FIELD EXPERIENCE

HANDBOOK

Stages 1-4:  

Early Childhood & Secondary

Certification  

Fall 2024 / Spring 2025  

Education is not a preparation for life; education is life itself.  

- John Dewey  

Education Department  

www.bucknell.edu/education  

Note: The contents of this handbook are subject to change without prior notice. Updated 8/17/24

TABLE OF CONTENTS

MISSION STATEMENT        4

PROGRAM INTRODUCTION AND PHILOSOPHY        4

PROGRAM GOALS        4

OVERVIEW OF FIELD EXPERIENCES        5

TABLE 1. Stages of Field Experience and Course Alignment        7

RESPONSIBILITIES OF BUCKNELL STUDENTS IN THE FIELD EXPERIENCE PROCESS        8

CLEARANCE INFORMATION        9

FIELD EXPERIENCE: STAGES 1 - 3        10

FIELD EXPERIENCE – STAGE 3: JUNIOR BLOCK (BSED STUDENTS)        13

POSSIBLE JUNIOR BLOCK ASSIGNMENTS (ASSIGNED AT FACULTY DISCRETION):        14

FIELD EXPERIENCE – STAGE 3: TEACHING OF COURSES…(SECONDARY STUDENTS)        14

FIELD EXPERIENCE - STAGE 4: STUDENT TEACHING        15

REQUIREMENTS FOR STUDENT TEACHING        15

OBTAINING PA TEACHER CERTIFICATION        16

CERTIFICATION TESTING REQUIREMENTS        16

STUDENT TEACHING ROLES AND RESPONSIBILITIES        17

STUDENT TEACHING CALENDAR        20

TRADITIONAL STUDENT TEACHING TIMELINE        21

CO-TEACHING TIMELINE        22

STUDENT TEACHING: ADDITIONAL EXPECTATIONS        23

ABSENCES        23

MEALS        24

CHANGES TO PLACEMENT DURING STUDENT TEACHING        24

Student Teaching - Substituting        25

Substitute Teaching Policy for Student Teachers (ACT 91)        25

TERMINATION OF STUDENT TEACHING        25

GRADING        25

RECOMMENDATION FOR CERTIFICATION        26

STUDENT TEACHING ASSIGNMENTS        26

UNIT AND LESSON PLANNING        26

LESSON PLANNING For Scripted Direct Instruction Lessons        26

PORTFOLIO ASSIGNMENT        27

Portfolio Guidance:        28

Go-React Video Assignments        31

EDUCATIONAL EXPERIENCES CHECKLIST        31

Checklist Tracker        32

OTHER ASSIGNMENTS        33

EVALUATION OF STUDENT TEACHING        33

APPENDIX A: COMPETENCIES STAGES 1-3        34

APPENDIX B:  Stage 3 Field Experience Observation Form        40

APPENDIX C: FIELD EXPERIENCE FINAL EVALUATION        42

APPENDIX D: FIELD EXPERIENCE TIMESHEET        45

APPENDIX E: FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA)        46

APPENDIX F: LIABILITY INSURANCE INFORMATION        47

APPENDIX G: TRANSPORTATION        48

APPENDIX H: GRADING        49

APPENDIX I: CO-TEACHING MODELS AND EXAMPLES        51

APPENDIX J: UNDERSTANDING BY DESIGN UNIT        54

APPENDIX K: LESSON PLAN TEMPLATES        56

APPENDIX L: BSED/SECONDARY CERT. PROGRAM RUBRIC        58

APPENDIX M: MID-SEMESTER AND FINAL STUDENT TEACHING EVALUATION        60

APPENDIX N: STATEWIDE EVALUATION FORM        63

APPENDIX O: CODE OF CONDUCT        68

MISSION STATEMENT

Education at Bucknell empowers students to be critical thinkers and creative intellectual  leaders in education and human services related fields. Including both disciplinary  knowledge and professional preparation, our programs allow students to explore issues of  equity and justice rooted in the historical, philosophical, sociological, and psychological  dimensions of education as they inform practices of teaching and learning. Coursework in  education thus provides students with opportunities to shape and contribute to the common  good as they learn about the diverse social contexts of education. Such experiences foster  the personal development of our students, as well as those with whom they will ultimately  work.  

PROGRAM INTRODUCTION AND PHILOSOPHY

The field of education at Bucknell is viewed as a social science, and programs within the  Department reflect that perspective. In education, as in any other social or natural science,  effectiveness is measured in terms of the ability of practitioners to solve the problems of the  discipline. The programs in professional education at Bucknell, therefore, consist of  academic courses that focus on teaching systematic processes aimed at solving whatever  educational problems the professional might encounter in the performance of his/her  duties.  

Consequently, the faculty believes that their students need a solid background in principles  and theories. Emphasis is placed on the use of research, theory, and principles as the  basis for addressing various educational problems and dilemmas. This process allows  students to consider the background, race, ability, motivation, and many other concerns of  the children they will be instructing. Further, our program's emphasis on a theoretical  approach will prepare pre-service teacher candidates for the various educational  techniques and processes that they will encounter after graduation.  

PROGRAM GOALS

The overarching program goal for Bucknell certification students is to prepare inclusive  practitioners to lead the classroom and the field with academic, social-emotional,  developmental, and cultural competence. From a departmental perspective, our goals for  student teaching are aligned with the goals of the Pennsylvania Department of Education  and with University goals (in parentheses).

Education Departmental Goals (General)  

Informed by a Liberal Arts perspective, students will:  

1. Analyze educational policy and practice. Develop reasoning processes to connect  theory and practice.  
2. Engage in professional and ethical interactions with others.  
3. Apply theory, question and research to promote learning and healthy development  for all children and adolescents.  
4. Perceive themselves as life-long learners and potential leaders who are informed  Advocates for children and adolescents in diverse community and educational  settings.  
5. Use ongoing self-reflection to explore one’s personal and professional identity in  relation to educational issues.  

BSED/Secondary Certification Program completers will be able to:

1. Use both content knowledge and pedagogical knowledge to inform their teaching  (i.e. students must be well versed in the content they intend to teach and be able to critically evaluate and apply theories of effective practice). (1, 2, 6)  
2. Develop curricula that are developmentally appropriate, relevant, and based on an understanding of student development and student learning. (3, 4, 7)
3. Be aware of the various forms of diversity embodied by learners in their classrooms  and modify curriculum and instruction based on the individual needs of their  students. (2, 3)  
4. Use assessment of their student’s learning and their own teaching to inform future  planning and teaching. (4, 6)  
5. Attend to the social and civic development of their students. (5)  
6. Work respectfully and collaboratively with their colleagues and their community to  ensure the quality of educational programs. (5, 7)  

OVERVIEW OF FIELD EXPERIENCES

Bucknell’s Pennsylvania Department of Education (PDE) accredited certification program  requires that all students complete a broad range of course-based field experiences as they  complete their program of study. Field experiences are carefully designed to ensure that  students thoughtfully explore the practice of teaching in a variety of educational settings  with diverse students, at varying stages, as they progress through their coursework.  

This guide provides an overview of the various stages of field experience and identifies  expectations, target skills, and policies to ensure that all student candidates build the  competencies necessary to prepare for professional practice in student teaching and future  employment.

Field placements provide teacher certification candidates with opportunities to critically  engage with pedagogy as they gradually learn to identify, practice, develop, and  demonstrate competencies in their certification area. The Education Department at  Bucknell University seeks to provide candidates with a broad set of meaningful interactions  with Pre-K-12 students and professional staff, as well as willing and qualified site mentors.  Field Placements are carefully designed so that candidates will progress through various  stages of field experience that will ensure ample opportunities to reflect as they observe,  work 1:1 with students, provide small group and whole group instruction, and eventually  take on the role of co-teacher during the student teaching semester—assuming the  responsibilities of a full-time classroom teacher supporting all students and assessing their  performance. Every effort will be made to place students within a thirty minute driving radius of campus.  As candidates advance through the various stages of field experiences, they  will be supported by relevant coursework, supervision, and mentorship.  

Field placements provide time for reflective thinking and self-analysis concerning roles in  the teaching profession and allow for realistic decision-making concerning commitment to  teaching as a career. Candidates move through four stages of field experiences designed to provide opportunities to observe, reflect, and gradually integrate professional practice  under the supervision of the Mentor Teacher, the faculty, and the Director of Professional  Education (DPE).

TABLE 1. Stages of Field Experience and Course Alignment

 RESPONSIBILITIES OF BUCKNELL STUDENTS IN THE FIELD EXPERIENCE PROCESS  

To schedule sites that are appropriate for candidates’ grade level and subject interests and  needs, the DPE requires that each candidate respond to all correspondence in a timely  fashion.  

Student responsibilities include:  

1. Read the Bucknell University Education Department Field Experience Handbook.

2. Attend the appropriate field placement workshop prior to the first day in the field.

3. Develop and deepen professional skills including: clear, consistent, and prompt  communication; professional demeanor, dress, and language; honesty and integrity;  openness to feedback.  

