Chadron State College

TEACHER INTERN GUIDEBOOK

2011Chadron State College

2011 Secondary Education

Teacher Intern Guidebook

Secondary Faculty

Patti BlundellLorie HunnDon King

Karen EnosHank McCallum

This Guidebook serves as a reference and assessment source for students and faculty within the Education Unit at Chadron State College, Chadron, NE

69337. The guidebook is designed to focus the student towards intellectual and practical tasks that are transferable to real-life situations.

Table of Contents

Checklist for Teacher Intern and College Supervisor…..………………1

Guidebook Record Sheet…………………………………………………..2

Part I – School Policy and Procedures……………………………………3

Competency 1 - District and Building Policies…………………..4Competency 2 – Safety/Emergency Procedures…………..……..5Competency 3 – District Discipline Policies…………………….6Competency 4 – District Weapons Policies………….....………..7Competency 5 – Due Process Procedure for Students…………...7Competency 6 – Confidentiality…………………………………8Competency 7 – Student Abuse/Neglect………………………...8Competency 8 – Censorship……………………………………..9Competency 9 – Ethics…………………………………………10Competency 10 – Copyright Laws……………………………..13

Part II – Methods and Management…………………………………….15

Competency 11 – Learning/Teaching Models…………...……..16Competency 12 – Motivation…………………………………...28Competency 13 – Testing and Assessment……………………..29Competency 14 – Reading Assessment…………………………30Competency 15 – Grading Policy……………...………………..31Competency 16 – Technology Inclusion………………………..32Competency 17 – Multicultural/Diversity Inclusion……………33Competency 18 – Classroom Environment……………………..34Competency 19 – Team Teaching………………………………34Competency 20 – Reflective Teaching……………...………….35Competency 21 – State Standards Review……………………..36Competency 22 – Special Services…………………..…………37

Table of Contents(continued)

Part III – School Operations……………………………………………38

Competency 23 – School Board Meeting Attendance…………...39Competency 24 – Support Personnel…………………………….40Competency 25 – Supplies and Resource Materials……………..41Competency 26 – Educational Service Unit Services……………41Competency 27 – Professional Organizations…………………...42Competency 28 – National Education Issues…………………….43

Part IV – School as a Workplace……………..………………………...44

Competency 29 – Teacher Evaluation…………………………...45Competency 30 – Due Process Procedures for Teachers………..47Competency 31 – Resignation Procedures………………………47Competency 32 – Teaching Contracts and Negotiations………..48Competency 33 – Interviewing for Teaching Jobs………………51Competency 34 – Professional Portfolio Update………………..57

CHECKLIST FOR TEACHER INTERNS AND COLLEGE SUPERVISORS

SECONDARY EDUCATION

FIRST VISITATION – Date___________________________Plan for phasing into total teaching load____Rapport established (see Teacher Intern Evaluation Form)____Check for lesson plans____Check Reflection Log____Visit with School Principal and Cooperating Teacher____Check progress toward completion of Part I of Teacher Intern Guidebook____Verify e-mail address, class/teaching schedule, mail address and phone #____Other:

SECOND VISITATION – Date_________________________Teaching full load?____Check for lesson plans____Check Reflection Log____Check for involvement & assessment procedures (tests, group work, presentations, etc.)____Check progress toward completion of Parts II & III of Teacher Intern Guidebook____Other:

THIRD VISITATION – Date____________________________Check for lesson plans____Check Reflection Log____Check progress toward completion of Part IV of Teacher Intern Guidebook, and other unfinished components.____Thank you to your Cooperating Teacher?____Other:

Items to bring with you to the MID-TERM and the END of SEMESTER meetings at CSC:____Lesson Plan Book____Daily Reflection Log Book____Teacher Intern Guidebook

Teaching Internship Guidebook Record Sheet

Name__________________________ SS#______________ Date________

34 Required Competencies:

PART I – Policies & Procedures PART III – School Operations

Student Supervisor Student SupervisorCheck-off Check-off Check-off Check-off

_____ _____ 1 District and Bldg. Policies _____ _____ 23 School Board Mtg. attendance_____ _____ 2 Safety/Emergency Procedures _____ _____ 24 Support Personnel_____ _____ 3 District Discipline Policy _____ _____ 25 Supplies and Resource Materials_____ _____ 4 Weapons Policy _____ _____ 26 Educational Service Unit Services_____ _____ 5 Due Process for Students _____ _____ 27 Professional Organizations_____ _____ 6 Confidentiality _____ _____ 28 National Education Issues_____ _____ 7 Student Abuse/Neglect_____ _____ 8 Censorship_____ _____ 9 Ethics_____ _____ 10 Copyright Laws PART IV – School as a Workplace

Student SupervisorCheck-off Check-off

PART II – Methods & Management_____ _____ 29 Teacher Evaluation

Student Supervisor _____ _____ 30 Due Process for TeachersCheck-off Check-off _____ _____ 31 Resignation Procedures

_____ _____ 32 Teaching Contracts & Negotiations_____ _____ 11 Learning/Teaching Models _____ _____ 33 Interviewing for Teaching Jobs_____ _____ 12 Motivation _____ _____ 34 Professional Portfolio Update_____ _____ 13 Testing and Assessment_____ _____ 14 Reading Assessment_____ _____ 15 Grading Policy PART V – Teacher Internship Documents_____ _____ 16 Technology Inclusion_____ _____ 17 Multicul/Diversity Inclusion Supervisor Mid-term End of Sem._____ _____ 18 Classroom Environment Check-off Mtg. Mtg. _____ _____ 19 Team Teaching_____ _____ 20 Reflective Teaching _____ Lesson Plans _____ __________ _____ 21 State Standards Review _____ Reflection Log _____ __________ _____ 22 Special Services _____ Teach. Intern Self-Eval. _____ _____

_____ Teach. Intern Guidebook _____ _____

_____________________________________________________________________ (Supervisor’s Signature) (Date)

PART I

SCHOOL POLICY AND PROCEDURES

(School District Items)

Competency 1 – District and Building Policies

Source/s:_____________________________________Date:________________

1. Read through the faculty/policy handbook for this district or building. List three categories from this faculty handbook that you have reviewed.

1.

2.

3.

2. Some districts have dress codes for teachers that you need to be aware of as a teacher intern. Does the district or building have such a dress code? If yes, describe how it pertains to you.

3. Principals and teachers currently are prohibited from hitting students in 28 states (http://school.familyeducation.com). What is the statute regarding corporal punishment in the state in which you are interning?

What is the district policy regarding corporal punishment? Explain your feelings/beliefs about this policy.

Competency 2 – Safety Procedures

Source/s:___________________________________Date:__________________

1. What is the procedure for a tornado drill? What is the signal?

2. What is the procedure for a fire drill? What is the signal?

3. What should you take with you when you leave the room for an emergency?

4. What is the procedure for reporting a fire?

5. What is the procedure for a “lock down”?

6. What is the building or district procedure if a student is injured while in your classroom or under your supervision?

7. Describe three student safety guidelines that can help avoid a lawsuit.1.

2.

