Student Teaching Handbook: Roles and Responsibilities
Student Teacher mentor teacher Building Administration University Supervisor Coordinator of Student Teachers Denise Potter Copyright © 2002 [Texas Tech University]. All rights reserved. Revised:	...the joys of teaching!

Responsibilities of the Student Teacher

What is the appropriate role for a student teacher? Is the student teacher an aide to the mentor teacher, a guest, or an intruder? The following list outlines the student teacher's role and responsibilities:

1. The student teacher is a guest in the assigned school; therefore, he/she is expected to support school policies and personnel. All school rules and regulations should be followed.
2. Student teaching is a full-time job. This includes responsibility for the entire class plus any out-of-class responsibilities. Daily attendance and preparation should reflect the seriousness of this responsibility.
3. The student teacher is to be on time and prepared for each day. In the event of an absence or an emergency, it is the student teacher's responsibility to notify the mentor teacher and TTU supervisor as soon as possible. Absences other than those approved by the university, e.g., job fair, interviews, will be made up. You will be expected to be on-campus during the regularly scheduled contract time. Any schedule variance should be discussed with your university supervisor. After four absences, student teachers must conference with the Coordinator of Clinical Experiences to determine whether student teaching may be continued
4. The student teacher will dress, talk, and act as a professional.
5. The student teacher is to exemplify professionalism in dealing with confidential information.
6. The student teacher will assume responsibility for the quality of the experience, seek out new involvement possibilities, and ask for new assignments or responsibilities as soon as possible.
7. The student teacher should take part in out-of-class activities such as PTA, faculty and professional meetings, routine teaching and non-teaching tasks.
8. The student teacher is not a substitute teacher.
9. The student teacher will communicate with the university supervisor about problems, progress and visitation times.
10. The student teacher will display self-reliance, desire, enthusiasm, and initiative.
11. The student teacher will develop detailed written lesson plans in advance of the lessons that incorporate the TEKS and actively involve students.
12. The student teacher will discuss the lesson plans with the mentor teacher before the lesson begins.
13. The student teacher will observe the instructional strategies of the mentor teacher and the classroom management techniques employed.
14. The student teacher will learn the names of the students in assigned classes as well as the relevant staff members in the school.
15. The student teacher should test new ideas within the structure the mentor teacher has established, making them available to the mentor teacher several days in advance of the lesson.
16. The student teacher should be continually involved in the self-evaluation process. This includes examining the goals and outcomes of each instructional activity, reviewing videotapes of their teaching, soliciting feedback with suggestions for improvement, and seeking immediate answers to problems.
17. The student teacher will keep a reflective journal. The purpose of this journal is to allow the student teacher to reflect upon his/her professional development during the student teaching experience, to integrate theory with practice, and to communicate with the University Supervisor. This feedback process is an important process. Equally important is a feeling of confidentiality by the student teacher so he/she can comfortably and openly express feelings.
18. The student teacher will submit a professional portfolio at the end of the semester. The portfolio is a compilation of evidence to show the student teacher's progress from student to professional. Evidence of proficiency in each of the 13 competencies will be documented.
19. The student teacher will establish a placement file at the Career Center.
20. The student teacher will complete the Exit Evaluation of Student Teaching Experience (online).
21. The student teacher will develop a document for students' evaluation of his/her work - formative or summative.
22. BE PATIENT WITH YOURSELF. Student teaching is a difficult job. Organize your time; get enough rest; eat well; and avoid undue stress while student teaching. You will perform best if you are fresh and mentally alert. Most importantly, enjoy your experience.

Suggested Activities and Experiences

The following are suggested as areas to focus on during the student teaching experiences. The suggested activities are presented to facilitate your growth and development during the student teaching experience.  If the activities do not seem to apply to your current experience, try to modify them to make it fit your situation.

Understanding the nature of learning and the learner

• Studying both individuals and groups in the lunchroom, in the library media center, and in formal and informal classroom situations.
• Using cumulative records to understand the special learning needs of the student.

Focusing on communication strategies

• Interacting with pupils, parents, colleagues, and administrators regarding policies, curriculum, units, and lessons.
• Working with classroom instructional aides, paraprofessionals, and volunteers (e.g., parents, senior citizens, university students).
• Clarifying purposes, goals, and objectives of lessons and units.
• Fostering respect for diversity and the uniqueness of others.
• Working toward resolution of crises, conflicts, and behavioral issues.

