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Student Teaching

Student teaching at Ohio Northern University is the culminating field experience in which the teacher education candidate assumes increasing responsibility for teaching in the appropriate subject area and grade level in accordance with the candidate's intended teaching license while under the supervision of a fully-qualified cooperating teacher. The duration of student teaching is twelve weeks (one academic semester). Candidates seeking a multi-age (preK-12) license shall divide the student teaching experience, spending one-half of the semester at the elementary level and one-half at the secondary level.

The candidate registers for the student teaching section appropriate to his/her area of licensure. All student teachers, regardless of licensure area, must register for EDUC 4451 Leadership Seminar in Education.

EDUC 4451 Leadership Seminar in Teaching consists of weekly meetings of all student teachers to assist them with adjusting to the increased level of responsibility in the classroom. Student teachers cooperatively analyze and problem solve classroom experiences. They also discuss relevant professional topics such as aspects of teaching, communication with parents, licensure procedures, and interviewing techniques. ATTENDANCE IS MANDATORY.


STUDENT TEACHING PERFORMANCE OUTCOMES

The ONU teacher education candidate demonstrates content, pedagogical and professional knowledge, dispositions, and skills by meeting the goals and performance outcomes of the Teacher Education Program. The Center for Teacher Education has six professional commitments which guide the establishment of six goals for teacher education candidates. These six goals then provide the framework for the established knowledge, dispositions, and skills considered important to candidates' teaching success.

Because student teaching is the culminating field experience for the teacher education candidate, the performance outcomes of the student teaching experience are the same as the performance outcomes for the entire Teacher Education Program. Student teaching is the best and final opportunity for both the candidate and the Center for Teacher Education to evaluate the success the candidate has had in meeting the program's performance outcomes.

These outcomes are represented as skills that the candidate is expected to demonstrate during the student teaching experience. The skills are the visible reflection of the knowledge candidates have absorbed and the dispositions they have developed during their teacher training program. They are evaluated by clinical faculty and by classroom teachers who observe and measure the degree of success with which candidates are able to complete the skills.

Below are listed the professional commitments of the Center for Teacher Education and the goals for candidates that derive from the commitments. The goals are followed by the knowledge, dispositions and skills that are needed to reach the goals. The skills (performance outcomes) are the items measured on the evaluation instruments because they reflect the required knowledge and dispositions and demonstrate the candidate's successful mastery of each goal. The skills (performance outcomes) are measured through observational checklists, clinical observation, a mid-term evaluation, and a final evaluation.

Commitment to Diversity

Goal #1 - The competent teacher candidate demonstrates a commitment to diversity.

Knowledge: The teacher education candidate

• K1-a) develops understanding of differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.
• K1-b) knows and appreciates that knowledge is impacted by the multiple perspectives of the "knowers" who come from a multicultural, pluralistic society.
• K1-c) understands that all students can be ready to learn although they might not learn the same thing at the same time.
• K1-d) is aware of various teaching, learning, and motivational strategies that can help students learn.

Dispositions: The teacher education candidate

• D1-a) accepts and respects the individual dignity of diverse persons. This is indicated by a teacher candidate who accepts and respects the individual dignity of students, peers, and/or others without regard to differences of ethnicity, race, socio-economics status, gender, exceptionalities, language, religion, sexual orientation, family, gender, or geographical area. The teacher candidate also appreciates that knowledge is impacted by the multiple perspectives of the "knowers" who come from a multicultural, pluralistic society.
• D1-b) believes all students can learn and is willing to adjust instruction to meet individual learning needs.

Skills (Performance Outcomes): The teacher education candidate

• S1-a) plans and teaches instructional units that match a variety of instructional strategies to the needs and abilities of the spectrum of learners in the classroom.
• S1-b) critically selects and uses materials, instructional strategies, technologies, and assessments appropriate to the age, developmental level, gender, learning differences, and cultural and ethnic background of students.
• S1-c) incorporates appropriate themes of diversity within content.

Commitment to Knowledge of the Learner and the Learning Process

Goal #2 - The competent teacher candidate is knowledgeable of the learner and the learning process.

Knowledge: The teacher education candidate

• K2-a) is aware of the various aspects of development (physical, cognitive, socio-emotional)
• K2-b) has knowledge and understanding of the learning stages and development of students s/he teaches.
• K2-c) knows pedagogical strategies, content and assessment that are appropriate to learners in specific stages of development.

Dispositions: The teacher education candidate

• D2-a) values the importance of applying knowledge of all aspects of a child's development to instructional planning, teaching and assessment. This is indicated by a teacher candidate who values and appreciates the importance of all aspects of a child's experience (cognitive, socio-emotional, and physical) and the importance of knowing the learning stages and development of students he/she teaches. The teacher candidate demonstrates willingness to learn about and use pedagogical strategies that match strategies to specific learners and specific content.

