the
Massachusetts Department of Educations Preservice Performance Assessment
for Practicum or Practicum Equivalent, including participation in the Three-
Way Conference and evaluation process with the College Supervisor and the
student as required under licensure regulations for the Student Teaching
Practicum. A copy of the assessment instrument is included in the Appendix.
C. The Role of the College Supervisor
College Supervisors work with Supervising Practitioners in guiding and
assisting students in developing into successful and effective beginning
teachers. As representatives of Emmanuel College, supervisors have the
responsibility for interpreting the principles and policies of the Education
Program in the following ways:
1. Serve as a liaison between Emmanuel College and the school, communicating
the expectations and standards of the Teacher Education Program.
2. Collaborate with the Supervising Practitioners in assisting and
supporting the professional and personal growth of students and assist
Supervising Practitioners in the resolution of problems.
3. Plan cooperatively with students on the number, approximate duration, and
spacing of supervisory visits and on-site seminar sessions.
5. Make an average of six on site contacts with students during the
semester. These contacts include a minimum of three observations and three
on-site group seminars during which students share their experiences and
raise any questions or concerns. Within these contacts, the College
Supervisor participates in the Three-Way Conferences required under the
licensure regulations.
6. On each supervisory visit, provide the student teacher with a written
progress report on the Formative Evaluation form provided by the college and
discuss the evaluation with the student. Acopy of the form is included in
the Appendix.
7. Review and provide feedback on student lesson plans, a unit plan,
journals, and reflective essays.
8. Participate in six Student Teaching Seminars at the college. A schedule
and syllabus for the seminars is included in the Appendix.
9. Collaborate with the Supervising Practitioners in writing the mid-term
and summative evaluations and ensure that mid-term and final evaluations and
other reports are filled out completely and filed with the Education
Department at Emmanuel College.
10. Maintain contact with the Director of Student Teaching Placements and
the Coordinator of Undergraduate Education Programs at the college.
Student Teaching Handbook
I. Introduction
To prospective teachers, the student teaching component of the education
program at Emmanuel College is the culminating experience of the program.
It is what all of the courses, study, and hard work have been preparing the
student for since beginning the program of studies at Emmanuel. The
combination of the Student Teaching Seminar and the Student Teaching
Practicum integrates educational theory and practice.
The Student Teaching Handbook is a resource guide for students, supervising
practitioners and college supervisors. It should be used in conjunction with
The Commonwealth of Massachusetts Department of Education Curriculum
Frameworks, Professional Standards for Teachers, and Preservice Performance
Assessment for Practicum or Practicum Equivalent.
A. Teacher Education Programs
Emmanuel College offers programs in the following areas:
Biology, 8-12
Chemistry, 8-12
Elementary, 1-6
English, 8-12
History, 8-12
Mathematics, 8-12
Spanish, 5-12
Studio Art, PreK-8, 5-12
B. Licensure Requirements
Licensure required by the Massachusetts State Department of Education
provides for a two-stage teacher licensure process:
1. Initial License An Initial License is valid for five years and
qualifies an individual for a teaching position. Initial licensure requires
a bachelor's degree with a liberal arts and sciences major or
interdisciplinary major; completion of education course work, including pre-
practicum experiences related to that coursework; successful completion of a
supervised practicum of 300 or more hours in the field and at the grade
levels of the license sought; and successful completion of the Massachusetts
Tests for Educator Licensure (MTEL).
? All teacher candidates must pass the Communication and Literacy
MTEL.
? Secondary teacher candidates must also pass a Subject Area test
appropriate to the license sought.
? Elementary candidates are required to pass two additional tests,
Foundations of Reading and General Curriculum.
2. Professional License requires the possession of an Initial License,
three years of employment in the role of the license, including completion
of a one-year induction program with a mentor, and completion of a master's
degree.
3. Application for Licensure
Application for licensure must be completed on line on the forms
provided at the Massachusetts Department of Education website, [
http://www.doe.mass.edu ]www.doe.mass.edu . All required information and
fees must be sent to:
Commonwealth of Massachusetts Department of Education
Bureau of Teacher Licensure and Placement
350 Main Street
Malden, MA 02148
C. MTEL Schedule and Requirements for Education Students
MTEL Exams are offered in September, November, February, May and July. The
recommended timeline for completion of MTEL exams for Emmanuel students is
as follows:
Communication and Literacy November of Sophomore Year
Foundations of Reading February of Junior Year
General Curriculum November of Senior Year
Subject Area November of Senior Year
D. Admission to Student Teaching Practicum
An application to the Student Teaching Practicum must be filed with the
Education Department during the first semester of junior year. The
application process includes:
1. A current transcript showing a minimum grade point average of 2.5, a
minimum grade of C (2.0) in each education course and in courses required by
the major,
2. Completion of or enrollment in all courses required by the major and the
education program through the date of application, including three pre-
practicum field experiences,
3. Completion of an interview with an Education Department faculty member
focusing on the students readiness for the Student Teaching Practicum,
4. Evidence of successful completion of the Foundations of Reading MTEL for
elementary education students.