Understanding administrative procedures

• Keeping classroom records.
• Administering school procedures for attendance of school-sponsored functions, use of rooms and general equipment, fire and tornado drills, field trips, etc.
• Obtaining supplies.
• Understanding promotion and retention policies and procedures.
• Applying professional ethics to relations with staff, special teachers, building and grounds maintenance staff, office staff, etc.

Selecting and using materials, equipment, and instructional technology

• Using duplicating machines, film strip projector, movie projector, recording machine, overhead projector, microscopes, computers, multimedia equipment, and multisensory aids.
• Using commercial, teacher-made, and pupil-made educational aids.
• Caring for and storing equipment.
• Using instructional materials centers in the school and community.
• Using computers and multimedia equipment.
• Integrating advanced electronic, computer, and multimedia technology, and the World Wide Web, the Internet, electronic bulletin boards, and e-mail, with traditional and innovative teaching methods.

Utilizing community resources

• Determining resource persons within the school and community.
• Determining services of industry, business, and governmental departments.
• Determining places of historical or geographical interest.
• Determining location and types of libraries and museums in the community.

Providing for over-all management

• Becoming aware of physical conditions of room: lighting, temperature, room arrangement, cleanliness, room equipment.
• Caring for materials and supplies.
• Providing for bulletin boards, displays, and exhibits.
• Attending to routine patterns of conduct, use room equipment, and distribution of materials.

Developing organizational strategies

·         Keeping a notebook or idea file; include "minute fill-in" ideas such as games, songs, stories, sources of information and materials, ideas for learning centers, bulletin boards, etc.

·         Making directed observations of classroom activities.

·         Planning a design for a classroom.  Help the mentor teacher set up and arrange the classroom, consultation, or small group area.

·         Helping group students for instructional purposes.

·         Becoming responsible for the general appearance of the classroom.

·         Preparing bulletin boards.

·         Planning a class party, assembly, or special activity.

·         Developing a repertoire of techniques for class management or handling individual behavior problems.

·         Creating an individual behavior management plan including the use of data for decision making.

Evaluating the learner

• Using various types of standardized tests.
• Using various types of teacher-made tests.
• Using various types of observational tools.
• Designing and using authentic assessment techniques.
• Recording pupil progress, especially using computer programs.

Developing teaching techniques

• Developing, writing, and implementing lesson plans, teaching units, and resource units.
• Developing general and specific objectives to meet the needs of groups and individuals.
• Participating, as appropriate, in SIT, ARD and IEP meetings.
• Preparing materials and activities to meet objectives.
• Participating in planning the curriculum.
• Promoting teacher-pupil joint planning.
• Participating in team planning sessions.
• Developing leadership in pupils.
• Developing critical thinking in pupils.
• Gaining proficiency in a variety of instructional methods, techniques, and strategies, including the use of learning centers, technology, and instructional classroom games or other original teaching materials.
• Using manuals and teacher aids.
• Motivating pupils.
• Making assignments.
• Guiding pupil study.
• Using basic texts, supplementary materials, enrichment materials.
• Developing original and creative ideas.

Participating in home, school, and community activities

• Participating in open houses, parent-teacher conferences, and school-parent organizations.
• Participating in children and youth participation programs.

Participating in ancillary and professional activities

• Assuming supervisory responsibilities for hall, study hall, playground duties, etc.
• Providing leadership in co-curricular and extracurricular activities, including athletics, debate, forensics, drama, journalism, publications, etc.
• Attending faculty, departmental, and grade level meetings, school board meetings, teachers' association meetings, etc.
• Participating in faculty task forces and study groups, workshops, institutes, convocations, state teachers' convention, etc.
• Reading professional literature.
• Participating in informal faculty activities.   Develop open and friendly staff relationships.
• Displaying initiative and a willingness to accept constructive feedback.

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Responsibilities of the mentor teacher

Qualifications

mentor teachers hold a significant and enviable position among teacher educators.  Studies reveal that teachers describe their student teaching experience as having had a profound influence in determining the kind of teacher they will become.  mentor teachers are in a unique position to induct newcomers into the profession and to pass on the "torch of experience" to those who will follow them in their work. To qualify as a student teaching mentor teacher, you must have a minimum of three (3) years of classroom teaching experience, possess certification in the content area you are teaching, and be identified and recommended as a quality role-model by your building principal and/or district office

As a mentor teacher you will probably have the greatest influence on the development of the student teacher as a new professional in education.  This responsibility is a highly significant one and we appreciate your involvement in this college-school partnership.  Providing a climate for open and honest discussion of questions and concerns will help to create the growth environment and support system the student teacher needs.