4. Obtain all clearances prior to the first day of the course with the corresponding  placement.  

5. Students will be notified regarding placement assignments as soon as possible  following the registration period. Please note that all placements must be arranged  between the DPE and the appropriate site contact. Students wishing to request a  particular mentor or placement site should discuss options with the DPE.  

6. After receiving notification of placement assignment, students will contact the Mentor  Teacher to:  

a. Confirm the placement  

b. Confirm starting date  

c. Verify expected arrival and dismissal times  

d. Discuss pertinent schedules, policies, and procedures  

e. Thank the Mentor for the opportunity  

7. Students are responsible for their own transportation to and from placements.  Placements will be assigned with transportation needs in mind, but students will  make final arrangements on their own. See Appendix G for more information about  transportation.  

8. Students should communicate openly and regularly with the Mentor Teacher, asking  clarification where needed and seeking to understand the reasons behind what is  observed in the classroom or at the school.  

9. Students must take their attendance time sheet with them and ask the teacher to             sign it when leaving. Each candidate must maintain a timesheet (see Appendix     D)  for each field experience. Obtain the supervising teacher’s signature verifying each  visit. At the conclusion of the field experience, the sheet must be submitted to the course professor or the DPE. This form will be placed in the student’s certification  file at the end of the semester.  

10. Unless specified otherwise by a course professor, please refer questions or  concerns regarding placement to the DPE.  

11. Students must complete a Field Experience Evaluation and write a thank-you note to  the Mentor Teacher  

CLEARANCE INFORMATION

Clearances are a critical part of the field experience process and must be on file with the  Education Department prior to the start of the first class requiring a field experience  component (usually EDUC 235) and before receiving a field placement. Students not  having all clearances will not be assigned any school placement. Candidates must be  aware that they may not be able to obtain clearances for many violations or crimes; in that  case they will not be allowed into schools. In general, clearances remain valid the entire time  that an individual is a student at Bucknell with consistent enrollment*. If the student leaves  the university and comes back, new clearances are required. The university abides by the  individual requirements of the school district or educational setting of placement.  

*New clearances are required before starting student teaching. Most districts also  require a new TB test.  

Instructions for the required clearances will be sent to you in a Google Form. You will  upload the completed clearances into the same form. Read all instructions carefully and  contact the DPE with any questions.  

Clearances are important personal documents, and it is your responsibility to manage  them. You must retain digital copies in a secure and accessible format for your use.  

Mandated Reporter training is also required of all BSED and secondary certification students:  

 (https://www.reportabusepa.pitt.edu)  

 The three-hour training is self-paced, and can be done in multiple sessions  

 Save the certificate provided at the completion of training. Upload a copy into the  clearance Google form and retain a copy (both digital and physical) with your other  clearances.

FIELD EXPERIENCE: STAGES 1 - 3  

GENERAL INFORMATION:  

Bucknell's teacher certification programs are designed to prioritize the integration of content knowledge acquisition and pedagogical skill development. Early Childhood students begin field placements in their first year at Bucknell. Students pursuing secondary certification will gain field experience typically beginning in their second year. 

In concert with the expectations and competencies from the Pennsylvania Department of  Education, students will observe and explore a variety of educational settings. Guided by  faculty, the Director of Professional Education, as well as on-site mentors, students will  slowly take on leadership roles in the classroom, receiving feedback and opportunities to  analyze and reflect on their own progress.  

Field experiences are all tied to coursework. Often, course assignments will assist students  in reflection and synthesis of content and field experience. Students will evaluate their own  progress toward expected competencies and will be asked to comment on the suitability of  their field assignments.  

ROLES AND RESPONSIBILITIES:  

STUDENTS

• Monitor clearance status  

• Communicate regularly with DPE, answering emails in a timely manner.  
•  Obtain and submit any necessary clearances.  

• Develop competencies 

• Demonstrate awareness of required field experience competencies through  performance, oral and written reflections, and completion of assignments.  
• Build skills in participative, active observation while in placement.
• Complete self-evaluation form identifying strengths and competencies to  target during future field experiences.  

• Communicate professionally with Mentor Teacher, DPE, and faculty

• Initiate communication with the Mentor Teacher once placement is assigned.  
• Discuss expectations of specific course goals and objectives with Mentor  teacher.
• Seek advice from Mentor Teacher, DPE, and faculty to meet challenges.  
• Share assignments, ask questions, offer to assist, and regularly solicit  feedback on performance.  
• Share all lessons with Mentor Teacher prior to teaching a lesson (if  applicable).  
• Model professional behavior through excellent attendance; appropriate dress,  language, and relationships; and respect for confidentiality and school rules.  
• Keep track of hours in the classroom and submit to DPE (see Appendix D).  

MENTOR TEACHER

• Understand Course and Field Experience Expectations 

• Be familiar with field experience competencies.  
• Be familiar with course goals and objectives.  

• Model and encourage reflective teaching and learning practices.

• Help students set and meet placement goals.  
• Review and discuss assignments shared by student.  
• Actively share knowledge, resources, observations, and insights.  
• Review and respond to student’s work, providing additional guidance and feedback as necessary.  
• Provide opportunities to teach and provide guidance in the planning process  (Stage 2/3).  

• Collaborate with DPE and Education Department  

• Communicate concerns  
• Engage in periodic communication with the student and/or DPE together.  
• Complete any written assessments or surveys from the DPE and/or Education Department  

DIRECTOR OF PROFESSIONAL EDUCATION (DPE)  

• Manage clearances

• Ensure that all required clearances are on file before assigning a candidate  placement.  

• Collaborate with site partners         

• Work collaboratively with contact person(s) in each partner school district to  identify appropriate placements.  
• Assign the course-specific placement, mindful of specific content and grade band requirements, and provide candidate with necessary contact information.  
• Communicate with mentors, serving as the primary contact and liaison  between the district and Bucknell.
• Problem-solve and mediate placement issues.  

• Support and coach candidates  

• Provide constructive feedback to candidate regarding strengths & needs,  based on Mentor Teacher feedback.  
• Observe students in placement when possible in Stages 1 & 2, and at least  twice during Stage 3.  
• Add input to candidate’s performance assessment provided by the Classroom  Teacher and share input with candidate and professor.  
• Track student hours and attendance  
• Organize meetings and participate on the Junior Block Team.  

• Gather and analyze data, and report findings to all stakeholders  

• Ensure that copies of candidate performance feedback are submitted to the department academic assistant for candidates’ certification files.  

FACULTY

• Actively connect course content to field experiences  

• Provide opportunities for classroom discussion and problem solving as  related to field experience assignments and course content.  
• Respond to student work, providing feedback and guidance as candidates engage in planning and reflective processes.  
• Provide candidates with progressive assignments which align to field  experience competencies  

• Actively collaborate with DPE  

• Communicate concerns about field experiences in a timely manner to the  DPE/Supervisor.  
• Work with DPE to integrate theory and practice to develop competent pre service educators

FIELD EXPERIENCE – STAGE 3: JUNIOR BLOCK (BSED STUDENTS) 

Because Stage 3 experiences occur after formal admission into the Bucknell teacher preparation program. The term “candidate” replaces “student”.  

JUNIOR BLOCK

In the spring semester of their junior year, candidates will be required to spend 2 full days a  week in an elementary school classroom. During this time, candidates will build upon their  coursework and previous field experiences as they begin to take on an even more active  role in the classroom.  

During regular observations and meetings with the DPE, candidates will demonstrate their  competency and progress in planning and preparation, classroom environment,  instructional delivery, assessment, knowledge of diverse learners and professional conduct,  engaging in dialogue and reflection as they explore what it means to be a thoughtful and  engaged practitioner. The DPE will discuss and/or observe these elements as much as  possible (but at least twice) when visiting the candidate’s assigned classroom. A  Stage 3 Observation Form  (see Appendix B) will be completed by the DPE  and shared with the candidate. In addition, candidates will  complete a comprehensive self-evaluation that directs them to explore how they have met  each of the required competencies and identify goals for growth.  

During the junior block, candidates will enroll in four education courses including specific  field experience assignments designed to help them establish a strong foundation as they  work to merge theory and practice. It is important that candidates share required field based assignments with their Mentor Teacher as early as possible in the semester to  ensure that they are able to complete the assignments in a timely and meaningful fashion.  It is possible that candidates might successfully meet all their course requirements but fail  to meet the requirements of the field placement or vice-versa; therefore, it is essential that  candidates carefully familiarize themselves with those requirements outlined in the field  placement handbook as well as those identified in each course syllabus.  

At least three times during the Junior Block semester, the Block Team (including faculty  members teaching block courses and the DPE) will meet to review candidate progress and  discuss any necessary formative feedback, additional support, or interventions required.  Candidates will be alerted to any areas of competency requiring growth or improvement at  or before the mid-term evaluation period and will collaborate with the Block Team to  determine appropriate goals and indicators of improvement.  

Candidates must have a recommendation to proceed to Student Teaching from the Block  Team. Any candidate who is not recommended for student teaching will be able to  complete the Bachelor of Arts degree in Education. The candidate’s advisor, the Chair, and  the DPE will help adjust schedules and APRs to complete the BA requirements.