Skills (Performance Outcomes): The teacher education candidate

• S2-a) clearly selects, states, and implements developmentally appropriate learning objectives at the literal, interpretive, and application levels.
• S2-b) applies knowledge of human development to expectations for curriculum and student performance in identifying areas of strengths and weakness in cognitive, physical, social, and emotional areas and uses this information to interpret and analyze student behavior and to know when to refer children and youth to the appropriate specialized professional.
• S2-c) chooses developmentally appropriate curricula, materials, technology, and activities.
• S2-d) articulates the importance of and uses methods for identifying students' background knowledge and experience.
• S2-e) relates positively to students, taking into account individual characteristics, student backgrounds, and developmental levels.

Commitment to Knowing the Specific Content Area and Relevant Pedagogical Tools

Goal #3 - The competent teacher candidate is knowledgeable of the specific content area and the relevant pedagogical tools for teaching and assessing it.

Knowledge: The teacher education candidate

• K3-a) has a strong grasp of the knowledge base, pedagogy, resources, and technology important to her/his content.
• K3-b) knows how to analyze, organize, and coordinate ideas within her/his content.
• K3-c) knows various assessment strategies and how to use them to monitor and promote student learning.

Dispositions: The teacher education candidate

• D3-a) is dedicated to learning, staying current in, and applying the knowledge base and pedagogy of the discipline. This is indicated by a teacher candidate who demonstrates dedication to and enthusiasm for learning and/or staying current in the content and structure, pedagogy, resources and technologies of his/her discipline. The teacher candidate also values a critical thinking approach to content that allows him/her to analyze, organize and coordinate ideas within his/her discipline.
• D3-b) values ongoing and appropriate assessment as essential to the instructional process. This is indicated by a teacher candidate who recognizes that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning. The teacher candidate is also committed to using assessment to identify student strengths and promote student growth rather than to deny students access to learning opportunities.

Skills (Performance Outcomes): The teacher education candidate

• S3-a) exhibits a firm grounding in subject matter content, including research- and discipline-specific knowledge, skills, and abilities, which requires that the teacher education candidate understand how and where to access and evaluate information.
• S3-b) demonstrates the ability to analyze content into its major facts, concepts, and generalizations.
• S3-c) plans and teaches instructional units of study, matching a variety of instructional strategies to specific content.
• S3-d) demonstrates skill in using both inductive and deductive strategies to promote both divergent and convergent thinking.
• S3-e) plans to teach learning and/or study strategies concurrently with content.
• S3-f) plans instruction using the framework of the Ohio Academic Content Standards
• S3-g) plans and uses curricula, materials, technology, activities, and strategies that support student learning of the content.
• S3-h) is aware of and explains how current content connects to what students learned in the past and will learn in the future.
 

Commitment to Teaching and Learning as a Reflective Process

Goal #4 - The competent teacher candidate practices reflective thinking.

Knowledge:  The teacher education candidate

• K4-a) understands the importance of using reflective thinking as a catalyst for improved learning and teaching.
• K4-b) understands that students' success in meeting learning goals can be attributed to factors within the classroom as well as to factors outside the classroom.
• K4-c) knows how to reflectively analyze his/her instructional methods.

Dispositions: The teacher education candidate

• D4-a) values reflective thinking as a catalyst for improved learning and teaching. This is indicated by a teacher candidate who accepts the need to critically reflect on personal learning, teaching, and student learning and to receive feedback from others for the purpose of improving his/her personal learning and/or instructional skills.
• D4-b) accepts responsibility for student learning. This is indicated by a teacher candidate who attributes the degree of students' success in meeting learning goals as much to factors within the classroom as to factors outside the classroom. The teacher candidate regards student difficulties in learning as a personal challenge and expresses commitment to searching for effective approaches that will allow every student to meet the learning goals.

Skills (Performance Outcomes): The teacher education candidate

• S4-a) reflectively analyzes practice of self and others using a variety of data collection techniques.
• S4-b) appropriately plans for diagnosis, prescription, assessment, evaluation, and remediation based on individual student need and current research in pedagogy.
• S4-c) diagnoses, prescribes, evaluates, assesses, and remediates individual skills and abilities utilizing a variety of evaluation techniques that allow for individual differences and utilizes formative evaluation to drive instruction.
• S4-d) appropriately recognizes and attributes the degree of students' success in meeting learning goals to factors within the classroom rather than to factors outside the classroom.
• S4-e) regards student difficulties in learning as a personal challenge and expresses commitment to searching for effective approaches that will allow every student to meet the learning goals.

Commitment to the Role of the Teacher as a Facilitator of Learning

Goal #5 - The competent teacher candidate serves as a facilitator of learning.