3.

Competency 3 – Discipline Policy

Source/s:_________________________________Date:____________________

1. Discuss discipline plan with your cooperating teacher. How was the teacher’s current discipline plan developed?

2. How are discipline plans communicated to parents and students?

3. Describe several rules and consequences used by your cooperating teacher.

Competency 4 – Weapons Policy

Source/s:________________________________Date:_________________

Nebraska law requires schools to expel for one year any student caught bringing a weapon to school and to report acts of violence to local police and the Nebraska Board of Education.

1. How does your assigned district define “weapons”?

2. Is due process procedure in place for students regarding this law?

3. Is there an alternative educational program in place for students expelled for this offense?

Competency 5 – Due Process Policy for Students

Source/s:________________________________Date:_________________

1. When is a student entitled to a due process hearing in this district?

Competency 6 – Confidentiality Policy

Source/s:________________________________Date:_________________

In 1974 Congress passed the Family Educational Rights and Privacy Act, known as the Buckley Amendment. Schools must adhere to this amendment to receive federal funds.

1. Who has the right to look at a student’s academic file?

2. Is there a procedure in your assigned building regarding teachers viewing student academic files? If so, what is it?

Competency 7 – Student Abuse/Neglect Policy

Source/s:_____________________________Date:____________________

1. What is the district policy for teachers reporting suspected student abuse?

Competency 8 – Censorship

Source/s:________________________________Date:_________________

1. What protection does a teacher in this district have against accusations of using inappropriate teaching materials?

2. Does the district maintain lists of books or audio-visuals banned in the district? If so, where is the list housed/located? Please give examples of banned materials.

3. What is the school policy for student viewing of videos and movies?

4. Is there a procedure in place for parents to report dissatisfaction with curriculum materials?

5. Sometimes a parent will NOT give permission for a student to participate in a particular activity. List at least one alternative activity you could assign a student in your classroom should you receive last minute instructions that

a student cannot participate in an activity you had scheduled.

For more information: The organization People for the American Way publishes “Attacks on the Freedom to Learn” each year listing educational materials that have been scrutinized. This list can be purchased from the People for the American Way, 2000 M Street NW, Suite 400, Washington, D.C. 20036. The American Library Association also maintains such lists.Competency 9 – Ethics

Source/s:_________________________________Date:________________

Read the following page, “Code of Ethics of the Education Profession.”

1. List five (5) activities that teachers could engage in that would be considered unethical.

1.

2.

3.

4.

5.

Review the district or building faculty handbook for guidelines on teacher ethics. These guidelines may be referred to as “teacher responsibilities,” “professional behavior,” or “code conduct.”

2. In your opinion, prioritize what you consider to be the top four ethics guidelines upheld in this district.

1.

2.

3.

4.

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 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 of the respect and confidence of one’s colleagues, of students, or 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 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 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 studentc. Grant any advantage to any student

7. Shall not use professional relationships with students for private advantage8. 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 ideals of professional service. In the belief that the quality of the services of the education profession directly influences the nation and its citizens, 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 the trust 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 to disclose 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 1975 Representative Assembly-Updated August 1994

Source: www.nea.org/aboutnea/code.html. National Education Association

Competency 10 – Copyright Laws

Source/s:________________________________Date:_________________

Read the following page, “Copyright Laws” cited from Ryan, K., & Cooper, J. Those Who Can, Teach. Boston: Houghton Mifflin Company.

1. Mark each statement as either T (true) or F (false).

_____Video taped television programs can be kept no longer than 35 days.

_____When copies are made, students cannot be charged more than the cost of copying plus ten percent (10%).

_____Poems can be copied if fewer than 350 words.

_____Copies cannot be mad of the same author’s work more than twice a semester.

_____A video recording of a television show can be shown only once within the first ten days of taping.

_____A single copy of a cartoon can be duplicated only ten (10) times.

Copyright Laws

First in 1909 and then again in 1976, the U.S. Congress passed copyright laws to protect writers and publishers from unauthorized use of their material. It is important for teachers to know what they may and may not copy. Below are some of the guidelines that most often impact teaching.

Teachers may:

make a single copy for class preparation of a chapter from a book; a newspaper or magazine article, short story, essay or poem; or a diagram, chart, picture, or cartoon from a book or magazine

make a copy for each of their students of a poem if fewer than 250 words are copied and printed on not more than two pages

make one copy for each student of an article or short story if it is fewer than 250 words

keep copyrighted television taped programs for no more than 45 days

show a taped program only twice in the first ten days after taping

Teachers may not:

make copies of the same author’s work more than once a semester or make copies from the same anthology or text or periodical issue more than three times a semester

make copies of a work for their class if another teacher in the building has copied the same material for his or her class

create a class anthology by copying material from several sources

make multiple copies of weekly newspapers or magazines specifically designed for classrooms, or of consumable materials such as worksheets or games

charge more for legally permissible copies than it cost to copy them

For further information: Ryan, K. & Cooper, J.M (2007). Those Who Can, Teach. Boston: Houghton Mifflin Company

PART II

METHODS AND MANAGEMENT

(Classroom Items)

Competency 11 – Learning/Teaching Modules

Source/s:_________________________________Date:________________

The candidates have a broad knowledge of instructional strategies that draws upon content and pedagogical knowledge and skills delineated in professional, state, and institutional standards to help all students learn. They facilitate student learning of the content through presentation of the content in clear and meaningful ways through the integration of technology (NCATE 2008). The following pages contain descriptions of teaching modules. Using these as guidelines:

1. Design and teach a lesson that fits a cooperative learning model and attach a copy of the lesson plan. Include a reflection statement regarding the

teaching of this plan.

2. Design and teach a lesson following one of the other learning/teaching models and attach a copy of the lesson plan. Include a reflection statement regarding

the teaching of this plan.

For all teaching/learning models

To reach all students, it is important to plan units that include multiple intelligences:

Verbal/Linguistic Logical/Mathematical Visual/Spatial Body/Kinesthetic Musical/Rhythmic Interpersonal Intrapersonal

Verbal/LinguisticWords and language – written and spoken – this intelligence dominates our

classrooms

Logical/mathematicalDeals with inductive and deductive thinking and reasoning, numbers, and the

recognition of abstract patternsUse of graphic organizers also stimulates this intelligence

Visual/SpatialRelies on being able to visualize and is stimulated by pictures and colors

Body/KinestheticRelated to physical movementHave students depict concepts with body movements such as playing the partsof an animal cell

Musical/RhythmicSensitivity to rhythm, beats, and various environmental soundsStudents put concepts to songs or rhythms for increased retention

InterpersonalOperates through discussion with othersCooperative learning groups are ideal

IntrapersonalRelates to inner being and self awarenessReflective logs, journals, self-evaluations

Armstrong, T. (2000). Multiple intelligences in the Classroom. VA:ASCD.