The role of the mentor teacher is to TEACH the candidate what you know about how to teach, COACH the candidate so that their skills can be developed in a supportive, mentored environment and provide opportunities for the student teacher to REFLECT on the many aspects of the teaching and learning process.  By encouraging the student teacher to analyze his/her own progress and identify problems and possible solutions, the transfer into the role of decision maker in his or her own classroom will be more easily made.  The following guidelines will help to facilitate this process.

1. Insure adequate continuity, class contact and supervision of the student teacher program. The student teacher should be part of a teaching team and should not be considered as a replacement for the regular teacher.
2. Define the student teacher's role in terms of his/her duties and responsibilities. To accomplish this the mentor teacher should:
a. Schedule a conference with the student teacher early in the experience to clarify the role of the student teacher in a given situation.
b. Provide ample opportunity for the student teacher to observe methods that as appropriate to the teaching profession.
c. Assist the student teacher in developing a professional attitude in all of his/her contacts with school and community.
d. Assist the student teacher in becoming acquainted with the regulations applicable to pupils and teachers in the school.
e. Clarify the student teacher's responsibilities with respect to making lesson plans, securing and organizing appropriate materials, and other necessary activities.
f. Advise the student teacher well in advance of the time when a lesson or unit is expected to be taught.
3. Insure the student teacher's induction in actual teaching at a rate that seems appropriate for the student teacher. A helpful model is a three phase process: (1) the mentor teacher directly models lesson teaching, (2) the student teacher teaches a comparable lesson using the mentor teacher's lesson plans, and (3) the student teacher plans and teaches a lesson.
4. Make sure the student teacher has planned adequately before being permitted to teach. Choose a time to meet daily with your student teacher to review planned lessons and provide feedback and constructive criticisms.
5. Keep the student teacher informed of progress, making constructive suggestions and criticisms as necessary. Continue to evaluate the student teacher on a regular basis, even after they have taken over the teaching responsibilities completely.
6. Help the student teach reflect upon his/her teaching. Student teachers are being asked to videotape one or more lessons (at least one early in full-teach experience). Videotaping is a valuable tool for helping student teachers to analyze their teaching practice. Your assistance in videotaping the student teacher would be appreciated. If, for some reason, videotaping the student teacher would be an inconvenience, please visit with your university supervisor. Help the student teacher to develop a document for students' evaluation of his/her work - formative or summative.
7. Review the student teacher's daily activities, problems, and successes with the university supervisor. The supervisor is available to help provide assistance in the role of the mentor teacher, and then to work as a partner in this responsibility. Do not hesitate to ask for assistance or suggestions.
8. Openly communicate with the university supervisor to ensure that any problems or concerns are addressed immediately. The university supervisor will make an initial visit, plus a minimum of three formal observations for student teachers assigned a full semester. Other informal visits should occur bi-weekly, ensuring ample opportunity discuss concerns.

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Role and Responsibilities of the Building Administrator

The principal is the building's chief executive and instructional leader and is ultimately responsible for the welfare of students, teachers and other personnel. Except for the superintendent, the principal is the final authority on all matters that impact upon the building.

The school principal plays a very important role in facilitating and coordinating student teachers. He/she provides a positive environment for student teachers within the building, orients faculty to their role in the student teaching program, orients student teachers concerning philosophy, policies, and regulations of the cooperating schools, assists the student teachers in becoming acquainted with the faculty, stays informed about the progress of student teachers, may observe student teachers and provide feedback, and makes suggestions to university personnel for the improvement of the program. The principal provides a qualified substitute teacher when the mentor teacher is absent, following the Rights and Roles of the Student Teacher, Texas Education Code 13.906, as it relates to student teachers serving as substitutes.

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Responsibilities of the University Supervisor

Supervising student teachers is a complex task. It requires a mixture of administrative skills and "people" skills. We not only ask you to be a skilled communicator, seminar teacher, and facilitator, but also ask you to deliver, monitor, and collect paperwork that can only be completed on-site by the student teacher and the mentor teachers.

The criteria for being a University Supervisor is to 1) be an experienced classroom teacher with at least 3 years experience preferably at the level and content of the student teacher being supervised; 2) have a Master’s Degree; 3) have received training at the university level as a mentor; and 4) preferably have experience evaluating classroom teachers using the Texas Professional Development Appraisal System or with an alternative, approved evaluation method. Exceptions to these qualifications will be considered on an individual basis involving the Coordinator of Student Teaching, the Certification Officer and the Department Chairperson.