Requirements for the Concentration in Education: Licensure Track
Student Teaching

Course Requirements During Student Teaching
Phase Two
Cooperating Teacher Selection
Responsibilities of Cooperating Teacher
Expectations of Student Teachers
Student Teacher’s Support Team
Observations and Evaluations
Problems
Giving Feedback
Substituting
Summary

Cooperating Teacher Final Evaluation Form
College Supervisor Observation Form
Social Studies Content Supervisor Observation Form
English Content Supervisor Observation Form
Technology Portfolio Summative Evaluation

Thanks!

The Education Department at Davidson College appreciates your willingness to supervise a student teacher this semester. You have been selected because you exemplify the qualities we think are important in effective teachers and we are confident that you will serve as an outstanding role model. We hope that the opportunity to serve in this way will be as professionally rewarding for you as it will be appreciated by our pre-professional faculty.

PROGRAM OVERVIEW

In its mission to prepare successful facilitators of learning, the Department of Education embraces the primary purpose of Davidson College, which is "to assist students in developing humane instincts and disciplined and creative minds for leadership and service." Further, the Department of Education exults in the choice of the college "to emphasize the teaching responsibility of all professors" and actively recruit faculty "whose interest in students and teaching is unfeigned and profound."

The endorsement that quality teaching is the foundation of a strong liberal arts institution informs the threefold mission of the Department of Education: (1) to provide a course of study leading to a Licensure Concentration in Education, resulting in the attainment of a North Carolina teaching license; (2) to provide a course of study leading to an Interdisciplinary Concentration in the study of Education as a liberal art; and (3) to provide courses that meet the Core Curriculum requirements in the Social Sciences.

The Licensure Concentration is designed for students who plan to enter the teaching profession in the fields of English (grades 9-12), Latin (9-12), Mathematics (9-12), Social Studies (9-12), French (K-12), or Spanish (K-12). This program is based on a conceptual framework that "establishes the shared vision for the unit’s efforts in preparing educators to work in the P-12 schools" (NCATE 2000 Unit Standards). The vision is represented by the phrase "Preparing Facilitators of Learning." Variations of this phrase appear elsewhere and throughout this document: e.g., "Teacher as Facilitator" or "The Facilitative Teacher."

The Interdisciplinary Concentration is designed for students preparing for graduate school in a variety of fields, for teaching at an independent school where licensure is not required, or for obtaining a lateral-entry position in a discipline for which Davidson does not offer licensure. This program aligns with other interdisciplinary concentrations offered at Davidson in that is "an interdisciplinary cluster of courses which addresses a specific area of study" and that it is designed in order for students "to make connections among the disciplines."

The contents of this handbook reflect the Licensure Concentration, also referred to elsewhere as the Concentration in Education: Student-Teaching Track. Davidson College recommends initial teaching licensure at the Secondary School Level in the fields of English, Mathematics, Latin, and Social Studies (which includes majors in Anthropology, Economics, History, Political Science, Sociology, Psychology, and Religion) and K-12 licensure in the fields of French and Spanish. Through reciprocity agreements, North Carolina licenses are accepted in over 40 additional states. Interested students should contact the Chair of the Department of Education during their first or second year.

The Conceptual framework of the education unit at Davidson College is based on the firm belief that effective teachers pursue their profession primarily as facilitators of learning and secondarily as conveyers of information. While facilitative teachers do not neglect the traditional teacher-centered methods of delivering instruction, they focus on active learning and other learner-centered methods, thus combining the best practices of the "teacher as sage" and the "teacher as guide." Students who complete the Licensure Concentration possess the content knowledge, pedagogical skills, and professional dispositions to become effective classroom teachers.

All graduates of Davidson complete a comprehensive liberal arts core curriculum and a rigorous academic major in their subject area. In addition to general discipline-specific knowledge, education students, as facilitative teachers, recognize the impact of diverse cultural, economic, political, and social environments upon their discipline; they know the specific uses of technology in their discipline; and they understand the ways in which their teaching area connects to the broad curriculum. In order to facilitate learning of the subject matter, education graduates know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of the students they teach.