Knowledge: The teacher education candidate

• K5-a) knows how to act as a classroom facilitator who sets up the learning environment with appropriate resources and opportunities that allow each child to construct his/her own knowledge.
• K5-b) knows what is needed to establish a safe, supportive learning environment.
• K5-c) knows how to plan for the short term and the long term.
• K5-d) knows how to establish a positive learning environment that is consistent, fair, and caring, yet challenging.
• K5-e) knows ways to establish democratic processes and cooperative efforts within the classroom.
• K5-f) knows ways to encourage curiosity, intrinsic motivation, and independent, creative, and critical thinking behavior.
• K5-g) knows how to make students feel valued and what to do to help them value each other.
• K5-h) knows how to establish good classroom communications.
• K5-i) knows how to use language to foster self-expression, identity development, and learning.
• K5-j) knows how to listen thoughtfully and responsively.
• K5-k) understands the cultural dimensions of communications and knows how to foster culturally sensitive communication by and among all students.

Dispositions: The teacher education candidate

• D5-a) believes that the primary role of teaching is that of classroom facilitator. This is demonstrated by a teacher candidate who uses short-term and long-term planning and appropriate resources, technologies and opportunities to create a safe and supportive learning environment that allows each child to construct his/her own knowledge.
• D5-b) values a classroom environment that promotes fairness, collaboration, engagement and challenging expectations. The candidate's efforts to develop this type of environment will be indicated by an enthusiastic teacher, curious students, democratic processes, cooperative effort, positive peer relationships, and encouragement for students to develop intrinsic motivation and independent creative and critical thinking.
• D5-c) recognizes the value of good classroom communications. This is indicated by the teacher candidates' recognition of the power of language for fostering self-expression, identity development, and learning. The teacher candidate will be a thoughtful and responsive listener and appreciate the cultural dimensions of communication, responding appropriately and seeking to foster culturally sensitive communication by and among all students in the class.

Skills (Performance Outcomes): The teacher education candidate facilitates student learning by

• S5-a) modeling personal enthusiasm; curiosity; and independent, creative, and critical thinking behavior as s/he leads learners to solve problems of learning, living, and working together.
• S5-b) demonstrating skill in managing multiple learning experiences within a positive and productive learning environment.
• S5-c) providing independent, critical and creative thinking and problem solving experiences where learners are actively involved in their own learning within a climate reflecting developmental needs, time on task, positive expectations, and mutual respect.
• S5-d) demonstrating commitment to eliciting cooperative group effort rather than individual competitive effort.
• S5-e) demonstrating skill evaluation and implementing effective classroom management techniques in a consistent manner.
• S5-f) modeling and promoting democratic values necessary to life in a multicultural, pluralistic society.
• S5-g) allowing for student participation in development and implementation of behavioral standards.
• S5-h) creating a classroom environment that avoids safety risks, uses physical arrangements to support learning, provides accessibility to students with special needs, and reflects student work and learning.
• S5-i) using routines and procedures and handling disruptions so as to maximize instructional time.
• S5-j) pacing lessons and providing meaningful work so that students are appropriately engaged.
• S5-k) communicating effectively (orally, nonverbally and in writing) with students, parents, and colleagues.

Commitment to Ethical and Professional Behavior Within the Field of Education

Goal #6: The competent teacher candidate is a professional educator.

Knowledge: The teacher education candidate:

• K6-a) knows the behaviors that are indicative of professional behavior (e.g., regular attendance, punctuality, reliability, accuracy, thoroughness, self-reliance, responsibility, respect for others' privacy, and maintaining confidentiality).
• K6-b) knows that good teachers are lifelong learners and need to continue to learn and develop professionally.
• K6-c) knows how to communicate and work with others (parents, teachers, students, families, staff, administrators, community members, and other professionals) in a collaborative fashion.

Dispositions: The teacher education candidate:

• D6-a) values the importance of carrying out responsibilities in a timely and professional manner. This is indicated by a teacher candidate who values positive work behaviors, including regular attendance, punctuality, reliability, accuracy, thoroughness, self-reliance and responsibility. The teacher candidate also respects privacy of students and confidentiality of information.
• D6-b) values opportunities to develop professionally. This is indicated by a teacher candidate who appreciates opportunities to expand his/her knowledge of teaching and learning.
• D6-c) values collaboration with peers, parents and other professionals. This is indicated by a teacher candidate who values the development of effective communication and collaboration with parents, students, families, teachers, staff, administrators, and other professionals to improve the overall learning environment for students.

Skills (Performance Outcomes): The teacher education candidate demonstrates ethical and professional behavior by:

• S6-a) interacting professionally and cooperatively with others (students, parents, guardians, faculty, staff) in a manner that is respectful of individual dignity and integrity.
• S6-b) demonstrating professional conduct through such behaviors as attendance, punctuality, respect for others, positive work ethic, reliability, and effective oral and written communications.
• S6-c) knowing the foundations of education in the United States including the role of the school as a force in American society and being able to critically discuss issues and laws affecting relationships between school and society.
• S6-d) analyzing and evaluating the parameters society places on schools and being aware of the implications for curriculum.
• S6-e) interpreting and communicating assessment results accurately and ethically.