Welcome Spring 2004 UWWhitewater

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Welcome! Spring 2004
UW-Whitewater Student Teachers Interns Phase 3
Meeting Introduction to Student Teaching Thur.,
Sep. 25, 2003 Sat., Sep. 27, 2003
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? ? ? Special Guests ? ? ?
Brian Bredeson Associate Director UW-Whitewater
Career Services
Erin Dowdell President, UW-W Chapter, Student
Wisconsin Education Association
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Handouts Meeting verification
(yellow). Return at end of meeting.
Note PreK-6 majors. Attendance at this meeting
is optional prior to pre-school student
teaching, but it is required prior to your full
semester student teaching. Note There should be
no EC/dl students at this meeting.
Personal information sheet (purple).
Complete today. Return at end of meeting.

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Handouts
Contact information (salmon)
How to determine if your place- ment is
confirmed (salmon)

Background checks (green)
FERPA policy (white)
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Office of Field Experiences Personnel
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Tom Ganser, Director
Jodi Jones, Program Assistant
Susan Kidd, Internship Coordinator
Cheryl Wegner, Program Assistant ?
Internships ? International Student Teaching
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Office of Field Experiences Website http//academ
ics.uww.edu/ coe/departments/fieldex/
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Admission to Student Teaching
1. Overall cumulative GPA 2. Grades in methods
courses 3. Grades in previous field
experiences 4. Phase 3 Meeting 5. TB test
results 6. Background checks, etc. 7. Meeting all
other requirements speci- fied by the Office of
Field Experiences 8. Phase 3 Portfolio/Phase 4
Portfolio 9. Praxis II Content Assessment test(s)
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Admission to Student Teaching
1. Overall cumulative GPA ? 2.750 required for
graduation and certification
2. Grades in methods courses ? Grade of C or
higher in each course
3. Grades in previous field experiences
? Grades of Satisfactory
4. Phase 3 Meeting (todays meeting) ? Required
attendance
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Admission to Student Teaching
5. TB test result ? Negative test results must
be on file in Office of Field Experiences

• University Health Center - 6
• Mon. Tue. Wed. Fri.
• Appointment required.
  
• Call 472-1300 (Ext 0) for information.
• or
• Personal Medical Service Provider

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Admission to Student Teaching
5. TB test result
? The read date for Spring 2004 student
teachers/interns MUST be on or after June 15,
2001.
? The read date for Spring 2004 student
teachers in PRE-SCHOOL settings MUST be within
one year of the placement starting date.
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(No Transcript)
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(No Transcript)
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Admission to Student Teaching
6. Background checks, etc.
? Completion of background check, if
required by school district, center, or
agency
? Usually conducted by Wisconsin Dept. of
Justice but sometimes FBI
? Cost charged to student account
? MPS Application for Participation in
a Clinical Education or Field Placement
Program
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Admission to Student Teaching
6. Background checks, etc.
? Pre-school settings ? More stringent
background check ? Background Character
Verification Form ? Daycare Provider
Staff Health Report
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Admission to Student Teaching
7. Meeting other requirements specified by the
Office of Field Experiences
? Submission of Letter of Introduction
? Picking up placement assignment sheet from
Office of Field Experiences within 3 weeks of
posting of confirmed placement
? Meeting with cooperating teacher(s)
? Proper enrollment in Directed Teaching
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Admission to Student Teaching
8. Phase 3 Portfolio/Phase 4 Portfolio 9. Praxis
II Content Assessment test(s)

The following policies apply only to individuals
who complete all graduation and program
requirements and who apply for a license from the
Wisconsin Department of Public Instruction before
August 31, 2004.
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Admission to Student Teaching
8. Phase 3 Portfolio/Phase 4 Portfolio 9. Praxis
II Content Assessment test(s)