POSSIBLE JUNIOR BLOCK ASSIGNMENTS (ASSIGNED AT FACULTY DISCRETION):  

THE MINI-UNIT  

• During Junior Block, candidates may be instructed to plan and implement an  interdisciplinary mini-unit that targets PA Core Standards.  
• A mini-unit is typically comprised of 3-5 sequential and interwoven lessons  
• A mini-unit should be planned in collaboration with the mentor teacher, and co teaching lessons is encouraged  
• Faculty in the block will collaborate on the unit assignment, contributing guidelines  and requirements which match their course objectives.  
• In addition to planning and implementing the lessons, candidates:  

• Prepare a written reflection on the effectiveness of the lessons  
• Inform the DPE regarding scheduled lesson/teaching dates and times so that  observations can be arranged if possible.  

STUDENT TEACHING PREP ASSIGNMENT(S)  

● As part of at least one class in junior block, candidates will complete assignments  which will continue to evolve during student teaching.  

● Some examples may include:  

● Aspects of a Community Inquiry project  

● Portfolio components  

○ Competency reflections  

○ Artifact collection

FIELD EXPERIENCE – STAGE 3: TEACHING OF COURSES…(SECONDARY STUDENTS)

Students pursuing secondary certification typically take a course in the “Teaching of'' their subject in the fall prior to student teaching. In this course, students will work with a local mentor teacher in their subject area throughout the semester. Course time will be split between seminar instruction with the mentor teacher and time in their mentor’s classroom. As part of their work within the classroom, students may have the opportunity to do one or more of the following: plan lessons, units, and activities; observe classroom dynamics; co-teach with their supervisor; and teach one or more lessons independently. Students will receive feedback from their mentor teacher and will be responsible for completing other assignments created by the mentor.  Bucknell’s Director of Professional Education will observe the student teach a lesson at least once during the semester.

FIELD EXPERIENCE - STAGE 4: STUDENT TEACHING

An intensive student teaching practicum is a logical and practical capstone for the teacher  preparation program at Bucknell, and is one of the requirements necessary to obtain  Pennsylvania teaching certification. The beginning years of preparation were - quite  intentionally - steeped in educational theory. The student teaching experience provides the  opportunity to operationalize problem solving skills, translating theory into practice. It is  real-time learning that equips the pre-service teacher with the skills, attitudes, and  knowledge needed for teaching competence throughout a professional career. During this  process, pre-service teacher candidates make a transition from college student to  professional teacher, growing in their understanding of their students’ intellectual, physical,  emotional, and social development in order to help them thrive as individual learners within  a collaborative community. This immersive practicum will challenge candidates to grow,  adapt, and change. Pre-service teachers will need to remain open to coaching and  feedback from their mentor and supervisor, and adeptly reflect on their own attitudes and  performance as they develop their ability to plan, guide, and evaluate the learning  experiences of their students.  

Please note that throughout this handbook, we use several terms interchangeably: student  teacher, pre-service teacher, certification candidate, or just candidate to describe the  Bucknell senior’s role in the student teaching experience. All of those titles indicate that this  is a transitional, and sometimes uncertain and confusing time. At points, you will feel as  though you are not ready to assume responsibility as a teacher. At other times, you will feel  confident and prepared for a classroom of your own. Both sentiments are acceptable and  expected, and are what make this experience memorable, formative, and irreplaceable.  Whether at a high or a low, we hope that you will feel firmly supported by your mentor, your  supervisor, and the faculty and staff of the Bucknell Education Department.  

REQUIREMENTS FOR STUDENT TEACHING  

1) Previous Coursework Requirements                                                

• Several programs leading to classroom teaching are available at Bucknell  University. For a current list of available programs, and information concerning  course requirements and suggested sequence, refer to  https://www.bucknell.edu/TeachingCertification. Early and careful consultation  with advisors is necessary to ensure the proper completion of program  requirements.  

2) Student Teaching Semester Coursework Requirements                                                                      

• PreK-4 certification candidates complete their student teaching in the fall of their  senior year. Candidates should sign up for EDUC 349 Elementary Student  Teaching (3 Credits) and EDUC 449 Professional Seminar in Elementary  Education* (1 Credit) during the registration period of their junior spring.  
• Secondary students complete their student teaching in the spring of their senior year.  Candidates should sign up for EDUC 359 Secondary Student Teaching (3 Credits) and EDUC 459 Professional Seminar in Secondary Education* (1Credit) during the registration period of their senior fall.
• Candidates registering for student teaching must have previously been accepted  into Bucknell's Pre-Certification Initial Preparation Program (Pre-CIP), have a 3.0  GPA, and have secured a recommendation to proceed from the Junior Block  Team or secondary “teaching of” course.  

3) Clearances  

• All candidates must meet clearance requirements before beginning student  teaching. Expectations are district specific and may vary from year to year. The  DPE will communicate directly with each candidate regarding their status, and  will provide information and instructions. It is absolutely imperative that each  candidate collaborate and cooperate to ensure a smooth and timely start to the  student teaching semester.  

OBTAINING PA TEACHER CERTIFICATION

In order to apply for Pennsylvania teacher certification, you must meet the following criteria  (which are consistent with PA certification guidelines):  

1. Previously accepted into Bucknell's Pre-Certification Initial Preparation Program  (Pre- CIP).  
2. Regarded by Bucknell as a person of good moral character.  
3. Achieved a minimum GPA of 3.0.  
4. Completed all of the courses required for certification.  
5. Successfully completed your student teaching experience and receive satisfactory  ratings from your student teaching supervisor in all areas of the PDE 430  observation form and any additional culminating Bucknell specific evaluations  
6. Passed all certification exams required by the state (see below).  

CERTIFICATION TESTING REQUIREMENTS

Current certification testing requirements can be found on the Pennsylvania Department of  Education website:  

https://www.education.pa.gov/Educators/Certification/CertTestingRequirements/Pages/defa ult.aspx 

A link on the page will download an Excel file with tabs for all certification areas. You  should reference the second tab for Instructional certification.  

As our program is approved to prepare candidates for certification within the  Commonwealth of Pennsylvania, we are most capable of supporting you with in-state  application questions. Your supervisor and the Director of Professional Education will be  available as a reference and guide if you seek certification in additional states, but the  responsibility to navigate the process is primarily and ultimately yours.  

*Footnote: Bucknell’s professional seminar is designed to be an in-person experience, though virtual participation is possible depending on circumstances.

Many states now use edTPA as a certification assessment. You can learn more about the  requirements at edtpa.com, and on the specific state’s website. As with other testing, each  state determines their own cutoff scores for passing. Since Pennsylvania is not an edTPA state, our faculty and staff are not specifically trained in this tool. We recognize, however,  that many students will benefit from extra support in this area. The Department will host  informational sessions and provide opportunities for peer support as needed.  

STUDENT TEACHING ROLES AND RESPONSIBILITIES

STUDENT TEACHER

Student teaching is a challenging experience that requires student teachers to remain open  to feedback and flexible in their approach to instruction. In order to make student teaching  the best experience it can be, we recommend that student teachers adopt the following  attitudes and dispositions:  

• Be responsible. Student teachers are expected to attend school regularly and follow  the school district calendar. Plan to arrive promptly at school each day, and leave  when your mentor teacher is scheduled to leave. Clearly communicate with the mentor  teacher, understand her expectations, and do not hesitate to ask questions.  
• Be prepared. Student teachers are expected to develop daily lesson plans and keep  all lesson plans onsite, organized in a binder that both the mentor teacher and  Bucknell supervisor can access. Lesson plans should be prepared and approved by  the mentor teacher 24-48 hours in advance. Additionally, student teachers should  maintain a system for organizing student records and paperwork.  
• Be an active member of the classroom and school community. Learn school  routines and procedures, get to know the names of school staff, and volunteer for  duties when the opportunity arises. Take initiative. Become an active member of the  school and broader community.  
• Be professional. Student teachers are expected to maintain a professional  disposition and display integrity. Consider your personal appearance and use of  language. Develop a positive rapport with adults and children, yet maintain  boundaries. Be caring and honest, and support the overall mission of the school.

BUCKNELL SUPERVISOR

In a general sense, the job of the Bucknell supervisor is to:  

• Enhance the quality of what is learned by the student teacher by helping him/her to  assume increasing responsibility for educational decision-making.  

• The student teacher needs experience and guidance in exercising  independent judgment, in planning instruction, carrying out the plans, and  assessing the results. As the experience progresses, and with the guidance  of the Bucknell supervisor and the mentor, the student teacher begins to  assume more formal teaching responsibilities.  

• Urge student teachers to solve educational problems creatively.  

• Help student teachers analyze problem situations, pose alternatives and help  the student teacher to choose among these, and evaluate the course of  action that was selected.  
• Encourage student teachers to consider and weigh alternative approaches to  teaching problems rather than give them a single rule or method of response.  

• Evaluate each student teacher’s needs.  