II. Requirements and Policies
A. Attendance
Student teachers are required to be in attendance every day that their
assigned school is in session during the semester. They are expected to
observe the same hours as regular faculty, arriving early for each school
day and class.
Student teachers, like faculty, should not be absent or tardy without good
cause, such as personal illness or other extraordinary circumstances. The
supervising practitioner and the appropriate administrator should be
notified of every tardiness or absence in advance. Absences need to be
reported to the Director of Teacher Education and Field Based Experience.
Absences in excess of three days must be made up at the discretion of the
college supervisor.
.
B. Substitute Teaching
A student teacher may not substitute for a regular teacher during the period
of student teaching.
D. Departmental Requirements
During the Student Teaching Practicum, students are required by their
supervisors to:
1. submit a weekly schedule to the college supervisor.
2. prepare lesson plans for every lesson for which they are responsible.
Lesson plans should adhere to the department format. A copy of the lesson
plan format is attached in the Appendix and available online. All lesson
plans should be sequentially organized in the Practicum Portfolio, which
must be made available to the college supervisor during observations.
3. prepare a written unit plan of instruction for which they are
responsible. The unit plan must include, at a minimum, all lesson plans,
handouts, and evaluation tools. One unit plan must be submitted to the
college supervisor for evaluation.
4. write daily journal entries during the Student Teaching Practicum. The
journal is intended to be a reflection on the practicum experience. Journal
entries are written while teaching experiences are fresh in the students
mind. The journal helps the college supervisor monitor student progress and
struggles. Students are encouraged to write about significant happenings
successes, problems, possible solutions, self- evaluations, new learnings
and emotional responses.
5. write a self evaluation of an audiotaped lesson after conferencing with
the supervisor
6. maintain a Practicum Portfolio of selected materials related to the
student teaching experience which document successful completion of the
Massachusetts Department of Educations five Professional Standards for
Teachers:
1). Plans Curriculum and Instruction
2). Delivers Effective Instruction
3). Manages Classroom Climate
4). Promotes Equity
5). Meets Professional Standards
Portfolio materials must be collected and organized under four headings:
1. Lesson plans, including handouts, assessments and reflections
2. Unit plan, including handouts, assessments and reflections
3. Daily journal
4. Videotape self-assessment
5. Reflective Essays
7. write a reflection following each observation by the College Supervisor
and a final reflective essay focusing on professional and personal growth
resulting from the Student Teaching Practicum experience.
8. participate in the Student Teaching Seminar. A schedule and syllabus for
the seminar is in the Appendix.
E. Evaluation
The evaluation of the practicum experience is conducted by the College
Supervisor and Supervising Practitioner based on the five Professional
Standards for Teachers as delineated on the Massachusetts Department of
Educations Preservice Performance Assessment for Practicum or Practicum
Equivalent. A copy is included in the Appendix.
Licensure regulations require that the student, Supervising Practitioner,
and College Supervisor participate in three, Three-Way Conferences during
and at the end of the practicum to evaluate the students performance. One
of those conferences will serve as a mid-term evaluation and report.
The Supervising Practitioner and College Supervisor collaborate on the
summative evaluation and report on the students performance. Mid-term and
final evaluations are forwarded to the Education Department and become part
of each students file.
III. Roles and Responsibilities
A. The Role of the Student Teacher
Student teachers are expected to demonstrate professional, mature, and
responsible behavior during their practicum, adhering to all of the rules
and regulations that have been established by the school in which they have
been placed as if they were actually employed by the school.
The following guidelines are intended to assist student teachers in
understanding their role and in building effective professional
relationships at their school sites:
1. Student teaching is a full-time job and must take priority over all other
activities. Students are required to complete 300 contact hours during their
practicum experience.
2. Upon notification of the student teaching assignment, each student
teacher should set up an appointment to meet with the Supervising
Practitioner and, if possible, the principal and department head.
3. Lesson plans should be written for specific lessons that are taught,
using the Emmanuel College format. Lesson plans should be submitted to the
Supervising Practitioner at least two days in advance in order to provide
sufficient time for suggestions and corrections.
4. College Supervisors should be provided with lesson plans, handouts,
textbooks and any other materials relevant to the lesson in advance of an
observation.
