Student Teaching

The adolescence education student teaching experience is the final phase of the teacher preparation program, typically completed in senior year. The student teaching experience is invaluable, ideally an experience where the cooperating teacher, student teacher and the University supervisors work collegially and cooperatively to prepare the student teacher for employment in a middle or high school. It is imperative that student teachers continually strive to establish and maintain a dynamic, comfortable and positive relationship with the cooperating teacher by:

• Establishing a smooth transition into the school community and the classroom environment, including familiarity with building policies and procedures
• Planning, in collaboration, units and lessons to meet the needs of all students
• Developing a viable and effective classroom management plan

STUDENT TEACHING HOURS

The hours normally range from the opening of the school day (approximately 7:30 a.m.) to 12:45 p.m. and later if possible; and from the first day of the semester to the day before final exams (study day).

Some schools require students to remain for the entire school semester and we encourage students to continue in this experience.

ROLE OF THE STUDENT TEACHER

It is strongly recommended that the student teacher participates from the beginning of the school day, including after-school meetings, conferences and activities whenever appropriate. Student teachers should take advantage of every opportunity to participate.

The responsibilities of the student teacher are:

• Apply the New York State Learning Standards and core curriculum
• Develop and write daily lesson plans and unit plans
• Prepare and research materials and content to be presented in the classroom
• Be cognizant of the teaching and learning strategies available to the classroom teacher and use them as appropriate (using your texts from the education courses, as needed)
• Provide for individualized and differentiated instruction, as appropriate
• Be aware of diversity in the classroom as well as in the district and account for that diversity in all your curriculum planning and instructional activities
• Develop and use a variety of methods of student assessment (e.g. multiple-choice exams, essays, document-based and thematic questions and student projects)
• Be prepared to participate and interact, when appropriate, in the following professional activities:
  • Parent conferences
  • Grading regents examinations
  • Guidance conferences
  • Faculty and Parent-Teacher Association meetings
  • School and district meetings, as appropriate (e.g., school board meetings)