Any Spring 2004 student teacher or intern whose
graduation and/or completion of program is
delayed for ANY reason until after August
31, 2004 must meet all new portfolio and Praxis
II content assessment test(s) requirements.
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Admission to Student Teaching
8. Phase 3 Portfolio/Phase 4 Portfolio
? For more information . . . ? CI majors
Dr. M. Freiberg ? Special Education
majors Phase 3 Dr. C. Rinaldi or
Dr. S. Kolb Phase 4 Dr. D.
Rogers-Atkinson or Dr. M. Griffin ? PE
majors Dr. B. Clayton ? EC/dl majors EC/dl
Advisor
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Admission to Student Teaching
8. Phase 3 Portfolio Spring 2004 only
? Curriculum and Instruction majors ? Passing
Phase 3 Portfolio not re- quired for student
teaching placement ? Passing Phase 3 Portfolio
not required for graduation ? Passing Phase
3 Portfolio not requir- ed for recommendation
for licensure ? All students are required to
submit a Phase 3 Portfolio representing
their best effort
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Admission to Student Teaching
8. Phase 3 Portfolio
? Curriculum and Instruction majors However, any
Curriculum and Instruction majors who delay
completion of program until after August 31,
2004 must meet all requirements regarding
passing Portfolio 3 in terms of (1) admission to
student teaching, (2) graduation, and (3)
recommendation for licensure.
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Admission to Student Teaching
8. Phase 3 Portfolio
? Special Education majors ? Passing Phase
3 Portfolio is already required for student
teaching placement since it is required for
passing SPECFLD 492 (Field Study) ? Therefor
e, passing Phase 3 Portfolio is already
required for both graduation and
recommendation for licensure
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Admission to Student Teaching
8. Phase 3 Portfolio
? Physical Education majors ? Passing Phase
3 Portfolio is already required for student
teaching placement since it is required for
passing PEPROF 400 (Methods of Teaching
Physical Education) ? Therefore, passing Phase
3 Portfolio is already required for both
graduation and recommendation for
licensure
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Admission to Student Teaching
8. Phase 3 Portfolio
? Early Childhood/dual licensure majors ?
First cohort group will complete program
after August 31, 2004, and therefore will be
subject to meeting Phase 3 Portfolio
requirement fully
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Admission to Student Teaching
8. Phase 4 Portfolio Spring 2004 only
? Curriculum and Instruction majors ? Passing
Phase 4 Portfolio not required for
graduation ? Passing Phase 4 Portfolio not
required for recommendation
for licensure ? All students are required to
submit a Phase 4 Portfolio representing
their best effort
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Admission to Student Teaching
8. Phase 4 Portfolio
? Curriculum and Instruction majors However, any
Curriculum and Instruction majors who delay
completion of program until after August 31,
2004 must meet all requirements regarding
passing Portfolio 4 in terms of (1) graduation
and (2) recommendation for licensure.
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Admission to Student Teaching
8. Phase 4 Portfolio
? Special Education majors ? Passing Phase 4
Portfolio is already required for passing
SPECED 470 (Student Teaching Seminar) and
SPECED 784 (Inservice Seminar)
? Therefore, passing Phase 4 Portfolio is
already required for graduation and
recommendation for certification
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Admission to Student Teaching
8. Phase 4 Portfolio
? Physical Education majors ? Passing Phase 4
Portfolio is already required for passing
PEFIELD 411, PEFIELD 412, and PEFIELD 414
(Directed Teaching) ? Therefore, passing Phase
4 Portfolio is already required for graduation
and recommendation for certification
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Admission to Student Teaching
8. Phase 4 Portfolio
? Early Childhood/dual licensure majors ?
First cohort group will complete program
after August 31, 2004, and therefore will be
subject to meeting Phase 4 Portfolio
requirement fully
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Admission to Student Teaching
9. Praxis II Subject Assessment test(s)
? For information on required test(s) that
apply to an individual and for test
registration materials go to the College of
Education Advising Assistance Center, Winther
Hall 2004 Monday-Thursday 800 a.m. to 530
p.m. Friday 800 a.m. to noon
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Admission to Student Teaching
9. Praxis II Subject Assessment test(s)
? Meeting appropriate Praxis II Subject
Assessment test requirement is mandated by
the Wisconsin Department of Public
Instruction for all licenses issued after
August 31, 2004
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Admission to Student Teaching
9. Praxis II Subject Assessment test(s)
? There are two ways to meet this requirement
for Spring 2004 student teachers who do not
apply for license(s) prior to August 31, 2004