This developmental theory is of special importance for facilitative teachers who must plan instruction that is appropriate for a diverse student population, including students with special needs. Such diversity also calls on the teacher to use a variety of methods to teach students, to employ a variety of methods to assess what students have learned, and to practice effective classroom management techniques. Running throughout these necessary pedagogical skills is the need for the teacher to have strong and current technology skills.

Eagerness to maintain proficient technological and other pedagogical skills is one of the crucial professional dispositions that must be embraced by facilitative teachers. They must also meet high ethical standards and be reflective about their practice. To maintain an active learning environment in their classrooms, facilitative teachers must work collaboratively with colleagues, families, and the community. Further, successful facilitators need to know and respect the influence of race, ethnicity, gender, religion and other aspects of culture on a child’s development and personality. Above all, the facilitative teacher must be professionally disposed to the belief that all students can learn.

To prepare effective facilitators of learning for secondary schools, the licensure concentration builds upon Davidson College requirements to address the following goals:

1. To provide a program of studies constituting a liberal education;
2. To provide an academic major constituting in-depth knowledge of subject matter appropriate for teaching in the secondary schools;
3. To provide a sequence of professional studies, courses, and experiences leading to pedagogical proficiency.

To prepare effective facilitators of learning for secondary schools, the Department of Education has adopted the Core Standards for the Teaching Profession (Approved by the North Carolina Professional Teaching Standards Commission, August 1999) as the objectives of the Licensure Concentration.  These Core Standards, along with the INTASC Standards and NCATE Standards, inform the Conceptual Framework.

Students who complete the licensure program will:

1. Know the content they teach;
2. Know how to teach students;
3. Be successful in teaching a diverse population of students;
4. Be leaders;
5. Be reflective about their practice;
6. Respect and care about students.

To meet the above goals, the licensure concentration is designed to develop the following student characteristics. These characteristics are carefully aligned with NCATE Standards, INTASC Principles, and the North Carolina Cores Standards for the Teaching Profession, which, in turn, have been informed by the National Professional Board of Teaching Standards. These characteristics are represented graphically below.

Students competence is addressed in a final portfolio. This portfolio also addresses Technology Competencies (see below) and Specialty Area Competencies (see below) adopted by the North Carolina State Department of Public Instruction.

I. Content Knowledge

• Teachers have broad knowledge of the liberal arts.
• Teachers know the content appropriate to their teaching specialty and the relevant applications of this content.
• Teachers understand the ways in which their teaching area connects to the broad curriculum.
• Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of the students they teach.
• Teachers recognize the impact of cultural, economic, political, and social environments upon their discipline.
• Teachers know the specific uses of technology in their discipline.

II. Pedagogical Skills

• Teachers practice effective classroom management.
• Teachers use a variety of methods to teach students, including cooperative learning techniques.
• Teachers use a variety of methods to assess what students have learned.
• Teachers align their instruction with the required curriculum and teach thinking and problem-solving skills.
• Teachers plan instruction that is appropriate for a diverse student population, including students with special needs.
• Teachers have strong and current technology skills.

III. Professional Dispositions

• Teachers believe that all students can learn.
• Teachers know and respect the influence of race, ethnicity, gender, religion and other aspects of culture on a child’s development and personality.
• Teachers meet high ethical standards of practice and engage in professional development activities, including development in the area of technology.
• Teachers are reflective about their practice.
• Teachers work collaboratively with colleagues, families, and the community to support the learning environment.

In addition to meeting the requirements of the major, students planning to earn a Licensure Concentration must take the following courses: Education 121, 242, 243, and General Psychology 101. Students must also have minimum scores designated by the State of North Carolina on the Praxis Series: (PPST) Pre-Professional Skills Tests and the Specialty Area Exams (content and pedagogy) prior to applying for licensure in North Carolina.