• Recognize student teachers’ variability in background, academic ability and  interests.  
• Help student teachers capitalize on their strengths and remedy deficiencies,  starting "where the student teacher is" and moving with him/her as far as  possible.  

• Complete administrative tasks associated with student teaching, including:  

• Prior to the start of the semester, the Bucknell supervisor should initiate  communication with mentor teachers. Throughout the experience, the  Bucknell supervisor serves as a liaison between the mentor teacher, school  placement, student teacher, and the Education Department at Bucknell.  
• The Bucknell supervisor is responsible for running the student teaching  seminar. This begins with a two-week orientation to student teaching, which  occurs prior to the start of full-time student teaching. Once full-time student  teaching begins, the seminar meets weekly. This provides an opportunity for  all student teachers to meet, discuss and address problems, and learn from  peers.  
• Supervisors will observe student teachers on a weekly or bi-weekly basis  throughout student teaching. Following the observation, the supervisor will  conference with the student teacher. The supervisor will provide specific  feedback, and encourage the student teacher to reflect on their performance  and set individual goals for continued growth. The supervisor should use the  student teaching core competencies to guide feedback and discussion.  
• The Bucknell supervisor will coordinate initial, mid-semester, and final  meetings with mentor and student teachers. The initial meeting will provide an  opportunity for the Bucknell supervisor to review the handbook and answer questions. The mid-semester and final meetings provide an opportunity to  review mid and final evaluations, discuss progress, and set goals.  
• Finally, the Bucknell supervisor is responsible for maintaining records of  observations

and evaluations, and for completing the PDE 430 form.

MENTOR TEACHER

It has long been recognized that a good student teaching experience is potentially one of  the most significant parts of the pre-service education of teachers. The mentor teacher is a  key person in this experience. The mentor brings to life the professional aspects of the total  job of teaching through his/her interest in and understanding of the certification candidate.  He/she does this through daily supervision of classroom teaching and related  administrative and professional activities.  

The acceptance of a candidate, who soon may be a certified teacher, carries with it a major  professional commitment by the teachers, administrators, and the board of education of  that system. However, the welfare of the children and youth in the public school classroom  is paramount. The primary responsibility of the administrator and the mentor is to the pupils  and to the community that supports the school.  

Mentor teachers take on many roles. Responsibilities include:  

• New mentor teachers will participate in the on-boarding process provided by  Bucknell, which typically involves a workshop and a one-on-one meeting with the  Director of Professional Education. Returning mentors are encouraged to participate  in professional development and networking events, and to support new mentors in  their school and/or district.  
• Approximately one time each week, mentors should observe the student teacher  and provide feedback on aspects of planning, instruction, classroom management,  and assessment during follow-up conferences.  
• In addition, the mentor teacher will review lesson plans prior to their implementation.  Daily lesson plans will be organized by the student teacher, and the mentor teacher can “sign-off” after plans have been reviewed.  
• The mentor will participate in three meetings with the pre-service teacher and  Bucknell supervisor for the purposes of orientation (initial meeting), feedback,  evaluation, and goal setting (mid-semester and final meetings). The mid-semester  and final evaluations should be completed by the mentor prior to the meetings. The  evaluation can be found in Appendix M.  
• Please help your student teacher to learn as much as possible about your school,  your schedule, and your students. Please provide your student teachers with  information about logistical issues, such as the bell schedule, the student code of  conduct, your class schedule, including classes and times and the starting and  ending time of your workdays, any extra duties or assignments that are part of your schedule, the district’s schedule for the semester, provisions for eating lunch, your  school’s dress code, how possible absences should be handled, and your personal  expectations for his or her performance.  
• Please review school safety and security policies, procedures, and responsibilities  with your student teacher. Consider the following topics for discussion, even if your  student teacher may not experience these events during the placement:

  ● Fire or fire drill  

● Crisis management plan (including intruder procedures)  

● Disaster drills  

● School-wide Positive Behavior  

● Student injuries, sickness, and medical emergencies  

● Student medication distribution  

● Field trips  

● Chaperoning after-school events  

● Alcohol and/or substance use (students and teachers)  

● Unexpected early dismissals or delays  

● Student arrival, dismissal, and transitions  

● School-wide assemblies or special events

STUDENT TEACHING CALENDAR 

Pre-service teachers come to the student teaching semester with a solid knowledge base  and a variety of field experiences. Despite this readiness, adequate support and a  systematic release of responsibility is critical to a successful experience for the student  teacher, the mentor, and most importantly, for the students in their care. We believe, and  research supports, that a co-teaching model for the student teaching semester provides a  rich learning environment for all parties (Bacharach & Heck, 2010). While not mandated at  this time, we will be training new mentors to adopt a co-teaching timeline as outlined below.  Explanations of each co-teaching model and examples are included in Appendix I.  

Seasoned mentors are welcome to continue to use a traditional timeline, as suggested by  the template below, or to move to the co-teaching model. While the templates provided are  guidelines, the Bucknell supervisor will work with each partnership to ensure that the  timeline is adapted appropriately to each situation.  

Pre-service teachers should assume lead responsibilities for the classroom for 4 weeks.  With legitimate cause, the Bucknell supervisor may approve less independent time, but at  least 2 weeks are absolutely required.  

Bacharach, N., Heck, T. W., & Dahlberg, K. (2010). Changing the face of student teaching through coteaching. Action in Teacher  Education, 32(1), 3-14.

TRADITIONAL STUDENT TEACHING TIMELINE

CO-TEACHING TIMELINE  

STUDENT TEACHING: ADDITIONAL EXPECTATIONS

Bucknell certification candidates are expected to become an integral part of the  instructional staff at their respective schools. They are expected to attempt to make a real  contribution to the educational programs in which they participate. They should, therefore,  assume and accept any and all responsibilities that are commensurate with their roles as  teachers. These include in-service workshops, parent conferences, PTA meetings, and so  forth.  

In both semesters, full-time student teaching experience begins after a two-week  professional seminar. During the seminar weeks, the student teachers will spend some full  or half days in placement. The Bucknell supervisor will work with the pre-service teachers  and mentors to determine an amenable schedule.  

The Bucknell calendar for the 2024-2025 academic year:  

First Semester August 26 – December 10

Second Semester January 21 – May 5

Student teachers will follow the school calendar of the district where they are assigned.  Following the school calendar means that your vacation days will not be the same as other  Bucknell students not involved in student teaching.  

ABSENCES

Occasionally, you will have legitimate reasons for missing a day of student teaching such  as illness or emergencies. Apart from these circumstances, you are  expected to be present daily at your assigned schools.  You are required to keep a record of your attendance.  

Absences for non-health related matters should be cleared with the  Bucknell supervisor and mentor at least two weeks prior to your anticipated absence.  Student athletes should share their semester plan for missed days due to games/travel with their supervisor prior to the first day of the semester.  These absences do count towards  the total number of days. Therefore, it may be necessary to plan to continue in your  placement beyond the scheduled last day of student teaching.                        

Absence for an illness lasting longer than one day requires documentation from Student                        

Health Services. This documentation should be shared with your supervisor.

In the event of unanticipated absences due to illness or family emergency, you are  expected to call/ text both the DPE, Bucknell supervisor and the mentor teacher early in the morning  (prior to the beginning of the school day) to inform them.  

If you miss more than two days, these days will need to be made up in a manner  determined by your supervisor in consultation with the department chair. Candidates who  miss more than five days of student teaching for any reason put their recommendation for  certification in jeopardy. In these cases, a special committee consisting of the department  chair and the coordinators of student teaching will decide, in consultation with the dean, if  the student will be allowed to complete student teaching.

TRANSPORTATION

Candidates are responsible for arranging their own transportation to and from the student  teaching placement. Drivers may be reimbursed for mileage at the rate established by the  University. See Appendix G.  

MEALS

Since you will be off campus during the day, you will need to consider arranging for your  lunch. Meals may be purchased at the respective schools or, if you have a meal plan, you  can make arrangements with Dining Services to take lunch with you.  

CHANGES TO PLACEMENT DURING STUDENT TEACHING

Despite best efforts on all sides, changes to placements sometimes need to occur.  

After an initial match is made, it is possible for a mentor to be transferred to another school  or grade level during summer transitions. Even if the new grade level still falls within the  certification band it is possible that the mentor, the district, or the university may choose to  withdraw the placement offer. We will work to rematch the pre-service teacher as quickly as  possible.  

In rare cases, the candidate may choose to request a change of placement prior to the  beginning of the semester. Such a request should be made only if a significant schedule  change, personal circumstance, or travel burden develops unexpectedly. The Director of  Professional Education and the University Supervisor will decide if such a request can be  accommodated.  

Once the semester is underway, the mentor or the candidate, with serious cause, may  request a change of placement from the DPE. The DPE will meet with both parties to  ascertain the issue(s) and determine the most beneficial solution under the consultation of  the Bucknell supervisor, the Department Chair, and the District central office liaison. The  emphasis will be on ensuring the safety of and the uninterrupted learning for students, the  growth and development of the pre-service teacher candidate, and the well-being of the  mentor.