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Admission to Student Teaching
9. Praxis II Subject Assessment test(s)
1 TAKE the appropriate Praxis II Subject
Assessment test for each area in which you will
be seeking certification DURING the no fault
year, at the administration of the tests on and
of the following dates (9/13/03) 11/15/03 1/1
0/04 3/6/04 4/17/04 6/12/04
2 TAKE and PASS the appropriate Praxis II
Subject Assessment test for each area in which
you will be seeking at the administration of the
tests after June 12, 2004
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Admission to Student Teaching
1. Overall cumulative GPA 2.750/higher 2. Grades
in methods courses C/higher 3. Grades in
previous field experiences S 4. Phase 3 Meeting
Required attendance 5. TB test results
Negative, on file 6. Background checks, etc.
Depends . . . 7. Meeting all other requirements
speci- fied by the Office of Field
Experiences 8. Phase 3 Portfolio/Phase 4
Portfolio 9. Praxis II Content Assessment test(s)
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Failure to meet all admission requirements for
student teaching may result in
termination
of your placement.
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Student teaching placement policies and procedures
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? Students are strictly prohibited from making
any placement arrangements regarding
(1) school district
(2) school/agency
(3) grades/content area
(4) cooperating teacher(s).
That means . . . Do not make any attempt to
contract teachers, principals, district
admin-istrators, etc., by phone, e-mail, in
person, etc.
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? Placements are made by the Director of Field
Experiences based on recommendations of program
coordinators.
? Students provide relevant information during
a student teaching meeting or interview with
their program coordinator.
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? Important factors in determining placements
Meeting licensing requirements
Quality of program
Qualified cooperating teacher(s) who meet
Wisconsin Department of Public Instruction
requirements
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? Important factors in determining placements
Maximizing deployment of university
supervisors (e.g., pooling of several
placements in the same location).
Preferences of students are taken into
consideration when possible.
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? Important factors in determining placements
Avoiding conflicts of interest
Student teachers generally prohibited from
placement in school districts or schools they
attended, or in which they, close relatives,
or spouse is employed, or in which their
children are enrolled.
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? All placements in Area One Area Two
locations are within the service area of
University of Wisconsin-Whitewater.
Locations are listed in Appendix B of the
Student Teacher Program Handbook.
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? Placements in any other area considered out
of area require application for and approval
of an exception to placement policy.
? If approved, student will be responsible
for 100 administrative fee and all other
costs associated with placement.
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Area One White Area Two Yellow
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Sequence of events
1. By Oct. 1, 2003, the Office of Field
Experiences must be provided a list of all
intern candidates and students who have been
approved to complete a portion of their student
teaching outside the United States.
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Sequence of events
2. Students meet with their program coordinator.
3. Program coordinator provides the Office of
Field Experiences with placement requests.
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Sequence of events
4. Background check conducted if required.
Background checks required for Madison, Milton,
Milwaukee, Mukwonago All Pre-kindergarten
settings Some settings for Early
Childhood Background checks for other school
districts, centers, or agencies may be
required at any time.
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Sequence of events
5. Jodi Jones contacts school/agency with
request for student teaching placement(s).
6. If request is not approved, Jodi Jones
contacts program coordinator for an alternate
placement, and then contacts school/agency with
placement request.
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Sequence of events
7. Notification of confirmed placements will be
posted (including date posted)
starting Nov. 17, 2003 on Office of Field
Exper website Bulletin board outside
Office of Field Experiences Do not telephone or
e-mail the Office for this information.
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Sequence of events
8. Students are required to pick up confirmation
information (and sometimes additional important
information) at the Office of Field Experiences
within three weeks of the posting date or risk
cancellation of their placement(s).