Formal admission to the Licensure Concentration usually occurs during the sophomore year. Students will complete an "Admission to the Licensure Concentration" form and meet the following guidelines:

1. Proficiency in oral and written communications through completion of core requirements and interviews with the Education Department faculty.
2. State designated minimum scores on the Praxis I series (Pre-Professional Skills Test).
3. Successful completion of two of the following four courses: PSY 101, General Psychology, EDU 121, History of Educational Theory and Practice, EDU 242, Educational Psychology and Teaching Exceptionalities, EDU 243, Adolescent Development (grade of "C" or better).
4. A minimum overall GPA of 2.5.
5. A recommendation from the Dean of Students, the departmental advisor, and one other faculty member regarding the student's interest and suitability for teaching.
6. Approval of the Teacher Education Committee.
7. Approval of the Department of Education faculty and Chair.

 

Students will take Education 400, 410, 411, and 420 concurrently in one semester during the senior year that is reserved for student teaching. No additional courses can be taken at this time. The criteria for admission to student teaching includes:

1. Admission to the Licensure Concentration.
2. A minimum overall grade point average of 2.5.
3. A minimum grade point average in the teaching field of 2.0.
4. Completion of all professional education courses with no grade below "C."
5. Recommendation by the Chair of the Department of Education and approval of the Teacher Education Committee.

Students must meet the following requirements.

1. Successful completion of the Davidson College Core Curriculum (See current catalog)
2. Successful completion of requirements for a Specialty Area major (See current Catalog
3. Successful completion of the following courses:

PSY 101 GENERAL PSYCHOLOGY

Survey of the current psychology of learning, perception, motivation, intelligence, and thinking, with emphasis on the application of scientific methods to psychological investigation and on the biological bases of behavior and experience. (Fall, Spring)

EDU 121 HISTORY OF EDUCATIONAL THEORY AND PRACTICE
Traces historical development and underlying philosophies of educational institutions and practices in the United States; considers current roles and functions of the school in relation to other social institutions such as state and church. (Fall)

EDU 242 EDUCATIONAL PSYCHOLOGY AND TEACHING EXCEPTIONALITIES
Psychology of learning as it relates to teaching. Focus on contemporary theories of learning, retention, transfer, motivation, educational assessment, and adolescent psychology, and their particular application to classroom teaching. Includes special emphasis on teaching exceptional students and appropriate clinical experiences in educational institutions. Prerequisite: Psychology 101. It is strongly recommended that students who are earning teaching licensure take this course in the spring term of their junior year. (Spring)

EDU 243 ADOLESCENT DEVELOPMENT (Cross-listed Psychology 243)
An in-depth examination of specific theories, concepts, and methods related to the period of adolescence. Students will explore a wide range of topics including: cognitive development, moral development, identity formation, gender role, social relationships, and the effects of culture on adolescent development. Prerequisite: Psychology 101 (Fall)

EDU 400 ORGANIZATION FOR TEACHING
Procedures for effective organization and presentation of subject matter in particular academic disciplines at the high-school level. Approximately one- third of this course is taken under the direct supervision of one or more Davidson College professors in the academic discipline of anticipated licensure. Includes work in teaching of reading in the content areas. Requires appropriate clinical experiences in schools. Prerequisite: Approval of instructor

EDU 410, 411 INTERNSHIP IN TEACHING
Ten to twelve weeks of full-time involvement in the secondary school spent in observing, classroom teaching, and other tasks appropriate to accomplished professional teaching. Close classroom supervision by the local secondary school and Davidson professors. Prerequisite: Approval of college committee on teacher education (Spring)

EDU 420 SEMINAR IN SECONDARY EDUCATION
Function of the secondary school, nature of the secondary student, and secondary school curriculum. Emphasis on diagnostic and remedial procedures for secondary students. Discussion includes evaluation and shared experiences resulting from the internship experience. Prerequisite: Approval of instructor.