Student Teaching - Substituting

Substitute Teaching Policy for Student Teachers (ACT 91)

Bucknell University Department of Education policy regarding Act 91, Section 1219:

Permitting Student Teachers to Act as Paid Substitute Teachers While Student Teaching.

Student teachers will be permitted to act as a district substitute teacher after one satisfactory formal observation by their university supervisor and under the following conditions:

Bucknell student teachers:

1) Must be willing to act as a substitute teacher.

2) May act as a substitute teacher within their area of pending certification only, and only for a full school day (may not be pulled from placement mid-day for substitute coverage)

3) May not work as a substitute more than 10 days of the student teaching semester in order to meet the student teaching expectations and competencies

4) Must notify their university supervisor immediately upon accepting a substitute teaching request

A student teacher is not obligated to act as a substitute teacher during the student teaching semester, but those who wish to pursue employment as a substitute should inquire about the process to obtain the Substitute Teaching Permit for Prospective Teachers with the district in which they are placed. Student teachers seeking this permit will follow the hiring process and expectations for employees in their placement District.

TERMINATION OF STUDENT TEACHING

A candidate may be removed from a placement for a number of reasons including but not  limited to the following: excessive absences, failure to make adequate progress, failure to  follow the recommendations of the Bucknell supervisor, failure to follow the  recommendation of the mentor teacher, lack of preparation, and failure to follow school  rules or procedures. While removal from student teaching is rare, our first responsibility is  to the students in the classrooms where you will be teaching, and therefore your placement  in a particular classroom or setting is always contingent upon your ability to meet university  and district expectations. In the event that a university student is removed from student  teaching, there is no guarantee that the student will graduate on time.  

GRADING

In determining grades for student teaching (EDUC 349/EDUC 359), supervisors use the criteria  outlined in this handbook, the Bucknell University and PA statewide evaluation forms  (Appendix N), as well as the Bucknell attendance policy (p. 23). Grades can range from A  to F as in any other university course. In this regard, it is important to note that the Grading  criteria for student teaching is outlined in Appendix H. Individual Bucknell supervisors may  add criteria to this list. Seminar grading criteria are outlined on the EDUC 449 syllabus.  

RECOMMENDATION FOR CERTIFICATION

A grade given in student teaching and the recommendation for certification are two different  but related things. Grades for student teaching are based only on the work completed  during the student teaching semester. Recommendation for certification is based on the  student having completed the approved program of study for the certification being sought  and the successful demonstration of the prescribed role competencies. In addition, the  certification candidate must be a “person of good moral character” and must be a person  who “possesses those personal qualities and professional knowledge and skills that  warrant issuance of the requested certificate” as per state law. It is the certification  candidate’s responsibility to satisfy all of these criteria. Thus, it is possible that a candidate  could complete student teaching with a passing grade and still not meet all of the criteria  necessary for receiving a recommendation for certification.  

STUDENT TEACHING ASSIGNMENTS

UNIT AND LESSON PLANNING

The approach and format used for unit and lesson planning are consistent with those  recommended by Jay McTighe and Grant Wiggins in Understanding by Design (1999).  Student teachers are required to complete unit and lesson plans with a high degree of  detail and thus may be asked to revise plans that need greater analysis and planning.  There are two reasons for this level of detail. One is that unit and lesson plans need to be  thoroughly transparent such that substitutes or your mentor teacher could implement the lesson should you not be able to attend school due to illness or another excused absence.  Second, pre-service teachers are still developing their ability to carefully construct thorough  lessons and thus need to think through all the details such as questioning, transitions  between subjects, grouping students, and the like.  

Most of a unit plan should be your original work. Carefully cite references for whatever you  borrow or adapt; this includes ideas and materials adapted from your mentor teacher.  

The specific criteria for this assignment will be provided by the Bucknell supervisor. See  Appendix J for a Unit Plan Template, and Appendix K for a Lesson Plan Template.  

       LESSON PLANNING For Scripted Direct Instruction Lessons

      When students are planning for teaching using scripted direct instruction lessons, there are different

      considerations to be made than when developing unit plans/lessons.  Please use the template in Appendix      

     K for designing those lessons or click here.   

PORTFOLIO ASSIGNMENT

During your student teaching semester, you will be asked to demonstrate a variety of  competencies that, taken together, ensure that you are on your way to becoming an  excellent teacher. Your portfolio will be one explicit way of demonstrating to yourself, your  Bucknell supervisor, and to prospective employers that you possess the skills and abilities  required for certification in a variety of competency areas. The education departmental goals and the Pennsylvania teacher preparation competencies provide a framework for you to organize and represent  your growth as a teacher throughout your participation in the Bucknell teacher education  program. Your portfolio should document the evolution of new understandings in these areas over  time, in single accomplishments, and in your own reflections about your learning. Use the Bucknell Digication platform for your electronic portfolio. A template can be found here.  

Portfolio Guidance:

The following questions are meant to assist you in the development of your portfolio.  

1) What are the primary goals of the Program Portfolio?  

Your Program Portfolio is a cumulative record of your learning and the development of your  professional practice throughout your participation in Bucknell’s teacher education program.  The Program Portfolio will serve as the culminating assessment of your work in the  program. The Program Portfolio is to be comprehensive with respect to the program goals  listed above, drawing on Bucknell coursework, field experiences, student teaching, and  other relevant experiences.  

2) What goes into my Portfolio?  

The Bucknell Teacher Education Program Portfolio is comprised of artifacts, each  accompanied by a written reflection. There are many types of artifacts that you may choose  to include, such as: lesson/unit plans, observation notes, journal entries, assessments,  notes from students, and photographs, just to name a few. For each artifact, you must  include a written reflection which tells the reader what the artifact is, where it came  from, why it is important to your professional development, and how it fits into your  view of teaching and learning.  

3) What are artifacts? Where do they come from?  

An artifact can be virtually anything that represents some aspect of your teaching practice  or some aspect of your growth and development as a teacher. Artifacts may be things that  are “produced” by you (e.g. your curriculum unit) or things that are “found” in your teaching  practice (e.g. a piece of student work or a note from a parent). Other examples of artifacts  

include sample lessons and assessments, papers written for education or other classes,  selected journal entries, notes from observations of you or by you, video or audio tapes  accompanied by transcripts of relevant passages, and photographs or any other  representation of your teaching or learning.  

4) How many artifacts should I include?

Since each artifact may demonstrate more than one goal or fulfill more than one purpose in  your Program Portfolio, there is no predetermined requirement for the number of artifacts  included in the final document. Instead of thinking about how many artifacts you include in  your Program Portfolio, consider what you need to include in order to create a rich and  detailed picture of who you are as a teacher, and how this representation might also  demonstrate the extent to which you have met the program goals of Bucknell’s Teacher  Education Program. Your supervisor will give you feedback on this question (and others, of  course), as you develop your Program Portfolio.  

5) How do I reflect on an artifact? What makes a reflection good?  

It is crucial that your reflections go beyond simply describing the source or nature of the  artifact to which they are attached. A good reflection begins with such a description as an  introduction or identification of the artifact, but then goes on to delve more deeply into the  meaning and significance of the artifact as a representation of your professional practice.  Focus on why you decided to include this particular artifact, what you want readers to see  by looking at your experience through the lens of this object. Consider each reflection a  thoughtfully crafted explanation of the rationale for including the relevant artifact. The length  of these reflections may differ according to the artifact (some may require more explanation  than others), but one to two pages would be an appropriate length.  

6) When should I start working on my Portfolio?  

You will begin to format your Portfolio during Junior Block, gathering and organizing  possible artifacts from your work in the program to date. During your student teaching  semester, you will formalize and complete the Portfolio. Gathering these artifacts and beginning to reflect on them, as well as  thinking about how to structure and organize your Portfolio is an ongoing task, and the  student teaching seminar will provide a focal point for the process.  

7) How will my Portfolio be assessed?  

In assessing your program Portfolio, your supervisor will examine the extent to which you  (1) provide the reader with a clear rationale for why you have organized and presented your  Portfolio in the way that you have; (2) address the PA teacher preparation competencies and Bucknell teacher certification program goals; (3) show growth and  creative risk-taking; (4)·demonstrate your awareness of the complexities of teaching  through in-depth reflection on your professional practice; and (5) articulate a vision of  teaching which is coherent and consistent across the various components of your Portfolio.  Recommendations for certification are contingent upon the completion of a Portfolio that  receives your student teaching supervisor’s approval.  

8) Who will see my Portfolio?  

Your supervisor and adviser (these may be the same person for some individuals), your  mentor teacher(s), and fellow students in your seminar will be the primary audience for your Portfolio. In addition, there is a Portfolio Exhibition that will take place near the end of your  student teaching semester. During this Exhibition you will display and explain the contents  of your Portfolio to members of the Education Department, other student teachers, students  preparing to teach, as well as anyone who attends the exhibit. We will keep the link to your  portfolio on file in the Education Department as documentation of your completion of this  aspect of the Bucknell Teacher Education Program. This becomes the official record of  your work in the program and may be shared with supervisors, other faculty members, or  members of state or national accreditation teams as a part of our effort to reflect on and  improve the program.  