Campbell, B. (1994). The Multiple Intelligences Handbook. AZ: Zephyr PressGardner, H. (1997). Frames of Mind: The Theory of multiple Intelligences. NY: Basic BooksGardner, H. (1993). Multiple Intelligences: The Theory in Practice. NY: Basic BooksLazear, D. (1991). Seven Ways of Teaching. IL: Skylight Publishing.

Cooperative Learning Lesson Plan

Getting students ready for the lessonEntry/Set:

Lesson Outcome:

Instructional input with divergent question (What will students be doing in groups?)

Positive InterdependenceGoal:

Rewards:

Resource interdependence:

Assigned roles:

Face-to-Face Promotive InteractionSeating:

Verbal interactions expected of students:

Individual Accountability/Personal ResponsibilitySize of group:

What will you do to assure individual accountability?

Interpersonal and Small-Group SkillsSkill taught:

How will it be taught?

Group ProcessingHow will groups or individuals evaluate themselves?

How will the teacher monitor and give feedback?

Closure

Cooperative Learning Structures

STAD (Student Teams – Achievement Division)Versatile format using teams of 3-4 students who represent a cross-section of the class in academic performance, sex, and race or ethnicity. The major function of the team is to prepare members to do well on assessments. After teacher directed learning, teams meet to discuss and work with the concepts. Assessment is done with individual students. Team recognition may or may not be a part of this structure.

JIGSAWStudents are assigned to cooperative groups. All groups are assigned the same topic, and each member is given one unique section of the topic to learn and then teach to the other members of the group. After reading the material, one student from each team having the same material meet as “expert” groups to discuss the material, help each other learn, then design ways to teach it to others. Students return to their teams to teach their unique section.

JIGSAW IIThis adaptation is similar to the original except students read a common narrative instead of different sections. This may be a short story, a chapter in a text, or a journal article. Then the students on each team “jigsaw” to the expert groups where they discuss different topics set up by the teacher related to the reading. The students return to their teams and teach what they learned in their expert groups.

CO-OP CO-OPEach group is assigned one part of a learning unit and as a group they determine a way to teach it to the whole class. Each group then synthesizes the mini-topics.

TGT (Teams-Games-Tournament)This a combination of group cooperation, inter-group competition, and instructional games. For example, teams study terms and compete with other teams in a terms tournament. See Using Student Team Learning by R. Slavin for more details.

GROUP INVESTIGATIONStudents form cooperative groups according to common interests in a topic. All group members help plan how to research their topic, and then divide the work among themselves. The group synthesizes and summarizes its work and presents the findings to the class.

THREE-STEP INTERVIEW

Students are assigned to pairs. Student A interviews student B, student B interviews student A, and the two share the results with another pair. (When cooperative learning groups have 4 member in the base group, pairs can be designated for partner work).

TURN TO YOUR PARTNER AND…This is informal sharing, interaction is brief.THINK/PAIR/SHAREPartners think alone, then share ideas-sometimes coming to one idea for their pair.

TELL/RETELL: 2-4-8Partners share ideas, then tell to their group of four, then two groups retell all ideas.

BRAINSTORMINGThe team throws out as many ideas as possible while a recorder writes down each idea.

CORNERSThe teacher selects individual dimensions of a topic and students go to the corner of their choice. Within their corners, students pair up and share their reasons for selecting the corner. Students from each corner are called upon randomly to paraphrase what their partner said. This could be used to introduce or summarize a topic.

NUMBERED HEADS TOGETHERUsed to review basic facts and information presented through direct instruction or written material. Works well only with knowledge and comprehension, convergent thinking, and high-consensus type questions.Step 1-The students number off from one to four.Step 2-The teacher asks a high consensus question.Step 3-The students put their heads together to make sure that everyone knows the

answer.Step 4-The teacher calls a number and those students with that number raise their hands to respond.

ROUNDTABLE and ROUNDROBINThese are two-step cooperative learning structures. In step one the teacher asks a question with many possible answers. In step two the students respond in turn to make a list of possible answers for the question. In Roundtable, students pass a single sheet of paper and a single pencil around the table to record responses. In Roundrobin, the students respond orally. Team members may assist the one who is responding if help is requested. These structures can be used frequently during a lesson format-to set a focus for the lesson, facilitate guided and independent practice, and help check for understanding.

Variations: Simultaneous Roundtable is done with 2-4 papers and pencils. Paired Roundtable is done with partners. For example, if doing compare and contrast, one set of partners can do the comparisons and the other at the table will do the contrasts.

SEND-A-PROBLEMUsed for review or additional practice of concepts.Step 1-Students Author Review QuestionsEach student on a team makes up a review problem or question, writes it down on a flash card, and asks teammates. If there is a total consensus, the author writes the answer on the back of the card.Step 2-Teams Send-a-ProblemTeams pass their stack of review questions to another tableStep 3-Teams respondStudent 1 reads the first question. Each team member individually writes down his or her answer. The team members then compare and discuss their answers. If they have consensus, they turn the card over to see if they agreed with the sending group. If not, they write their answer as an alternative answer. Student 2 reads the next question and the procedure is repeated. The stacks of cards can be sent to a third or fourth group. Upon return of the cards to the senders, there is opportunity to discuss and clarify any questions indicated on the back of the cards.

TRADE-A-PROBLEMStep 1-Students Create a ProblemThe students may work in teams, pairs, or individually to create a problem or a simple project. The students write the solution to the problem on a separate piece of paper.Step 2-Students Trade-a-ProblemWhen students complete their problems, they find other students who are finished and trade problems, keeping the solutions hidden.Step 3-Students Compare SolutionsWhen both parties have solved the problem they received, they meet and compare their solutions to the creator’s solutions. If the solutions do not agree, the students work together to find the mistakes. If the solutions agree, the students may trade again with new students and follow the same procedure.

SIMULTANEOUS SHARING Blackboard share – Each team sends a representative to the board or a piece of

chart paper to post their best answers simultaneously. Carousel Share – One person from each team stays seated in each team’s place

while the other teams rotate from table to table. The team’s representative shares the team’s information with all the other teams as they rotate through.

Class Notebooks – Each team records their ideas on a three-ringed sheet of notebook paper. The sheet is placed in a binder under divider labeled with the topics and is available for other teams to use.

Roam the Room – At a given signal, all the students float throughout the room observing the products of the other teams. At a given signal, all students return to their teams and report on what they found while roaming.

Gallery Tour – Completed team products are displayed around the room. Near each product should be a sheet of paper for other groups to ask questions or write comments about the products. Teacher signals when groups rotate to the next product. After all are viewed, students return to their product and discuss

common ideas they recorded and any questions and comments made about their product.

Stand Up and Share – Following a group discussion, each team makes sure that all their team members have an idea to share. All students stand up. As each person shares, he or she sits down. Anyone in the room who has the same idea or a similar idea sits down also. Continue until all are sitting down.

Learning/Teaching ModelsCooperative Learning Model

Follow basic lesson planning format with the addition of five essential components of cooperative learning. Successful cooperative learning depends on the inclusion of all five components.

1. Positive InterdependenceStudents must feel they need each other to accomplish the task. Positive

interdependence can be structured by establishing mutual goals, joint rewards, shared resources, and/or assigned roles.