Students will be taking a four-course load while they are working with you. They will begin with a month long intensive methods course (EDU 400) for one month which includes a team-teaching approach of general as well as content-specific instruction (taught by the Chairperson of the Department and the "content professor" who is a practitioner in the field). The content of the course will be shared with you during the orientation session so you will know what they’ve had. The student teaching internship represents two courses (EDU 410-411) and lasts approximately 10-12 weeks. A seminar addressing issues in secondary education (EDU 420) is held every other week. A calendar and syllabus for each of these courses are included in your Cooperating Teacher Packet.

The Education Department has developed a component of the student teaching experience that is referred to as Phase Two. This refers to a second internship in another classroom in the same school in most cases during the last couple of weeks of student teaching. The purpose is to provide the student with an opportunity to try the skills learned in the first setting under the main cooperating teacher to another group of students who are very different from the students in the first setting. Hopefully, the student teachers will be able to teach an entire unit or at least one class (ideally some or most of another person’s schedule) with the same level of accountability as the second cooperating teacher. In some cases, a student teacher may be in two settings for the entire student teaching experience.

These arrangements are made either at the beginning of the semester or at the mid-term evaluation by the Davidson faculty member, the main cooperating teacher, and the student teacher and done on an individual basis.

The Chairperson of the Education Department interviews each student prior to making internship assignments. Based on the recommendations of faculty in the Department and the advisor, an assessment of the student’s needs for a successful experience is made. This includes attention to personality traits and special skills as well as the preferences (courses, school location, etc.) of the student teacher with respect to the selection of the cooperating teacher when possible and appropriate. Cooperating teachers are then selected on the basis of the following criteria:

1. The cooperating teacher must be certified in the specialty area for which he or she would be supervising.
2. The cooperating teacher must have a minimum of three years of successful teaching experience in the area of licensure.
3. The cooperating teacher must be recommended strongly by the current principal.
4. The cooperating teacher must be willing to participate in the orientation and post-observation conferences as well as the evaluation process.

 

Cooperating teachers are asked to do the following during the internship:

1. Work closely with student teachers to help them meet the expectations listed in the next section.
2. Be a positive role model by showing an interest in students and in the profession.
3. Guide student teachers as they reflect upon each experience and develop their own teaching styles.
4. Guide student teachers as they develop their own philosophy of education.
5. Provide regular feedback and advice about their teaching on a daily basis.
6. Evaluate student teachers’ performance during the internship (may be asked to submit four written evaluations of four different classes for the student teacher). The student teacher is responsible for working with the cooperating teacher to schedule the observations and for submitting a copy of each evaluation to the college supervisor by 8:00 AM on dates indicated on the student teaching calendar.
7. Suggest other teaching experiences that may be beneficial to the student teacher for the Phase Two component, which may be concurrent with student teaching or a two-week experience in another’s classroom after the four consecutive week student teaching experience. Phase Two, planned individually for each student teacher, will be discussed with the student teacher, cooperating teacher and college supervisor at the beginning of student teaching or during the mid-term evaluation session.

 

Student teachers are expected to do the following during the internship:

1. Follow the school calendar and daily routine of the cooperating teacher while student teaching. They are to arrive and leave when you do and participate in all of the activities that make up your day (including lunch duty, club sponsorship, etc.). You and the student teacher may work out appropriate arrangements as needed. Please notify the Chairperson of the Department when students are late or absent. They never have our permission to vary the stated schedule unless you have been told by a member of our department.
2. Keep a lesson plan book with plans for at least three days in advance. Please check all lesson plans each day. Students do need to write complete lesson plans each day. The format may vary but each lesson should include objectives, activities and evaluation procedures.
3. Attend all appropriate meetings with you
4. Teach a portion of the day for at least four weeks and all day for at least four consecutive weeks. We recommend a "phase in" and "phase out" approach rather than beginning with too much and stopping abruptly. Please do not allow students to teach the first week (no matter how eager they seem). The number of classes and length of times for teaching assignments will vary. Please stay in the room and give students informal feedback after each class. When you are comfortable with student’s ability to manage the class, please allow them to conduct as many classes as possible without supervision (especially during the all-days).
5. Work constantly to master the competencies.
6. The student teacher will participate in the Phase Two component

A team of five persons (four Davidson faculty and the cooperating teacher) work together throughout the student teaching internship to provide support for each student teacher. The following is a list of these individuals and their primary responsibilities.