During your student teaching seminar, you will work with other candidates and with your  supervisor to develop ideas about what kinds of materials might be most effective in  proving your competency in each of the required areas. With the addition of your resume,  transcript, and clearances, your Portfolio should be ready to show employers as you  interview for teaching positions.

        Go-React Video Assignments

Go-React is a platform for safely and securely recording and videos of teaching. During junior block, secondary field placement and student teaching, preservice teachers will be required to complete several video self-analysis assignments using this platform. IPads and tripods are available for these assignments.

Rationale: Video-analysis is an evidence-based strategy for improving the instructional and  classroom management practices of teachers. Additionally, video-analysis provides an  opportunity for the student teacher to view their instruction and student engagement from a  different perspective, and without the “in the moment” pressures a teacher experiences  when actively instructing.  

Guidance: Your Bucknell supervisor will provide you with specific guidance on procedures,  and both the supervisor and mentor teacher will provide scaffolded support for guided  reflection and feedback.  

EDUCATIONAL EXPERIENCES CHECKLIST

At the discretion of your student teaching supervisor, you will likely be asked to complete a minimum of ten educational experiences on the student teacher activity checklist. The Bucknell  supervisor will provide time for related self-reflection and discussion in class, and/or may  have you respond via writing reflection or video blog entry. In your responses, consider how  the specific experience broadens your perspective of the field, your school or community,  the roles of school faculty/staff, and/or the school experiences of children.  

Rationale: Each checklist item will provide you with an opportunity to analyze a classroom or school-related event, and broaden your perspective on the community, children, teaching, and learning.  

Guidance: Mentor teachers can provide guidance when needed. Student teachers may  need support making arrangements.  

Checklist Items  

• Shadow a student for a day  
• Participate in an IEP and/or 504 plan meeting  
• Attend “Back to School Night” (if applicable)  
• Attend a school board meeting  
• Attend a faculty meeting  
• Interview the school nurse, social worker, and/or school counselor
• Observe a related service (Speech and Language, Occupational Therapy etc.)    
• Observe and/or interview a special education teacher and/or ELL teacher  
• Attend a community event (e.g. football game, school play or concert)  
• Ask a school administrator to observe you and offer feedback  
• Respond to a specific classroom or school event  
• Participate in school in-service/ professional development
• Attend a unified arts class
• Attend a whole school assembly
• Attend a PTO meeting or event
• Attend a committee meeting ( eg. curriculum, technology, school safety)
• Interview a school bus driver and ride the bus route
• Eat lunch in the cafeteria and interview a food service worker
• Interview the school secretary
• Interview the school librarian/spend time in the library to see how it is utilized by students, teachers, parents
• Examine the school's website, social media and other whole school communications
• Other pre-approved ideas

Checklist Tracker  

Complete a minimum of 10 educational experiences.

OTHER ASSIGNMENTS

Beyond daily lesson planning, the development of a unit plan, and the development of a  portfolio, Bucknell supervisors will also require pre-service teachers to complete additional  assignments. The purpose of these assignments is twofold: first, they help the candidate to  approach and solve educational problems; second, they improve the candidate’s ability to  link theory to practice. See the EDUC 349/EDUC 449 (BSED) or EDUC 359/EDUC 459 (secondary certification) course syllabi for a description of  any additional required assignments.  

EVALUATION OF STUDENT TEACHING  

During the student teaching experience your Bucknell supervisor and mentor teacher will  be providing you with feedback designed to assist you in acquiring and habituating the  competencies associated with effective instruction. In observing your teaching, the Bucknell  supervisor and your mentor may use a variety of observation instruments. Each instrument  evaluates a different aspect of your teaching. Supervisors may use a number of different  instruments throughout the semester. Your supervisor may conduct a pre-observation  conference with you to see if you have particular goals or behaviors regarding which you  wish the supervisor to focus on and/or collect data during the observation.  

In addition to regular observations, you will be formally evaluated by both your mentor and  supervisor at the midpoint and at the end of your student teaching experience. The  evaluation criteria are taken directly from the Pennsylvania Department of Education’s  student teaching competencies, and can be found on the evaluation form in Appendix A.  The mid-point evaluation is especially formative, and should be used to establish areas of  particular strength as well as to target specific goals for further development. The  summative evaluation at the conclusion of your experience will demonstrate your overall  growth and progress toward stated goals. Rather than a judgment of your teaching  potential, we encourage you to consider these evaluations as constructive and formative  feedback that is intended to help you prepare for your professional career.  

Also at the midpoint and conclusion of the placement, your supervisor will complete the  PDE 430, which is required by the state for certification. The form can be found in Appendix  M. The supervisor will use observations, lesson plans, assignments, conversations, and  other similar evidence to rate your progress. While the form is an official, required  document, it is for internal use only, and will not be shared with other faculty, prospective  employers, or other institutions. The forms are kept on file in the department, are  referenced by the department certification officer when approving certification applications,  and may be reviewed by the state during major reviews of Bucknell certification programs.  Supervisors must meet with you to review the document, and you are required to sign the  form following the review. The signature is not necessarily an agreement with the ratings,  but rather an acknowledgement that the evidence and ratings have been thoroughly  reviewed and explained.

APPENDIX A: COMPETENCIES STAGES 1-3  

Field Experience Competencies from the Pennsylvania Department of Education

APPENDIX B:  Stage 3 Field Experience Observation Form

Date:                        Site:                                Candidate:

APPENDIX C: FIELD EXPERIENCE FINAL EVALUATION 

Date:                                               Candidate:                                                     Reviewer:  

Field Experience Final Evaluation – Stage3: Pre-Student Teaching

Instructions: Please rate the candidate’s competencies in each domain on the attached rubric using the criteria listed below. Please assess the candidate according to their end of semester performance.

A. Planning and Preparation                                                                                                                      The candidate demonstrates:

1. Adequate knowledge of content, and related research- based pedagogy, based on sound educational psychology principles.  
2. Adequate knowledge of Pa. Pre-K-12 Academic Standards and the ability to use them to guide instructional planning.  
3. Adequate knowledge of the age and/or related characteristics of their students and the ability to use this knowledge to plan instruction.  
4. The ability to use formative and summative assessments to adapt learning goals that  match individual student needs.  
5. The ability to plan instruction using appropriate resources, materials, technology and  activities to engage students in meaningful learning based on their instructional goals.

B. Classroom Environment                                                                                                                         The candidate:  

1. Maintains a culture which values the development of meaningful, caring, and respectful relationships between teacher and students, and among students.                                  
2. Recognizes and supports the role of the prepared classroom environment as a necessary element to support optimal learning opportunities.  
3. Uses classroom resources to support equity and maximize learning opportunities, which are age-, gender-, individually-, culturally- and ability-appropriate.  
4. Assesses classroom resources in order to make adaptations and accommodations  required to differentiate instruction for all learners.  
5. Identifies opportunities for productive family and community contact.  
6. Demonstrates knowledge of and acts to support systems for student transitions, as well as procedures and routines for instructional and non-instructional responsibilities.

C. Instructional Delivery                                                                                                                              The candidate:  

1. Uses effective verbal and non-verbal communication techniques.                                         
2. Uses effective questioning and discussion techniques.                                               
3. Uses a variety of age-, gender-, individually-, culturally-, ability- and skill-appropriate  instructional strategies, which reflect evidence of student engagement, new learning and assessment.
4. Uses technology as an effective teaching and learning tool.
5. Provides appropriate progress feedback to students in a timely manner.                                        
6. Uses active student engagement during instructional delivery.                                                       
7. Uses formal and/or informal assessment to measure student responsiveness to  instruction.
8. Constructs thoughtful and accurate assessment of a lesson’s effectiveness and the  extent to which learning goals were achieved and can offer alternative actions if  necessary.
9. Clearly communicates instructional goals, procedures and content

D. Professional Conduct:                                                                                             The candidate:  

1. Initiates communication with the cooperating teacher regarding instructional and non-instructional record keeping, procedures and routines, and timelines;  including, but not limited to, grading, attendance, lesson plans, parent communication, and inter-school needs.                                                                                            
2. Demonstrates knowledge of and participates in district, college, regional, state  and/or national professional development growth and development opportunities.                                                                                                           
3. Exhibits integrity, ethical behavior and professional conduct as stated in the “PA  Code of Professional Practice & Conduct for Educators,” as well as local, state  and federal laws and regulations.  
4. Applies safety precautions and procedures  
5. Complies with school policies and procedures regarding professional dress, attendance, punctuality and the use of technology.  
6. Develops and maintains professional relationships with school colleagues.