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Sequence of events
9. Information regarding approved placements
will be released to students only if the
following documents are on file
TB test results
Background check (if required)
Letter of introduction
Other documents as required
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Sequence of events 10. Pre-assignment meeting
with cooperating teacher(s)
It is inappropriate and unprofessional to appear
at the beginning of the student teaching
placement without a pre-assignment meeting with
your cooperating teacher(s).
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Purpose 1 Sometimes an interview is required
before your placement is approved.
? Make appointment in advance
? Bring your resumé, portfolio
? Make a positive, professional first impression
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Purpose 2 (all students) Meeting your
cooperating teacher(s)
? Make appointment in advance to meet with your
cooperating teacher(s) before the end of the
Fall 2003 semester.
? Bring your resumé, portfolio, letter of
introduction.
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Purpose 2 (all students) Meeting your
cooperating teacher
? Make a positive, professional first
impression.
? Chance to visit classes, obtain materials,
learn policies, etc.
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Being a professional
? Dressing appropriately
? Hair coloring ?
? Tatoos ?
? Body piercings ?
? Bare midriff ?
? Answering machine messages
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Required documentation
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Required documentation
? Personal Information Sheet
? Completion of background check, if required by
school district, center, or agency
? MPS Application for Partici- pation in a
Clinical Education or Field Placement Program
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Required documentation
? Letter of introduction Copies for (1)
cooperating teacher (2) principal (3)
university supervisor (4) your file in the
Office of Field Experiences.
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Required documentation
? Proper enrollment in correct directed teaching
course(s).
Warning! Warning!! Warning!!! If you are not
properly enrolled, you are not covered by the
professional liability provided by the State of
Wisconsin under provisions of S.S. 165.25(6) and
895.46(1).
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Absence from student teaching assignment
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Your schedule during student teaching is the
schedule for teachers in your assigned school
NOT the schedule for UW-Whitewater.
You are required to be in your school following
the schedule of teachers in the school.
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Wisconsin State Law 118.19(3)(a)    
No license to teach in any public school may be
issued unless the applicant possesses bachelor's
degree. . . and unless each student in the
program is required to complete student teaching
consisting of full days for a full semester
following the daily schedule and semester
calendar of the cooperating school. 
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Be aware!
It may be very difficult, or impossible, to make
up excessive absences and still graduate in
May, 2004.
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Fact 1 Wisconsin Department of Public Instruction
requires an earned college degree and student
teaching for a full days for a full semester
for initial licensure.
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Fact 2 Your grade for student teaching will be an
Incomplete until the end of the school district
semester, following the end of the university
semester.
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Fact 3 In order to be granted a degree by
UW-Whitewater, all Incomplete grades must be
completed within 30 days of the end of the
semester.
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Fact 4 The official end of the Spring 2004
semester is May 19, 2004.
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Fact 5 Therefore, any excessive absences from
student teaching that must be made up by
June 21, 2004.
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Fact 6 The Spring 2004 semester for most school
districts ends sometime in early to mid-June.
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Fact 7 Therefore, there may be very little time
to make up absences within 30 days of the
official end of the semester.
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Current policy regarding absence from student
teaching assignment
Attending a student teaching seminar meeting
is not considered an absence.
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Current policy regarding absence from student
teaching assignment
Student teachers permitted approximately four
to five days of excused absence per full
semester of student teaching for
Illness, medical appointments
Jury or military duty
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Current policy regarding absence from student
teaching assignment
Excused absences in excess of five days must
be made up.
Excessive absence for legitimate reasons or
any absences for illegitimate reasons can
result in no credit
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Contact your university supervisor or Dr. Ganser
if you have any questions regarding absences from
your student teaching or internship assignment.
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Permission for overload exceeding 18 units/credits
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Regular Education (except PE)
Directed Teaching 12 Seminar (CIGENRL 470)
(Optl) 2 Empl Strategies (CIGENRL 489)
(Optl) 1 Additional course (up to)
3 Total 18 NOT OVERLOAD
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Physical Education
Directed Teaching 12 Seminar (PEPROF 410)
(Optl) 2 Empl Strategies (CIGENRL 489)
(Optl) 1 Additional course (up to)
3 Total 18 NOT OVERLOAD
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Special Education
Directed Teaching 12 Seminar (SPECED 470)
(Reqd) 2 Empl Strategies (CIGENRL 489)
(Optl) 1 Additional course (up to)
3 Total 18 NOT OVERLOAD