Examples of roles are Organizer, Reader, Writer, Summarizer, Presenter, Tracker (of time and keeps group on track), Encourager, Energizer, Checker (for understanding of all group members), etc.

2. Face-to-Face Promotive InteractionThis component refers to students facilitating each other’s success,

fostering positive interdependence. Teachers structure groups for verbal exchanges by seating arrangements so eye contact can be made while students summarize, give and receive explanations, elaborate, challenge each other’s conclusions and reasoning, etc.

3. Individual Accountability/Personal ResponsibilityThe third essential component requires that each student is assessed after

group learning. It helps to keep the groups small (3-4), observe and document individual behaviors, in addition to informal and formal assessments.

4. Interpersonal and Small-Group SkillsStudents do not instinctively know how to interact effectively, so they

must be taught communication, team building, leadership, and conflict resolution skills. T-charts or role-plays are effective ways to teach the skills. Some examples of skills are encouraging, checking for understanding, affirming, asking group for help, accepting responsibility, clarifying, paraphrasing, elaborating, negotiation, compromising, disagreeing with idea only, respecting others opinions, offering

alternatives, exploring different points of view, and reaching a consensus.

5. Group Processing

The last component of cooperative learning involves reflection on how well the groups have done. Groups or individuals need to evaluate

how well they performed both academically and collaboratively. Teachers need to move around the room, write observation notes, and give feedback to the teams after they have done group processing.

For more information see The New Circles of Learning (1994) by Johnson, Johnson, & Holubec.

Learning/Teaching Models

Discussion Method(Guided Discussion, Reflective Discussion, Small Group Discussion,

Quasi-Discussion, Panels Debates, Simulations*)*See Dynamics of Effective Teaching by Kindsvatter, Wilen, and Ishler

for descriptions of discussion models.

Follow the basic model of lesson design:A. Getting Students ready for the lessonB. Instructional input with divergent questionsC. Evaluation

Add these aspects:A. During entry

1. Identify the problem, issue, or topic

B. During instructional input clarify by:1. Establishing procedures2. Defining terms and concepts related to the problem, issue, or topicPlan for investigation by:1. Use questioning techniques to maintain discussion and stimulate student

involvement and thinking2. Encourage student initiative and leadership3. Request that students support opinions offered4. Ensure sufficient coverage of problem, issue, or topic being discussed

C. During evaluation1. Request summary in the form of consensus, solutions, or insights achieved

in relation to topic covered, issue explored, or problem investigated.2. Integrate lesson with goals and previous learning3. Apply discussion outcomes to other situations

Learning/Teaching Models

Lecture Method(Formal, Interactive, Demonstration, Modeling*)

*See Kindsvatter, Wilen, and Ishler Dynamics of Effective Teaching for descriptions

Follow the basic model of lesson design:

A. Getting students ready for the lessonB. Instructional input with divergent questionsC. Evaluation

Add the following to the basic model:

A. In addition to entry and stating the outcome1. Provide a context for the new material to be presented and2. Focus attention on a key concept, generalization, or principle that

encompasses the lecture.

B. During instructional input1. Sequence content from simpler to complex understandings2. Enhance presentation with visual aids3. Stimulate attention with verbal and nonverbal behaviors

C. Evaluation1. Review the learning by

a. Integrating with students’ knowledge and experiencesb. Providing transition to next lesson or activity

Note: Use sparingly or do “mini” lectures, breaking the lecture with activities or questions for discussion. The interactive lecture provides a better learning situation than formal lecture.

Teaching/Learning Models

Open Inquiry ModelDiscovery/Guided Inquiry Model

The extent of the teacher’s involvement during the inquiry process determines whether it is discovery/guided inquiry or open inquiry. In discovery learning students follow an established procedure in an attempt to solve problems through direct experiences, while the inquiry or open inquiry models allow students to establish their own procedure for solving a problem through direct experiences. Both models actively involve students in two important activities – problem-solving and decision-making.

Follow the basic model of lesson design:A. Getting students ready for the lessonB. Instructional input with divergent questionsC. Evaluation

Add these aspects:1. Help students become aware of something, recording student’s questions

during this learning process(Identifying a problem or problems)

2. Allow students to choose a question for inquiry and propose a testablehypothesis

(Preparing a statement of research objectives)3. Students gather evidence, conduct an experiment, or survey a sample

(Collecting data)4. Students make meaningful statements supported by data and test

hypotheses(Interpreting data)

5. Students establish relationships or patterns, specifying generalizations(Developing tentative conclusions)

6. Students obtain new data and revise original conclusion, if applicable(Replication)

Kindsvatter, Wilen, and Ishler. (1996). Dynamics of Effective Teaching. NY: Longman. (CI333 textbook)

Moore, K. (2006). Classroom Teaching Skills. NY: McGraw-Hill.

Kim, E. & Kellough, R. (1995). A Resource Guide for Secondary School Teaching.NJ: Prentice-Hall.

Teaching Interpersonal and Small-Group Skills

1. Help students see the need for the skill outside the classroom2. Ensure students understand the skill3. Allow repetitive practice situations before assessing4. Require students to evaluate their use of the skills

A common way to ensure that students have a clear understanding of the skill is to teach the skill on a T-Chart. The teacher asks the students, “What would this skill sound like?” Answers are recorded on the chart. The teacher continues asking what is does not sound like, what it looks like, and what it does not look like. The chart is displayed and students practice the skill while they work at an academic lesson. The teacher monitors, records, and gives feedback to groups. Once students have practiced a skill, the teacher may choose to assess the groups on their ability to implement small-group skills.

T-Chart

Small-Group Skill__________________________________________________

Sounds like Looks like

Does not sound like Does not look like

Cooperative Learning References

Andrini, B. Cooperative Learning: A Multi-Structural Approach. CA: Resources for Teachers.

Fogarty, R. (1990). Designs for Cooperative Interactions. IL: Skylight Publishing

Johnson, Johnson, & Holubec. (1994). The New Circles of Learning. VA: ASCD.Kindsvatter, Wilen, & Ishler. (1996). Dynamics of Effective Teaching. NY: LongmanSlavin, R. (1986). Using Student Team Learning. The Johns Hopkins University.

Competency 12 – Motivation

Source/s:____________________________Date:_____________________

With the assistance of the cooperating teacher, identify a student in the classroom who appears to lack motivation. Without disclosing the name of the student, maintain a log of dates, comments, and reflections regarding intervention strategies used during the semester. This log should cover a minimum of a two-week period.

Dates Intervention Strategies Comments/Reflections

Competency 13 – Testing and Assessment

Source/s:________________________________Date:_________________

1. What standardized tests are required at your level? How does your cooperating teacher prepare for them?

2. List five (5) “alternative assessments” that can be used in the classroom. Place a “*” in front of assessments you and/or your cooperating teacher

have used.

1.

2.

3.

4.

5.