E. Assessment                                                                                                               

The candidate:  

1. Identifies and reports on various kinds of assessments used in instruction  including formative, summative, benchmark, behavioral, diagnostic, cognitive,  affective and psychomotor.  
2. Makes norm-referenced and criterion-referenced interpretations of assessment  results.  
3. Applies interpretations to inform planning and instruction for groups and  individual students.  
4. Applies interpretations of status (PSSA) and growth (PVASS) assessment  models to inform planning and instruction for groups and individual students.  
5. Constructs assessments to match cognitive, affective, behavioral and/or psychomotor curricular goals.
6. Constructs assessments to match curricular goals along a continuum of  complexity (e.g. Bloom’s taxonomy).  
7. Assesses their own professional growth through focused self-reflection.  

F. Knowledge of Diverse Learners                                                                                                              The candidate:  

1. Reports on the unique characteristics and learning needs of diverse learners  (age, gender, culture or ability) in the classroom.  
2. Recognizes and supports elements of a positive learning environment that values  and models respect for all students.  
3. Differentiates instruction to meet the needs of diverse learners that promotes  successful educational performance.  
4. Recognizes policies and procedures designed to ensure that all students,  particularly those traditionally underserved, are valued in the school.                                         
5. Reports on effective practices and opportunities designed to communicate with  and engage families, caregivers, and the broader community.

Date:                                 Candidate:                                 Reviewer:  

In domains met with distinction or satisfactorily met, please note the candidate’s particular  strengths (use separate sheet if needed).  

In domains inconsistently or unsatisfactorily met, please provide examples and make  suggestions for improvement (use separate sheet if needed).  

What skills should the candidate focus on during student teaching? Any suggested goals?

                                                                                                                                                          APPENDIX D: FIELD EXPERIENCE TIMESHEET 

Completed by student, signed by Mentor Teacher, and submitted to Director of  Professional Education  

Name:  

Semester:

School/Grade:  

Total Number of Hours Completed (Stage 1 & 2): ________ 

Total Number of Days Completed (Stage 3 & 4): ________

APPENDIX E: FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA)  

The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."

• Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.
• Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information.
• Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31):

• School officials with legitimate educational interest;
• Other schools to which a student is transferring;
• Specified officials for audit or evaluation purposes;
• Appropriate parties in connection with financial aid to a student;
• Organizations conducting certain studies for or on behalf of the school;
• Accrediting organizations;
• To comply with a judicial order or lawfully issued subpoena;
• Appropriate officials in cases of health and safety emergencies; and
• State and local authorities, within a juvenile justice system, pursuant to specific State law.

Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.

For additional information, you may call 1-800-USA-LEARN (1-800-872-5327) (voice). Or you may  contact us at the following address:  

Family Policy Compliance Office  

U.S. Department of Education 400 Maryland Avenue, SW Washington, D.C. https://www2.ed.gov/print/policy/gen/guid/fpco/ferpa/index.html  (8.25.21)

APPENDIX F: LIABILITY INSURANCE INFORMATION

Statement on Professional Liability of Student Teachers and Education Majors  

School Districts and their personnel are responsible for ensuring the safety and  protection of students. Teacher education candidates completing field experiences or  student teaching may be accused of negligence or other wrongdoing if an accident or  injury occurs to a student in their care. The fact that the candidate does not believe s/he  did anything wrong will not necessarily prevent such an accusation from being made.  Careful and well-intentioned people find themselves involved in lawsuits.  

Bucknell University’s general liability (GL) coverage DOES extend to students  who are serving in an internship capacity within the scope of their academic  requirements. For further information on the university’s coverage or to obtain a  Certificate of Insurance (COI), contact the university’s Director of Risk  Management and Insurance.  

Students may purchase professional liability insurance on their own if they choose to do  so. Many professional organizations offer students such liability coverage as a benefit of  membership. Securing liability insurance is a simple process.  

• Liability insurance may be purchased through any appropriate insurance carrier.  
• You may contact your family’s insurance company and ask about a “rider”  covering this form of liability. These typically cost $25 to $100.  
• You can go on-line through the professional organizations AAE, KEYTA, PSEA,  CEC, MENC, etc.
• Student AAE membership www.aaeteachers.org includes $2 million liability  insurance for an annual fee of $25.
• Student KEYTA membership www.keyta.org includes $2 million coverage for an  annual fee of $30.  
• Student PSEA membership www.psea.org includes $1 million liability insurance  (1-year membership = $30, 2-year membership = $53, 3-year membership = $73,  and 4-year membership = $90).

APPENDIX G: TRANSPORTATION  

Students are responsible for arranging their own transportation to and from field  placements and student teaching sites. The Director of Professional Education (DPE)  will make strategic placements, provide suggestions, and support students as possible,  but field experience is a vital component to the teacher preparation program as well as  the individual courses requiring fieldwork. Students are expected to find solutions to  transport problems.  

If a student driving a non-Bucknell vehicle to or from a field placement or student  teaching site is in an accident, the university's automobile insurance will not  cover any property damage or personal injury (including to passengers in the  student’s or other vehicles), regardless of who caused the accident. Students  should understand the terms of their personal automobile insurance policies  prior to undertaking such travel.  

In some cases, students may request transportation accommodations through the  Education Department, including a driver/Bucknell vehicle reservation. Specific needs  should be discussed with the DPE.  

The Education Department will reimburse students for transportation costs associated  with their attendance at assigned field placement and student teaching sites. Forms to  report details of destinations and mileage can be found on the department website or in  the Education Office.  

Completed forms must be submitted to the Academic Assistant to obtain  reimbursement. Claims for transportation reimbursement must align with records of  assigned field placements maintained by the DPE/Supervisor and/or Department Chair.  

Mileage form - click here.

APPENDIX H: GRADING

What Does A Grade Mean in Student Teaching?  

Your student teaching evaluation is on the Pennsylvania Teacher Preparation Competencies. Specifically, the following  descriptions and criteria have been established by the Bucknell Education Department  for the following grade assignments. Individual Bucknell supervisors may elect to add  elements to each grade.  

A This candidate has demonstrated exceptional quality as a beginning professional. Just  as s/he is, this candidate would be an immediate asset to the school system that employs  him/her. The Department can recommend this candidate to a prospective employer without  reservation. This person meets or exceeds professional standards as listed in the exit criteria in  the Student Teaching Handbook. While this candidate has made mistakes and taught some  unsuccessful lessons, s/he is a reflective practitioner who can adjust her/his behavior and  instruction as needed. He/she can self-correct, and will immediately incorporate suggestions for  improvement into her/his behavior. In particular, this candidate:  

• Demonstrates significant content expertise. Lessons regularly show evidence of outside reading and research;  
• Regularly identifies the big ideas in the content to be taught, and formulates essential  questions that spark students’ intellectual curiosity;  
• Creates interesting activities designed to help students understand important concepts.  Communicates articulately with students, parents, and other professionals using nearly  flawless grammar, spelling, and vocabulary;  
• Demonstrates an awareness of students’ responses to the lesson and off-task behavior  and can adjust his/her behavior to correct problems as they occur;  
• Possesses excellent interpersonal skills in interactions with students, parents and other  professionals. This teacher will be an effective team player in a work situation.  

B This candidate is a solid beginning teacher, and the Department would feel comfortable  recommending this person for employment. S/he has demonstrated a strong work ethic and  has made steady improvement during the course of student teaching, accepting and acting  upon constructive feedback. While improvement has been noted, some areas continue to need  work, but we believe that additional experience and mentoring would resolve these issues.  Currently, there are weaknesses in one or more of the following areas:  

• Lessons are often structured at the basic recall level and based mostly on textbook  knowledge. Content area knowledge is not yet sufficiently strong, so enduring  understandings are not identified and communicated to students, and essential questions  often go unasked;  
• Standard English is usually evident in oral and written communication and materials for  students. Grammar, spelling and usage errors are occasionally evident in written materials  and oral presentations;  
• Inappropriate student behavior sometimes occurs unnoticed or unchallenged, or students  are unengaged in classroom activities. The student teacher sometimes has trouble  monitoring student behavior while also trying to teach;  
• The student teacher continues to have some difficulty modifying or adjusting his/her  behavior based on the reactions of students to the instruction.  

C or below This candidate is not ready to assume responsibility for his/her own classroom  and students for one or more of the following reasons:

• The candidate lacks sufficient content knowledge to explain concepts effectively.  Information presented is often superficial or even incorrect;  
• The candidate is unable to regularly design effective lessons; he/she is unable to convey  what is known or what is expected of students. Essential lesson elements continue to be  missing from lesson plans and unit designs;  
• The candidate has not mastered the rudiments of classroom organization and behavior  management. S/he often seems unaware of students’ lack of engagement or attention.  He/she is unable to monitor student behavior and engagement while teaching, and is often  unable to modify inappropriate behavior;  
• The candidate is not self-reflective, and is often unable to use constructive feedback to  make adjustments in her/his own behavior as warranted. He/she often does not see a  problem unless it is pointed out;  
• The candidate is not coachable. Problems identified by the cooperating teacher or  University supervisor are often argued or debated, rather than corrected;  - The candidate does not demonstrate acceptable interpersonal skills, especially with  students, parents, and other professionals in the school;  
• Required assignments are incomplete, or do not demonstrate sufficient care or attention;  The candidate’s lack of attendance has made it impossible to assess her/his competency.