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Overload (19 or more units/ credits) requires
approval of
(a) Program Coordinator (b)
Department Chairperson (c) Cooperating
Teacher(s) (d) Director of Field
Experiences (e) Assistant Dean
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Student teaching seminars
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REQUIRED enrollment Major Course All Special
Education SPECED 470
ENCOURAGED enrollment Major Course PreK-6,
1-6, 1-9, 6-12 CIGENRL 470 K-12 Art, K-12
Music K-12 Physical Education PEPROF 410
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CIGENRL 470 (Post Student Teaching Seminar)
(PreK-6, 1-6, 1-9, 6-12, K-12 art, K-12 music)
? Syllabus for Fall 2003 available on-line at
Office of Field Experiences website
? Two required meetings on campus February/Mar
ch 2004 and May 2004
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CIGENRL 470 (Post Student Teaching Seminar)
(PreK-6, 1-6, 1-9, 6-12, K-12 art, K-12 music)
? Because enrollment in this course is
optional, information about the course will be
e-mailed to students enrolled at their
university e-mail address.
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Structure of campus meetings Student Teaching
Seminar (CIGENRL 470) 830 a.m. to
855 Attendance sign in 900 to
noon Presentations, discussions noon to
1250 Lunch on your own 1230 to 1255 Attendance
sign in 100 to 300 p.m. Presentations,
discussions
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Past Topics
Beginning teachers panel
Principals panel
Charter schools
Discipline with Love and Logic
Community involvement in schools
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Past topics
Partnerships between police and schools
Professionalism and ethical practice for
teachers
Standards of the Heart
Approaches to classroom management and
discipline
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Past topics
Strategies for teaching gifted or
talented children
Family diversity
Strategies for working with educational
support professionals
New teacher mentor programs
Resolving conflicts
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Student Teaching Seminar (CIGENRL 470)
Why bother?
It is a valuable addition to your student
teaching experience.
It will add Student Teaching Seminar to your
transcript record.
In most cases, it will not cost you any
additional tuition.
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Student Teaching Seminar (PEPROF 410)
Why bother?
Same reasons as CIGENRL 470.
Plus extensive assistance from instructor
regarding Phase 4 Portfolio.
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Human Relations Requirement
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Human Relations Requirement
Human Relations Requirement is not met until
grades are posted for required course(s)
covering conflict resolution/peer mediation,
typically the semester before student teaching.
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Human Relations Requirement
Before contacting Office of Field Experiences,
first check your records ? Undergraduates
check AR (after transcript section and above
Academic Advisement Report)
? Post-baccalaureate students check Unofficial
Transcript at very end
? If completed Human Relations Requirement
Completed
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Human Relations Requirement
Contact Office of Field Experiences for
additional assistance if needed.
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Student Teaching Program Handbook
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? Available only on-line at Office of Field
Experiences website
? You are held responsible for reviewing the
handbook including all policies.
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? Roles of student teacher, cooper- ating
teacher, supervisor
? Student teachers strictly prohibited from
serving as a substitute teacher except if they
already hold a substitute teacher license or
permit and only under certain circumstances
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? Other important information . . .
? Conflicting activities
? Dress and personal hygiene
? Housing and transportation
? Academic misconduct
? Blood borne pathogens
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? Other important information . . .
? Liability and insurance
? Military duty
? Reasonable modification
? Suspected child abuse, neglect
? Work stoppage or teachers strike
? Withdrawing from student teaching
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Keep your name address information up-to-date
You can update your local address in WINS. You
can update your permanent address by contacting
the Registrars Office in person or by e-mail.
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Student teaching evaluation instruments
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What should teachers know?
What should teachers be able to do?
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What are the . . .
knowledge,
skills,
and dispositions
associated with effective teaching?
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College of Education Conceptual Framework The
Teacher is a Reflective Facilitator
Wisconsin Teacher Standards (PI 34)
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Council for Exceptional Children
National Association for the Education of Young
Children
National Council for the Accreditation of Teacher
Education
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Evaluation instrument completed independently
by student teacher and cooperating teacher at a
mid-point in the placement.
Evaluation instrument completed by
cooperating teacher (and possibly student
teacher) at end of placement.
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Special Education
One evaluation form for CD, EBD, and LD
One evaluation form for Early Childhood
Special Education
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Special Education
5-point scale 0 Unacceptable (Unable to
perform skill, requires constant supervision) 1
Minimal (Performs skill at a limited level
requiring close and continuous supervision) 2
Basic (Performs at a moderate competence level
requiring regular supervision)
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Special Education
3 Proficient (Performs skill well, at level
of beginning teachers, requires little direct
supervision) 4 Advanced (Performs skill at a
level of an experienced teacher, requires no
supervision)
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Special Education CD, EBD, LD
WTS The teacher understands how children with a
broad ability learn CEC Standard 2 Development
and Characteristics of Learners Knows typical and
atypical human growth and development as related
to the educational implications of
characteristics of various exceptionalities in
the following areas
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Special Education CD, EBD, LD
? social, psychological, neurobilogical,
physical/motor development, and medical
aspects ? effects of various medications ? effe
cts of family system, culture and environmental
milieu of the individual and ? factors that
influence overrepresentation of diverse
individuals in programs.
0 1 2 3 4
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Special Education ECSE
WTS 3 The teacher understands how pupils differ
in their approaches to learning CEC Standard 3
Individual Learning differences NAYEC Standard 2
Family and Community Relationships and 4b
Developmentally Effective Approaches Knows and
understands the effects an exceptional
condition(s) can have on an individuals life,
including
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Special Education ECSE
? The influences of various beliefs, traditions,
values, and cultural perspectives on the
relationships among families, schools, and
communities related to schooling ? The use of
instructional practices based on knowledge of
the child, community, and curriculum to
positively influence childrens development and
learning ? The use of a variety of
instructional strategies and supports to
accommodate individual childrens learning
styles and special needs.
0 1 2 3 4
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Curriculum and Instruction