Competency 14 – Reading Lesson/Assessment

Source/s:______________________________Date:___________________

With the assistance of the cooperating teacher, identify a student in the classroom who appears to lack reading skills. Without disclosing the name of the student, maintain a log of dates, comments, and reflections regarding strategies used during the semester. This log should cover one 8-week period.

Dates Intervention Strategies Comments/Reflections

Competency 15 – Grading Policy

Source/s:_______________________________Date:__________________

1. Describe the cooperating teacher’s grading system including strengths and weaknesses as discussed with your cooperating teacher.

Strengths –

Weaknesses –

2. Are there district or building guidelines regarding grading? If so, what are they?

3. If grades are “weighted,” explain how this is accomplished.

Competency 16 – Technology Inclusion

Source/s:_________________________________Date:________________

1. What forms of technology are available in your building?

___Internet Access? ___In your classroom? ___E-mail availability?___Ability o transmit and/or receive courses via telecommunications

(satellite or compressed video transmission).___Ability to video conference (interactively)?___Test preparation software___Grade book software___CD ROM___VCR___Overhead projector___Computer Lab. If so, what kind of computers?_________________________Video Camera___Other?List:_______________________________________________________

2. Does the school district employ a technology/media specialist or coordinator? ______________________________________________________________

3. Explain how teachers use technology in your school setting.

4. Explain how students use technology in your school setting.

5. List the software programs available in your building for one subject area. Is there a district/building software catalog? What is the procedure for

checking out materials?

6. Describe how technology is being used by one of the supporting fields, such as speech, special education, or counseling?

7. Make a list of the specific technologies that you are using as you student teach. Continue to add to the list throughout the semester.

Date Type of Technology Used

Competency 17 – Multicultural-Diversity Inclusion

Source/s:__________________________________Date:_______________

Multicultural Lesson Planning: This competency focuses on your ability to identify and incorporate into your classroom activities (lesson planning) at least one objective that addresses multicultural content material. It is important that you develop and teach lessons that incorporate diversity and develop a classroom and school climate that values diversity. These activities should reflect different teaching and learning styles as shaped by the cultural influences/differences within your classroom (economic, religious, ethnic, racial, etc). Your task is to:

1. Create a lesson plan using any lesson plan format. It may be a lesson plan that you have already conducted, or one you will conduct.

a. Briefly describe the class composition (i.e., student age/grade level, lesson content and student make-up). For example,

“This is a 9th grade Social Studies course with about 75% boys. Students are from a wide array of cultural backgrounds, with varied learning

styles. This lesson will address the social-cultural affects of WWII on U.S. society during the early war years (i.e., economic hardship, consumer product availability, shift in labor force, traditional gender roles, and societal tolerance toward racial/ethnic populations.”

b. State the multicultural/diversity objective.

Ex.: “Students will be able to describe the sequence of political and social events leading up to the internment of Japanese-Americans ( in Internment Camps) during WWII.”

c. Explain what makes this a multicultural objective.

d. Given your lesson plan and its content, what services did or would you provide for non-English speaking students in your classroom?

e. List the different teaching strategies/methods you used in this lesson to reach the different learning styles of your students.

Competency 18 – Classroom Environment

Source/s:_______________________________Date:__________________

1. Design an instructional bulletin board or teacher-made instructional material that creates opportunities for students to interact with information. Attach

a photo or illustration of this project.

Competency 19 – Team Teaching

Source/s:________________________________Date:_________________

1. Discuss teaming with several educators. List at least four (4) things one should consider before agreeing to team-teach.

1.

2.

3.

4.

2. Identify four (4) examples of staff/faculty “teamwork” in your school. (i.e., committees that address student conduct or achievement, school

environment, grant writing, curriculum, etc.)

1.

2.

3.

4.Competency 20 – Reflective Teaching

Source/s:________________________________Date:_________________

Video tape one of your regular classroom lessons, and submit the tape to your CSC Education Supervisor. Answer the following questions with regard to your review of your delivery of this lesson.

1. Provide a brief summary of the video taped lesson, along with a copy of the lesson plan.

2. How are the students responding to you, your instruction, and to the activities in the lesson?

3. Does students’ body language suggest that they are focused on the task at hand, or do you notice off-task behavior?

4. Are the students interacting appropriately with each other? Are they being productive?

5. Are you moving around the room facilitating the learning process and noting student behaviors?

6. Are there students you need to target for special attention?

7. Are there distractions in the room that could be corrected, such as blinds, seating, or distracting decorations?

8. How could you enhance or expand upon this lesson?

9. What did you do that was particularly effective, that you would like to do again?

10. Did you provide a motivation for students to learn? Engage them?

11. Did you deliver the material using a variety of teaching strategies/methods?

12. Did your lesson foster imagination, creativity, self-awareness, and confidence?

After completing this reflection, discuss your lesson with your cooperating teacher.

Competency 21 – State Standards Review

Source/s:_________________________________Date:________________

1. Where can you locate State Standards for your subject/content endorsement area?

State Department of Education? _____Your school district? _____Professional Society/Organization? _____Other? _______________________________________________________

2. Explain how you have been incorporating your state standards into your lessons?

3. Explain how you are ensuring that students in your classroom have achieved these state standards?

EXAMPLES:

Norm-Referenced Tests: Tests that compare a student’s performance to a “norm” or “average” of performances by other, similar students, by a table

of scores. These types of tests help us determine a student’s “rank” or “place.”

Ex. Iowa Test of Basic Skills, SAT, ACT, PPST Tests give an estimate of ability – general overview of information.

Criterion-Referenced Tests: Tests that tell us about a student’s level of proficiency in, or mastery of, some skill or set of skills. This is

accomplished by comparing a student’s performance to a standard or master called a “criterion” – a set standard. This type of

info helps us decide if a student needs more or less work on some skill or set of skills.

4. Attach a list of the state standards for your endorsement area.

Competency 22 – Special Services

Source/s:________________________________Date:_________________

In 1975 the Education for All Handicapped Children Law (Public Law 94-142) was passed. In 1986, Public Law 94-142 was extended to include preschool children. This law brought about many changes in education students with special needs.

1. Explain the procedure that must be followed in your assigned building for referring students for special education services.

2. Provide one example of how PL 94-142 is applied in your assigned district.

3. Interview teachers in your building who use para-professionals (aids) for inclusion. List characteristics hat classroom teachers look for when

selecting para-professionals.

4. Explain how special education services are provided in your classroom settings.

PART III

SCHOOL OPERATIONS

Competency 23 – School Board Meetings

Source/s:______________________________Date:___________________

1. Attend a school board meeting and attach the program or agenda.

2. Did all the Board members participate equally, or did some ask more questions or give more opinions than others?

3. Did anyone from the audience participate in the meeting?

4. Was there a closed executive session? If so, what topics were disclosed as discussion items?

5. What were your reactions to the meeting?

6. Find out what newspaper covers your assigned district’s board meetings and how soon after the board meeting this information was published in the

paper. (Attach a clipping from the local paper).

Competency 24 – Support Personnel

Source/s:_______________________________Date:__________________

1. Interview a support person such as the custodian, clerical worker, playground supervisor, or a food server. Identify at least three (3) strategies this

person can suggest that will help you foster positive relationships between teachers and support personnel.