5. Student teachers need to be receptive and responsive to feedback and
suggestions from the College Supervisor and Supervising Practitioner who
have a responsibility to provide constructive guidance throughout the
student teaching experience.
? Students should meet daily with the Supervising Practitioner to
evaluate each days work, verify plans for the following day, and develop
long-term plans.
? Students should conference with the College Supervisor following
each observation and request additional conferences as needed.
6. Student teachers are expected to participate as fully as possible in the
role of teacher within the school community, attending inservice programs,
faculty meetings and parent-teacher conferences, and assisting with school-
wide supervisory duties.
7. Throughout the semester, students are expected to progress from observing
and assisting to gradual assumption of teaching responsibilities. The
suggested timeline for Elementary Student Teaching Practicum is:
Weeks
1-2 Observation and assistance, work with individuals and small groups
3-4 Teach two literacy lessons daily
5-6 Teach two literacy lessons and one mathematics lesson daily
7-8 Teach two literacy, one mathematics, and one social studies or
science lesson daily
9-11 Teach two literacy lessons, one mathematics, one science and one
social studies lesson daily
12-13 Assume full responsibility, if the Supervising Practitioner and
College Supervisor agree that the student is ready
The suggested timeline for Secondary Student Teaching Practicum is:
Weeks
1-3 Observation and assistance, work with individuals and small groups
4-5 Teach one class
6-8 Teach two-three classes
9-13 Teach three-four classes
B. The Role of the Supervising Practitioner
Talented and caring Supervising Practitioners play an essential and crucial
role in preparing students to become effective and resilient teachers.
Emmanuel College recognizes and appreciates the contribution that
Supervising Practitioners make to the success of individual students and to
the profession of teaching.
The Supervising Practitioner can assist and support the student teacher in
the following ways:
1. Meet with the student to clarify expectations and to develop an open and
honest working relationship.
2. Meet with the College Supervisor at the beginning of the Student Teaching
Practicum to determine a schedule for collaborative conferences with the
student.
3. Develop a plan for the students teaching experience with the student and
the College Supervisor. A suggested timeline for assumption of teaching
responsibilities is outlined on the previous page.
4. Review and provide feedback on the students lesson plans, assessments
and handouts. These materials should be submitted by the student at least
two days before the lesson is to be taught.
5. Reinforce connections to the standards in the Massachusetts Curriculum
Frameworks in planning lessons and designing assessments.
6. Meet daily with the student teacher to review the days work and verify
plans for the following day, and establish a weekly conference time with the
student teacher for discussion and evaluation of progress. These conferences
should assist the student teacher in discovering strengths, weaknesses, and
needs, as well as growth in his/her skills in instruction, classroom
management and behavior management.
7. Collaborate with the College Supervisor and the student in the formative
and summative evaluation of the students performance using the
Massachusetts Department of Educations Preservice Performance Assessment
for Practicum or Practicum Equivalent, including participation in the Three-
Way Conference and evaluation process with the College Supervisor and the
student as required under licensure regulations for the Student Teaching
Practicum. A copy of the assessment instrument is included in the Appendix.
C. The Role of the College Supervisor
College Supervisors work with Supervising Practitioners in guiding and
assisting students in developing into successful and effective beginning
teachers. As representatives of Emmanuel College, supervisors have the
responsibility for interpreting the principles and policies of the Education
Program in the following ways:
1. Serve as a liaison between Emmanuel College and the school, communicating
the expectations and standards of the Teacher Education Program.
2. Collaborate with the Supervising Practitioners in assisting and
supporting the professional and personal growth of students and assist
Supervising Practitioners in the resolution of problems.
3. Plan cooperatively with students on the number, approximate duration, and
spacing of supervisory visits and on-site seminar sessions.
5. Make an average of six on site contacts with students during the
semester. These contacts include a minimum of three observations and three
on-site group seminars during which students share their experiences and
raise any questions or concerns. Within these contacts, the College
Supervisor participates in the Three-Way Conferences required under the
licensure regulations.
6. On each supervisory visit, provide the student teacher with a written
progress report on the Formative Evaluation form provided by the college and
discuss the evaluation with the student. Acopy of the form is included in
the Appendix.
7. Review and provide feedback on student lesson plans, a unit plan,
journals, and reflective essays.
8. Participate in six Student Teaching Seminars at the college. A schedule
and syllabus for the seminars is included in the Appendix.
9. Collaborate with the Supervising Practitioners in writing the mid-term
and summative evaluations and ensure that mid-term and final evaluations and
other reports are filled out completely and filed with the Education
Department at Emmanuel College.
10. Maintain contact with the Director of Student Teaching Placements and
the Coordinator of Undergraduate Education Programs at the college.