• 7-point scale
• 1 Minimal (marginal performance at this time)
• 2
• 3 Emerging (exhibits potential but requires
  regular supervision)
• 4
• 5 Proficient (performs at a level associated
  with successful beginning teachers)
• 6
• 7 Advanced (performs at a level associated
  with competent, experienced teachers)

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Regular Education
Assessment Strategies (Wis- consin Teacher
Standard 8)
Incorporates a variety of assess- ment
strategies, both formal and informal, formative
and summative 1 2 3 4 5
6 7
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Physical Education
5-point scale 0 No Evidence (Undocumented
demonstration of competence) 1 Minimal
(Performs at a level requiring close and
continuous supervision) 2 Basic (Performs at a
level associated with emerging competence but
requiring regular supervision)
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Physical Education
3 Proficient (Performs at a level associated
with successful beginning teachers requiring
minimum supervision) 4 Advanced (Performs
skill at a level that exceeds expectations for
beginning teachers. Outstanding work,
self- reflective and self-directed.)
118
Physical Education
Standard 9 Technology Physical education
teachers use information technology to enhance
learning and to en-hance personal professional
productivity. Outcomes Teacher candidates
will 9-1 Use technologies to communicate,
network, locate resources, and enhance
continuing professional development. 0 1
2 3 4
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Phase 4 Meeting (Graduation and
Licensing)
Required Attendance ? January, 2004 Mailing in
December, posted on website
Purpose 1 Graduation, Licensing
Purpose 2 Meet your supervisor
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Supervisory visits
? Minimum of 4 visits for full semester 2
visits for each quarter
? Written report for each visit, signed by
student teacher
? Two or more 3-way student teacher/cooperating
teacher/ university supervisor meetings
121
Contact Dr. Ganser regarding (1) not four
supervisor visits (2) Missing statement of
reference from cooperating teacher(s) (3) Missing
statements of reference from university supervisor
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Advice Suggestions
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Making space for student teaching in
your life
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? Take care of UW-W matters now (overdue books,
parking fines, financial aid, graduation,
ordering surprise pizza for Program Assistants
Jodi Jones Cheryl Wegner).
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? Free yourself from other responsibilities
wherever possible (part time job,
organizations, etc.)
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? Set your goals for student teaching to make
the most of the experience.
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Good teaching is not just a matter of being
efficient, developing competen-cies, mastering
technique, and possess- ing the right kind of
knowledge. Good teaching also involves emotional
work. It is infused with pleasure, passion,
creativity, challenge, and joy. It is . . . a
passionate vocation.
- Andy Hargreaves, 1997
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And now . . .
the moment . . .
youve been waiting for!
Door Prizes!!!
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Set your goals for a wonderful student teaching
experience!
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On your mark . . .
get set . . .
TEACH !
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