1.

2.

3.

Competency 25 – Supplies and Resource Materials

Source/s:_______________________________Date:__________________

1. How much money does a classroom teacher receive yearly for classroom supplies in this building?

$__________

2. What are the procedures you need to follow in ordering school supplies?

Competency 26 – Education Service Unit (ESU) Services

Source/s:_______________________________Date:__________________

1. What is an Education Service Unit? What is its function and mission?

2. What services do ESU’s provide to your school district?

3. What services or resources does the ESU provide to teachers?

Competency 27 – Professional Organizations

Source/s:_______________________________Date:__________________

1. Identify at least two professional organizations that teachers belong to in this district.

2. Complete the chart below:

Organization Name Membership Fee Professional Benefits

1. _________________ $________________ ____________________

2. _________________ $________________ ____________________

3. Reflect on the importance of professional organizations to the teaching profession.

Competency 28 – National Education Issues

Source/s:______________________________Date:___________________

As you conclude your teaching internship experience, discuss at least three state and national issues that you personally encountered in your role as “teacher” during solo teacher internship.

1.

2.

3.

PART IV

SCHOOL AS A WORKPLACE

(Getting a Job)

Competency 29 – Teacher Evaluation

Source/s:_______________________________Date:__________________

The State of Nebraska maintains established guidelines for the evaluation of teacher performance (all states have established guidelines). These guidelines should be available in the school district office.

1. Review these evaluation guidelines and list/identify the minimum requirements for the evaluation of certified teachers.

2. Review a certified teacher evaluation document used in your assigned district. List three (3) categories in which teachers are evaluated.

1.

2.

3.

3. Conduct a lesson in your regular classroom and have the school Principal evaluate your performance while giving this lesson. Attach either the

evaluation form or the Principal’s notes.

4. Read the following “Acceptance of evaluation,” and “Intensive Assistance Plan” used by Public School District X.

1. If you disagree with your evaluation in district X, are you required to sign it?

2. If you disagree with your evaluation, what is the formal process you must follow to express your dissatisfaction?

3. How does District X define “Intensive Assistance”?

ACCEPTANCE OF EVALUATIONS

The written evaluation document shall be signed by the employee and the evaluator in conference. These signatures are to assume both parties have reviewed the document. An employee who disagrees with the evaluation may respond to the evaluation in writing no later than two weeks following the evaluation conference. This written disagreement and any supporting evidence shall be permanently attached to the evaluation document.

An employee who deems that his/her evaluation is inaccurate may make application to the superintendent for an independent and further evaluation in which case the superintendent may designate any other member of the administrative staff, other than the member who made the evaluation complained of, and in which case a further evaluation may be made. If the superintendent declines to secure such further evaluation, the employee may request a hearing before the Board of Education in executive session to determine whether such further evaluation shall be made and at such hearing the board may order such further evaluation and may determine the person who shall conduct the second evaluation.

INTENSIVE ASSISTANCE PLAN

Initiation of the intensive assistance plan is left to the discretion of the evaluator and shall occur when the evaluator feels that the tenured staff member may be a candidate for non-renewal. Intensive assistance is a helping process, which serves as a subsystem of the school district’s staff evaluation procedure. Intensive Assistance is a concentrated team effort, which is intended to increase the effectiveness of the staff member whose performance fall below district standards.

Staff members on an Intensive Assistance Plan shall be given the opportunity to utilize resources beyond that of a single building administrator or director.

Search the Web (Google Search Engine) for information of the following, “Teacher Due Process Laws” and Resignation Procedures.” This website is a good place to start – http://nsea.org/members/advocacy/rights.htm

You might also want to seek out your local School District’s “Negotiated Agreement”; the binding agreement between the school district and the teachers association – if one exists.

Competency 30 – Due Process Procedures for Teachers

Source/s:________________________________Date:_________________

Respond to the following questions:

1. If your contract is not renewed after finishing your first year in a Nebraska school, what kind of notification can you expect from your school district?

2. By what date must you receive notification that your contract is not renewed?

Competency 31 – Resignation Procedures

Source/s:_________________________________Date:________________

1. If you wish to resign from your teaching position, by what date must you notify the district?

2. What are the consequences for failing to honor a teaching contract in Nebraska?

3. It is July 15th, you have already signed a contract with a school district for the upcoming school year. You are offered a position (your dream job) in

another district. What procedures or steps would you take to request release/termination of your contract?

Competency 32 – Teaching Contracts and Contract Negotiations

Source/s:___________________________________Date:______________

Read the following “Sample Teacher’s Contract.”

1. John Doe has signed a contract to teach science at Maple Middle School and learns the week before school starts that he has been reassigned to Conifer High School. Can the district do this without violating the contract?

2. The Superintendent’s secretary writes a memo to you indicating that your certificate expires at the end of the current school year. She reminds you

to be sure to renew it over the summer. However, you forget to do this. Is the district obligated to keep you under contract?

3. Find out how teachers in this district earn additional “supplemental” pay. List four (4) functions that teachers could participate in to receive extra duty pay.

1.

2.

3.

4.

4. Is the payment for these services based on an hourly rate, a percentage of the base salary, or some other method of payment?

FICTITIOUS SAMPLE OLATHE DISTRICT SCHOOLSSALARY SCHEDULE

2006-2007BS BS+15 BS+24 MS MS+15 MS+24 MS+32 MS+45 MS+60 Doctorate

Step Salary Salary Salary Salary Salary Salary Salary Salary Salary Salary1-2 24,166 24,635 25,104 27,216 27,920 28,624 29,328 30,032 30,735 31,4393 24,516 24,992 25,468 27,610 28,324 29,038 29,752 30,466 31,180 31,8944 24,870 25,339 25,808 27,920 28,624 29,328 30,032 30,735 31,439 32,1435 25,574 26,043 26,512 28,624 29,328 30,032 30,735 31,439 32,143 32,8476 26,278 26,747 27,216 29,797 30,501 31,205 31,908 32,612 33,316 34,0207 26,981 27,451 27,920 30,970 31,674 32,378 33,082 33,785 34,489 35,1938 27,920 28,389 28,858 32,143 32,847 33,551 34,255 34,959 35,662 36,3669 28,858 29,328 29,797 33,316 34,020 34,724 35,428 36,132 36,836 37,53910 29,562 30,032 30,501 34,489 35,193 35,897 36,601 37,305 38,009 38,71311 30,266 30,735 31,205 35,662 36,366 37,070 37,774 38,478 39,182 39,886 12 30,970 31,439 31,908 36,366 37,070 37,774 38,478 39,182 39,886 40,58913 31,674 32,143 32,612 37,070 37,774 38,478 39,182 39,886 40,589 41,29314 32,378 32,847 33,316 37,774 38,478 39,182 39,886 40,589 41,293 41,99715 33,082 33,551 34,020 38,478 39,182 39,886 40,589 41,293 41,997 42,70116 33,785 34,255 34,724 39,182 39,886 40,589 41,293 41,997 42,701 43,40517 34,489 34,959 35,428 39,886 40,589 41,293 41,997 42,701 43,405 44,10918 35,662 36,132 40,589 41,293 41,997 42,701 43,405 44,109 44,81319 36,836 41,293 41,997 42,701 43,405 44,109 44,813 45,51720 41,997 42,701 43,405 44,109 44,813 45,517 46,220

