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    Teacher Candidate Responsibilities Form Henderson

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    This document outlines responsibilities for teacher candidates completing their field placements as part of CIED 302 and 303. It provides guidance on tasks to be completed during each of the candidate's three placements in different grade bands and schools. Some key responsibilities include becoming oriented to the school, observing teaching and other staff, assisting with classroom routines, planning and delivering instruction, communicating with the cooperating teacher, and reflecting on growth. The form is to be reviewed by the candidate, cooperating teacher, and university supervisor and signed off when tasks are completed at each placement.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Teacher Candidate Responsibilities Form Henderson

    Uploaded by

    api-583991281
    55 views4 pages
    This document outlines responsibilities for teacher candidates completing their field placements as part of CIED 302 and 303. It provides guidance on tasks to be completed during each of the candidate's three placements in different grade bands and schools. Some key responsibilities include becoming oriented to the school, observing teaching and other staff, assisting with classroom routines, planning and delivering instruction, communicating with the cooperating teacher, and reflecting on growth. The form is to be reviewed by the candidate, cooperating teacher, and university supervisor and signed off when tasks are completed at each placement.

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    teacher candidate responsibilities form henderson

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    This document outlines responsibilities for teacher candidates completing their field placements as part of CIED 302 and 303. It provides guidance on tasks to be completed during each of the candidate's three placements in different grade bands and schools. Some key responsibilities include becoming oriented to the school, observing teaching and other staff, assisting with classroom routines, planning and delivering instruction, communicating with the cooperating teacher, and reflecting on growth. The form is to be reviewed by the candidate, cooperating teacher, and university supervisor and signed off when tasks are completed at each placement.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    55 views4 pages

    Teacher Candidate Responsibilities Form Henderson

    Uploaded by

    api-583991281
    This document outlines responsibilities for teacher candidates completing their field placements as part of CIED 302 and 303. It provides guidance on tasks to be completed during each of the candidate's three placements in different grade bands and schools. Some key responsibilities include becoming oriented to the school, observing teaching and other staff, assisting with classroom routines, planning and delivering instruction, communicating with the cooperating teacher, and reflecting on growth. The form is to be reviewed by the candidate, cooperating teacher, and university supervisor and signed off when tasks are completed at each placement.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    Teacher Candidate Responsibilities Form - CIED 302/303 School Year 2021-2022

    Teacher Candidate Name: SIUE ID#

    CIED 302
    CIED 302 CIED 303
    Placement 1
    Placement 2 (7wks) Placement 3 (14 wks)
    (7wks)

    Supervisor Mary Masterson Megan Stevenson

    Cooperating Mrs. Lisa Mrs. Amy Mena


    Teacher Langham

    Grade Level 5th Grade 4th Grade

    School Highland Caseyville Elementary


    Elementary School
    School

    District Highland CUSD Collinsville CUSD #10


    #5

    This form is to be completed jointly by the cooperating teacher and teacher candidate

    Teacher candidates (TC,) are in their first year of the program. During year one, they will have three different field placements at
    different grade bands (1/2, 3/4, 5/6). The tasks outlined below provide guidance and set expectations for teacher candidate’s
    level of involvement. While a TC may not be able to complete all of the tasks at each placement, it is important they attempt to
    complete all of them at least once in order to have a well-rounded experience. At the beginning of each field placement, the
    university supervisor, cooperating teacher (CT) and the TC should review this document.

    Place an “X” on the appropriate line, indicating the candidate has completed that task.

    Placement 1 Placement 2 Placement 3

    Fall 1 7st
    Fall 2 7nd
    Spring Teacher Candidate Responsibilities
    wks wks

    Orientation/Familiarity

    Become acquainted with students. For this, the cooperating teacher


    X X could introduce TC to their students and provide them with such
    things as seating charts, names, etc...

    Become acquainted with staff and faculty. If remote teaching makes


    X X this an obstacle, this might be accomplished by participating in such
    things as scheduled online teacher meetings where.

    Become familiar with the layout of the school. A map of the school
    might be helpful if available. If instruction is occurring remotely, the
    X X
    cooperating teacher might consider how the teacher candidate can be
    connected in with the learning platform.
    Review the faculty & student handbooks. Many times, these are
    available on the school website. If the field placement involves remote
    X
    instruction, teacher candidates should pay attention to such things as
    online rules and guidelines adopted by the school.

    Attend a school sponsored extracurricular activity. TC can look at the


    school website or talk to their CT to see what is happening. If relevant,
    it is possible together the TC and CT could plan one for their students.

    Observations/Interviews

    Observe CT’s teaching, classroom management and routines - this


    X X
    includes those used for online learning environments.

    Talk with and/or observe School Personnel other than classroom


    teachers and administrators that support students and the school’s
    operation. A list of possible positions is provided below. To make this
    more efficient, one meeting with all of the SIUE students at a field
    placement location could be arranged (face to face or Zoom). Note: It
    is not expected that a TC will see all of these at a single placement.

    Examples of School Personnel: Learning Technology Coordinator, Social worker, Guidance counselor, Title I
    /reading specialist, School nurse, Special education teachers, Speech pathologist, School psychologist, School
    police officer, School data coordinator,

    Talk to someone and/or observe how data/graphs/charts are used to


    determine individual or group patterns of learning and set instructional
    goals.

    Talk to someone and/or observe how different types of assessments


    (e.g. standardized assessments, benchmark assessments, classroom
    X X
    assessments used by a teacher, screening and progress monitoring
    tools) are used at the school to improve learning.

    Placement Placement Placement


    1 2 3
    Teacher Candidate Responsibilities
    Fall 1st Fall 2nd Spring
    7wks 7wks

    Working with Children/Classroom Responsibilities

    X X Supervise a transition time (bathroom break, lunch, recess, etc.). This


    could also include those used in remote instruction Ex: greeting
    students as they log on, assisting with log in issues, etc...

    X X Assist with classroom routines, procedures, and evaluating homework.


    This includes checking attendance, collecting and returning papers,
    and any similar duties associated with remote learning.

    X X Participate assigned teacher duties (lunchroom, recess) with


    cooperating teacher. This includes other duties that may be part of
    working in an online environment.

    Curriculum & the Development of Instructional Materials

    X X Create a bulletin board (physical or digital) /or something for the


    classroom website

    X Organize materials for a lesson or tutoring session or supplementary


    activity

    X Participate in planning a lesson or tutoring session or supplementary


    activity

    Participate in planning a classroom assessment (formative or


    summative)

    Instruction

    X X Work one-on-one with a student or small group of students

    Run opening activities or take over part of a lesson planned by the


    teacher

    X X Administer an assessment (formative or summative) and synthesize


    the results to determine patterns in the data

    X Read orally to students (whole class, small group, or one on one)

    X X Practice with cooperating teachers’ lessons:

    a) getting students’ attention, b) providing directions, c) having


    students transition from one lesson to the next, d) giving verbal praise
    and e) providing feedback.

    X X Teach whole class or small group instruction for short period of time,
    modeling cooperating teacher

    X X Get feedback from CT using the Foundational Teaching Skills


    Observation form

    Communication/Reflection

    X X Conference weekly with teacher (face to face or video conferencing


    technology)

    X X Meet with CT as scheduled times for Midpoint and Final Consensus


    Conferences (forms are provided).

    X X Complete the field activities (6) and the field experience reflection for
    each rotation that describes growth throughout the semester

    X X Create and update a website that can be accessed by your cooperating


    teachers, SIUE Supervisors and campus instructors.

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