Student Teaching Resources and Forms
During the practicum and full-time student teaching, candidates are be responsible for preparing two MAT work samples, each a unit of related lessons that should be part of the school’s regular curriculum. Each of the two work samples must be two to five weeks long and include student goals and objectives, lesson plans and pre- and post-assessments of students' performance as well as analyses of their learning gains. These work samples fulfill a requirement of Oregon’s Teacher Standards and Practices Commission (TSPC) for licensure in this state.
Candidates will plan the first work sample for the November practicum (with much support from Planning & Implementation and Assessment of Teaching & Learning classes). The emphasis should be on aligning the unit with state and district benchmarks; developing appropriate, attainable goals and objectives; teaching toward those goals and objectives; designing integrated, developmentally appropriate activities using a variety of strategies; and utilizing various forms of assessment throughout learning activities.
At the early childhood and elementary authorization levels, candidates are actively involved in the classroom throughout Student Teaching. Candidates typically teach a unit or take on the math time, for example during the early part of the semester. They gradually take on more responsibility, assuming full responsibility for the entire school day for three weeks. This time of full responsibility may or may not coincide with their 2-5 week work sample. After candidates's full responsibility period they return to active involvement in the class.
At the middle and high school levels of authorization candidates take on full responsibility for half of a teacher contract teaching load, typically 3 periods. Candidates usually have full responsibility for the classroom beginning with the first day of the semester until the last day of the semester. During the first two weeks, supervising teachers are not in the classroom so that the candidates may establish themselves as the teacher and create the environment for learning that they desire. Supervising teachers should check in often with their pre-service teachers during this time.
A student teacher will be specifically informed of any performance deficiencies and the criteria will be specified for meeting the required competencies. Ultimately, it is the candidate's responsibility to clearly demonstrate teaching competence.
When probation results from student teaching or practicum deficiencies, a Plan of Assistance will be established to specify goals and time frames, strategies, and resources for remediation; as well, a timeline for demonstrating the required competencies will be followed.