CONTINUATION PLAN FOR EMPLOYEESABOVE THE SALARY SCHEDULE

2006-2007BS BS+15 BS+24 MS MS+15 MS+24 MS+32 MS+45 MS+60 Doctorate

Step Salary Salary Salary Salary Salary Salary Salary Salary Salary Salary18 35,12619 *PY + 3.5% 36,29620 *PY + 3.5% *PY + 3.5%21 *PY + 3.5% *PY + 3.5% *PY + 3.5% 42,619 43,322 44,024 44,726 45,429 46,132 46,834

22+ *PY + 3.5% *PY + 3.5% *PY + 3.5% *PY + 3.5% *PY + 3.5% *PY + 3.5% *PY + 3.5% *PY + 3.5% *PY + 3.5% *PY + 3.5%

**Top Salary 40,748 44,440 48,816 53,736 57,452 57,057 57,140 59,925 59,925 61,547*PY=Prior Year**Top Actual Base Salary for 1998-99

Certificate Code _______________ Expiration Date ___________ Social Security No. ________________________

SampleTEACHER’S CONTRACT

UNIFIED SCHOOL DISTRICT #253, LYON COUNTY

It is hereby agreed, by and between the board of education of Emporia Unified School District No. 253 in Lyon County, State of Kansas, hereinafter called the “board” and _________________________________________ hereinafter called the “teacher”: that the teacher is hereby employed by the school district to teach ____________________________________ and attend meetings, and workshops _______________________ days beginning on the __________ day of _________________, 20_____: ending ___________________ of __________________, 20_____, and to perform the following services in conformity with Kansas law and the policies of the board:

To teach all days when school is regularly scheduled;To make and file all reports required by the board or superintendent;To attend professional meetings authorized by the board or superintendent;To cooperate with the administrators and other teachers in planning and coordinating the teaching program;

To devote by teachers in grades kindergarten through twelve (12) inclusive _____ days for workshops, enrollment and meetings if requested by the principal of the building and the Superintendent and approved by the Board of Education;

To devote by teachers new to the school system of Unified School District No. 253, in the week preceding the opening of school, one day for orientation of said teachers to the policies, instructional techniques, procedures and related information:

For these services the board agrees to pay the teacher: An annual salary of $__________________ to be paid in 12 monthly installments on the first day of the next calendar month.The board reserves the right to assign said teacher to such buildings and work as the best interests of the schools of the district require.This contract shall be void if the teacher fails to have on file with the board continuously during employment a valid Teachers’ Certificate for the level at which he/she is employed and for the subjects which he/she is employed to teach.

Incompliance with a resolution passed by the Board at a legal meeting held on __________________________ 20_____, we hereunto subscribe our names this _____________ day of _____________________, 20_____.

Board of Education

______________________________________ ____________________________________President Teacher

___________________________________________Attested by Clerk

Base $ _________________ Extra Duty $ ______________ Experience $ _____________

MS $ __________________ SPEC $ ______________ Spec Classif $ ___________________ $ ___________________ $ ___________________ $ ___________________

Competency 33 – Interviewing for Teaching Jobs

Source/s:_________________________________Date:________________

1. Obtain an employment application from the school district office. Complete the application and attach it.

2. Read the following, “Common Questions Asked by Educational Employers in the Interview.” Select three questions that you believe are most difficult to

answer verbally. Prepare a brief written response for each of these questions.

#_____

#_____

#_____

3. Conduct a Mock Interview with the School Principal.

CAREER DEVELOPMENT AND PLACEMENT SERVICESEMPORIA STATE UNIVERSITY

Common Questions Asked by Education Employers*In the Interview

You will be more poised and less tense during the interview if you have formulated in advance some answers to anticipated questions. Listed below are some of the questions, which are frequently asked by the hiring official.

1. Why do you want to teach?

2. Why do you want to teach in this district?

3. Why do you think you will be a successful teacher?

4. What are your strengths? What are your weaknesses?

5. What are your attitudes toward extra-duty activities?

6. What do you believe your role and obligations to be toward other faculty

members?

7. What are your attitudes toward supervision?

8. What techniques do you use in developing rapport with students?

9. How would you individualize instruction in your classroom?

10. What do you consider to be the ideal learning environment?

11. What teaching techniques are effective for you?

12. How would you organize and what would you include in a unit lesson plan?

13. How do you expect to motivate students?

14. What subjects are you qualified for and certified to teach?

15. Why did you choose your particular major field?

16. What was the greatest highlight of your college career?

17. What out of school experiences have you had working with children?

18. Tell me about your student teaching experience.

19. How would you handle discipline problems?

20. Do you anticipate any difficulty in classroom control?

21. What type of classroom atmosphere would you establish to prevent discipline

problems?

MAKE THE MOST OF YOUR INTERVIEW

The interview process is one of the most important experiences in your life. The time you spend with an interviewer, usually 20-30 minutes, could well determine what you do for the rest of your life. Therefore, it is important to make the most of this opportunity to present your qualifications. To accomplish this, it is important to understand that there is more to a successful interview than those 30 minutes. A successful interview is definitely a process. The next few pages show you the stages in the interview process and how to make the best of those 20-30 minutes, which can affect the rest of your life.

PRE-INTERVIEW

Be prepared. A successful interview is the result of hours of preparation on your part. Before you can do a good job of letting the interviewer get to know you, you need to know yourself – thoroughly. What are your aspirations and goals? What type of position are you looking for? Why would you be good at certain jobs? What are your strengths and weaknesses? What are your basic values? Career Development and Placement Services has several exercises you can complete to get a self-evaluation.

Research the school to which you are applying. Valuable interview time is saved if you already know the basic information about the institution, its location, number of students, sites of attendance centers, and something about the community. But don’t stop there. Find out all you can. The more you know, the more comfortable you will be with the interviewer and the better you will do in the interview. Career Development and Placement Services can help you find resources to research the school, college or university in which you are interested.

Once you have researched the school and know yourself thoroughly, write out a number of questions you would like to ask the interviewer. An interview is a two-way street. You want to obtain as much information about the employer as he/she wants to find out about you. Learn what your responsibilities will be, the budget allocated to your area,

how discipline problems are handled and the extra-duties, which will be expected. This accomplishes two things – you find out what you want to know, and the interviewer perceives you as a serious candidate. Therefore, think about the questions you will ask. Make sure they reflect your interest and that you are not asking just to be asking.