1. The cooperating teacher
2. Faculty in the Education Department:

a. Provide overall advising leadership for the internship.
b. Keep team members and student teachers aware and monitor the implementation of state guidelines, licensure process, and the standards of performance.
c. Observe each student teacher a minimum of three times.
d. Provide feedback on progress regularly.

3. The "content professor":

a. Provide the content specific portion of the methods class.
b. Observe each student teacher in the specialty area a minimum of two times.
c. Evaluate the student’s progress and performance.
d. Serve as a resource throughout the internship.

4. The Faculty Resource from the major:

a. Provide a minimum of three hours of instruction that includes content specific information and suggestions for teaching topics in the field.
b. Observe the student teacher if possible and provide feedback to the Chairperson and the student.
c. Serve as a content resource throughout the semester.

5. The Teacher Education Committee Representative (who may do [b] and [c] from [4] and often is the same person as [4] or the specialty area coordinator.)

 

The student teachers will be observed a minimum of 6 times formally as well as daily by the cooperating teacher on an informal basis. These observations are conducted as follows:

• Chair of the Education Department (4 observations)
• Content Professor (2 observations)
• Davidson Professor in Major (1 optional observation)
• Principal, Assistant Principal, or other faculty (1 optional observation)

Cooperating teachers, student teachers and observers will normally participate in a conference following each observation and specific feedback will be provided. The cooperating teachers and student teachers will conduct pre-observation conferences as well, and any other observers will participate when possible in pre- and post-observation conferences when possible.

Student teachers, cooperating teachers, the Chairperson of the Education Department and the Content Professor will participate in mid-term and final evaluation conferences to determine the progress of the student teacher.

Student teachers should always have a written lesson plan available for each observer at the beginning of the class. Grades for the internship will be determined during the final evaluation session. Because student teachers are part of this process, we ask that you encourage self-evaluation by the students on a consistent basis throughout the experience.

The cooperating teacher, content professor and Chairperson of the Education Department will make the decision regarding a recommendation for licensure.

NOTE: Completing and passing EDU 410-411 is not a guarantee that the student will be recommended for licensure. There is a distinct difference between knowing the principles of good teaching and applying them effectively. Also, under no circumstances will a student with a grade below "C" be recommended for licensure.

 

Please call the Department of Education as soon as you see a potential problem of any kind. Do not wait! Often we can help you to resolve a situation if we are aware of concerns early.

Giving Feedback

As hard as it may be to do at times, the student needs and we depend on you to give regular feedback--both positive and negative. This may be the last chance the potential teacher has for real help in correcting inappropriate practices before they become habits. You may find that the level and type of feedback will vary over the internship. We are available to assist you with this any time.

The Education Department at Davidson prefers that student teachers do not substitute unless one of the following circumstances exists:

1. The cooperating teacher is absent and the school has hired another teacher to be in the classroom while the student teacher conducts class.
2. Special arrangements have been made with the school and the Education Department has been notified. (For example, the Cooperating Teacher Symposium [sponsored by the Charlotte Area Education Consortium] has permission from participating systems to allow student teachers to substitute.)

Regardless of the circumstances, the following conditions must always be met:

1. The Education Department is notified prior to the substitute day.
2. The substitute situation is in the student teacher’s current teaching environment (not in other classrooms in the school).
3. Student teachers are not paid.
4. Student teacher would like to substitute.

 

The student teaching internship is the most important part of our program and your role the most critical. It is the culmination of coursework and experiences reflecting theory and observations that now need to be translated into effective practice. For many who have always wanted to teach, it is a dream come true. Students are anxious for the challenge and will be looking to you every day as an example of someone who loves students and has mastered the intricacies of teaching. They need guidance and encouragement. Your task is a major one that cannot be underestimated and we are sure that this opportunity will be a positive and worthwhile one for you. This is clearly your chance to have a major impact on a student teacher and ultimately on thousands of students.