Choose what you were carefully. Your appearance is vital to the success of your interview. Most experts agree that the initial impression you create in the first five to ten minutes will determine whether or not you are offered a position. It is possible to reverse a negative impression, but why work from a deficit. A positive first impression does not mean new and expensive clothes. It does mean a clean and neat appearance – top to bottom. Don’t be outlandish. Avoid extremes. Just as long hair creates an impression, so does a shaved head. Bright, trendy clothes create an impression about you, as do clothes that were in fashion ten years ago.A good rule of thumb is to be sensible and be comfortable. New clothes that are uncomfortable won’t serve you as well as the clothes you already have and know are comfortable. Neutral or dark colored suits (black, navy, brown, tan, gray) give a professional impression.

Practice the interview. Use the mirror and a tape recorder. Do you know how you sound? Once you know yourself, practice your responses to the accompanying list of commonly asked questions. Don’t practice so you’ll know your answers word for word, but so you will be comfortable with your ability answer questions. Be ready for unexpected questions: “Tell me a story,” or “What can I do for you?” or “Tell me about yourself.” By knowing yourself and practicing, you’ll be ready to handle most questions the interviewer may ask. Practice sitting. Don’t laugh. Have you ever had to sit for 30 minutes while the focus of the conversation is on you? You need to be comfortable, yet alert. Don’t slouch, but don’t sit on the edge of the chair so that it is in danger of tipping. Practice all this in front of a mirror and with someone you trust so you can see what type of impression you create. This will allow you to make changes if necessary.

Be familiar with your portfolio and use it to answer interview questions. Consider taking an extra copy for interviewer(s) to see.

Promptness. Be early. Don’t plan to arrive on time. Plan to be at your interview site 5-10 minutes before the interview is scheduled to begin. Check ahead of time so you know in which room the interview is being conducted.

Nervousness. It’s time for the interview. Relax. You know yourself and what you want. You know the interviewer’s name. (If you are not sure of the pronunciation, check with someone who is). Nervousness is natural. The interviewer expects it. So, expect it yourself. Be ready for it. Don’t let it beat you. You are prepared for this interview, so that even though you are nervous, you can give the appearance of calmness. You’re OK.

DURING THE INTERVIEW

Be yourself. You’ve prepared. You know who you are so let yourself come through. Respond to the interviewer’s questions thoroughly, with more than yes or no answers, yet not too lengthy. While it is essential that you give the interviewer the information he/she is seeking, it is also important that you not talk your self out of the job. This is where your practice with someone you trust will help. You have received the feedback when you’ve been too wordy. This is your chance to let the interviewer know what you can do for the school and students. Therefore, complete responses to several questions will serve you better than a log digression on one or two questions. Your answers should highlight your strengths and minimize any weaknesses you may have. Be positive - about yourself and your experiences. If, for some reason, you have had a bad work experience, don’t dwell on it and the negative impressions you have of the employer. Talk about what you’ve learned as well as the experience and knowledge you can bring to this new position.

Be honest. It is important the interviewer gets to know the real you. If you misrepresent yourself, you may experience some difficulties once you get on the job. The interviewer is just as anxious to find a quality employee, as you are to find a suitable position. Let the interviewer get to know you, and you find out for yourself if the position for which you are interviewing is what you want.

Listen. Answer a question only after the interviewer is completely finished. Listening to your interviewer is as essential as speaking out honestly and forthrightly about your abilities. The ability to listen shows your attentiveness and reflects your interest in the job. It also helps you understand both what is said and what is meant. If a question or comment is confusing, ask for a clarification.

POST-INTERVIEW

Review. Now that the interview itself has concluded, the interview process has one final stage – review and follow-up. Evaluate yourself. How did you do? Were you adequately prepared? Were your responses concise, yet comprehensive? Did you find out everything you wanted to know? How do you feel now? If you know you have some areas to improve, start now. Most folks don’t obtain a job after a single interview. Prepare now for the next interview you have.

If you deem it appropriate based on the content of our interview, it is courteous to follow-up the interview with a letter thanking the interviewer again and seeking to see if a decision has been made. This should be done no sooner than a week after the interview. Give the interviewer at least a week to return to the office to discuss the candidates, make the decisions, and then to notify the person chosen for the position.

If you are not chosen for the position, you’re still OK. Don’t worry. Think about it. While you should be disappointed at not receiving the position, you need to understand the variety of reasons you may not have been chosen – none of which may have anything to do with your capabilities. It is important for you to maintain confidence in yourself. Make sure you’ve worked on any areas that you feel need strengthening and get ready to

go again. Look at the first interview as a good experience. Did you learn from it? Sure you did! Now, prepare for the next time, and go through each state of the interview process. If you would like some assistance, don’t hesitate to contact us in Career Development, Cooperative Education and Placement Services, 433 S. Morse, (316) 341-5407.

How to Improve Your Chances for EmploymentThrough the Interview

1. Do not display a demanding attitude to secretaries or personnel workers.2. Show enthusiasm, particularly for the learner.3. Show a genuine interest in teaching. Know pertinent information about the district to

which you are applying.4. Be positive in your attitude and self-confident.5. Show maturity and flexibility.6. Be willing to accept additional non-teaching assignments.7. Know what you are qualified to teach. Be qualified to teach in more than one subject

field.

Pet Peeves of Administrators

1. Poorly written letters of application, i.e. grammatical errors, misspelled words2. Duplicated letters of application. (Most go straight to the wastebasket.)3. Collect telephone calls by candidates without permission.4. Use of political pressure and name-dropping.5. Failure to inform potential employers or placement officials of address and telephone

number changes.6. Poor resumes.7. Unsolicited contacts and support of a candidate from persons whom the interviewer

does not know.8. Insisting on an interview when no vacancies are listed or anticipated.9. Bringing friends or relatives to an interview.10. Lack of communication skills.11. Stressing the satisfaction of personal needs.12. Negative remarks about student teaching.13. Accepting a position and then rejecting it.

*Much of the information listed above was taken from A Nationwide Study of Teacher Employment Practices conducted by Merle R. Lesher and Stanley Wade, of the Department of Secondary Education at Northwest Missouri State University.

Competency 34 – Portfolio Update

Source/s:____________________________________Date:_____________

You will be required to update your Professional Portfolio with artifacts from your teacher internship experience. One of these artifacts should demonstrate your respect for the dignity and worth of each individual; your appreciation of the diversity represented in each group of learners; and/or, your use of a variety of teaching/learning strategies that meet the needs of all learners in a diverse setting. Diversity can include: gender, socio-economic status, culture of any kind, ethnicity, age groups of students with different points of view, inequities of any kind, elitism, stereotyping, or prejudice. The artifact piece should demonstrate that you would know what to do in such a setting, and provide some evidence that you would be comfortable in such a setting. The piece should tie in your own experiences with any one of the following areas:

Evidence of your understanding of cultural differences and influences that shape a student’s point of view.

Evidence of your respect for varied points of view.

Evidence that you assist learners to investigate and articulate their own cultural background.

Your need to know about the diversity of each group of learners.

Your creation and use of integrated curriculum materials that make use of information, stories, or activities from diverse populations.

Evidence you use a variety of teaching styles to meet the needs of all learners.

Your plan for future professional growth as related to competence in cultural diversity.