APPENDIX I: CO-TEACHING MODELS AND EXAMPLES

One Teach - One Observe  

• What it looks like

• This is a co-teaching model, so it necessitates active participation for both  parties  
• Both teachers meet prior to the lesson to discuss goals and plan/review  the lesson. The one teaching in this model may have a requested focus  for the observation, or the observer may wish to suggest a focus.  
• During the lesson, the teaching partner leads the students as planned,  and the observer takes a strategic location best suited to the desired focus  o After the lesson, the observer shares the data collected and provides  relevant feedback. Follow-up plans can be developed as needed.  

• Examples 

• Data collection  

• Individual Student  
•  Behavioral (i.e. for Intervention or FBA)  
• Academic (i.e. for Intervention or IEP)  
• Whole Group  
• Participation Rates  
• On-task/off-task Rates  
• Verbal Flow  
• Teacher-Based  
• Classroom Movement  
• Interval Sampling  
• Questioning technique  

• Pedagogical Development  

• Teaching partner may be attempting a new strategy and wishes  observer to provide feedback  
• Teaching partner may be demonstrating a strategy that the observer wishes to learn  

One Teach - One Assist  

• What it looks like  

• Both teachers meet prior to the co-teaching lesson to discuss goals and  review the lesson. Together, the teachers decide how one can assist and  support the instruction provided by the other.  
• The role of the assisting teacher may be general, or very focused on a  particular student, group of students, concept, or predicted area(s) of  difficulty.  
• After the lesson, the assisting teacher can debrief with the lead teacher,  sharing observations, conversations, and student experiences and depth  of learning.
• This model is useful in the beginning of the student teaching experience to  acclimate the pre-service teacher to the classroom routines and  procedures and to build knowledge of and rapport with students.  
• The model is also helpful at the end of student teaching when transitioning  primary responsibility back to the mentor teacher  

• Examples  

• Assisting teacher anticipates the next steps of the lesson, preparing the next  materials, technology, etc.  
• Assisting teacher circulates through classroom, redirecting behavior,  providing support, checking progress  
• Assisting teacher monitors time and provides pre-established time cues to  help pacing  

Station Teaching  

• What it looks like  

• This co-teaching model works well in a Literacy or Math Block, or during an Intervention period.  
• Pre-conferencing, as always, is essential to mesh ideas, goals, and strategies. Grouping methods should be discussed and planned.  
• Reviewing assessment and classroom data during this planning process  can help clarify objectives.  
• During instruction, each teacher works with a small group simultaneously.  Other students may be doing independent activities.  
• Groups can work on the same content at different levels, or can work on  topics or concepts to reteach, reinforce, or extend.  
• Station Teaching can readily enable differentiated instruction at any grade  level  
• Station Teaching is a useful model throughout student teaching. The pre-service teacher can use mentor-created lessons in the beginning, then  develop her own as independence grows, eventually taking the lead and  providing lessons for the mentor’s station.  

• Examples  

• During Literacy Block, one teacher reads an at-level text with a group of 4  students, using the text to focus on a Key Ideas and Details standard  while the other teacher uses a different text at the appropriate level for  another group of students to solidify the same standard. Other students  may be working independently or in peer learning stations.  
• Following a whole class mini-lesson in Algebra, students are grouped  strategically to work through related problems. The co-teachers lead  different stations as the students circulate through. During planning,  teachers may have prepared different cues or supports depending on  group or individual needs. Teachers are collecting observational data as  they work in groups to discuss during the lesson debrief.

Parallel Teaching*  

• What it looks like  

• The planning phase of this model is critical, especially in establishing  overall goals and determining grouping strategies.  
• Each teacher may teach the same lesson to different groups of students,  or may employ different approaches with the same lesson objective.  o Groupings may be heterogeneous or homogeneous depending upon  instructional goals.  
• In larger classes, parallel teaching allows for a smaller instructional ratio
• This co-teaching model is an excellent opportunity to focus on the lesson  itself. When both teachers use the same method with different students,  the debrief can reveal sequencing strengths and weaknesses, as well as  important notes regarding pace and depth. When the teachers employ  different approaches for the same objective, the pros and cons of each  method can be explored  
• This model is also helpful as pre-service teachers gain independence. 

Parallel teaching is a good stepping stone between acting in an Assistance role and acting as the lead.  

• Examples  

• A mentor has been looking for a new approach to an upcoming tricky  concept. After discussing it with his pre-service teacher, he wants to  attempt a suggestion she made. They decide to use her method with one  group of students and the mentor’s approach with the other and provide  the same exit slip assessment to both groups for comparison.  
• A pre-service teacher is nearing the independent phase, but lacks  confidence. He and his mentor plan a lesson together, and use the parallel  teaching model to give the pre-service teacher a smaller group to start  independent instruction.  
• Teachers co-plan a math lesson on adding fractions. Using formative 

assessment data, they decide to instruct some students using  

manipulatives for additional scaffolding, while introducing and  

understanding the algorithm with the other group.  

* A variation of Parallel Teaching, sometimes called Alternate Teaching, separates the  class into two groups, with one group being much larger than the other. In this variation,  the large group works on a concept entirely separate from the smaller group. This  variation can be useful in some circumstances (for benchmarking, oral exams, writing  conferences, or group project meetings) but can be difficult if the large group is moving  forward with content that the smaller group will need to know, or if the smaller group  appears to be exclusive in any way to the larger group.

Team Teaching  

• What it looks like:  

• This model resembles what most likely envision with co teaching. Both teachers plan and instruct together as a team.  
• This can be an extremely useful model for an interdisciplinary lesson, with  teachers with different content expertise each contributing to reach a  larger learning objective  
• When used well, this model can increase student engagement, as the  interaction between teachers can stimulate learners and model and  encourage greater cognitive demand.  
• Team Teaching allows each teaching partner to play to their strengths. It  can also allow students to experience different styles and perspectives,  which may lead to better overall learning  

• Examples  

• An English teacher and a History teacher team teach an introductory  lesson as a hook for a parallel unit on the World War II era. The objective  for both units is to develop analytical skills to distill perspective from fact in  historical accounts.  
• Students are preparing for a debate as a culminating learning experience.  The co-teachers decide to team teach a lesson in debate structure, which  will include some demonstrations to model expectations.  
• Teachers in a 2nd Grade classroom decide to team teach a Science 

 lesson. The extra hands make the circuit demonstration run more  

smoothly, and both teachers can model scientific observation and  

exploration skills.

APPENDIX J: UNDERSTANDING BY DESIGN UNIT

From:  Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development      ISBN # 0-87120-313-8 (ppk)

APPENDIX K: LESSON PLAN TEMPLATES 

Lesson Preparation - Scripted Lesson

Directions: This lesson preparation activity can be used in lieu of creating a lesson plan when you are preparing to teach a direct instruction lesson from a scripted or curriculum guide. The following steps can be taken to ensure that you are well prepared to deliver your lesson at an appropriate pace, and that your delivery is interactive with appropriate monitoring, feedback, and practice.  

Delivering Instruction and Active Participation:

1. Do I need to review any pre-requisite skills?
2. How will I provide appropriate models?
3. What questions will I ask students to monitor progress?
4. How will I elicit responses to make the lesson interactive for all students?
5. What scaffolds will I use to guide student understanding?
6. How will I provide feedback throughout the lesson?

Classroom Management Considerations:

1. What prompt/ pre-correction will I provide at the start of the lesson to remind students about any behavioral expectations?
2. How will I reinforce desired behavior?
3. Are there any anticipated behavioral concerns, and how can I be proactive in setting up students for success?

Student Considerations:

1. Do I need to differentiate instruction?
2. What individual student accommodation should I consider?

Formal Observations Pre-Reflection

1. What specific practices would you like me to watch for today?
2. Is there any background information that would provide context for this observation?

APPENDIX L: BSED/SECONDARY CERT. PROGRAM RUBRIC  

Name of Student:  

Concentration:  

Area:  

Semester/Year:  

The completion of this portfolio, a required component for cert. programs in Education,  offers evidence that you possess the following requisite knowledge and skills that the  Education Department has determined are essential. A minimum of 2 artifacts are  required for each competency to demonstrate evidence that you possess the following  knowledge and skills:  

This portfolio is an attractive, creative representation of you as a professional person,  whether entering the work world or graduate school.  

______Not Met _____Met  

APPENDIX M: MID-SEMESTER AND FINAL STUDENT TEACHING EVALUATION

Student Teaching Evaluation

Competency Domains and Indicators from the Pennsylvania Department of Education

Mentor: Considering each domain and the specific indicators listed, please mark the appropriate column in each row based on what you have observed about your pre-service teacher’s practice and behavior. If a competency indicator is not applicable to your situation, please write N/A in the “Notes or Comments” column.

APPENDIX N: STATEWIDE EVALUATION FORM

APPENDIX O: CODE OF CONDUCT

PDE Code of Professional Practice and Conduct for Educators

§ 235.2. Introduction.  

a. Professional conduct defines interactions between the individual educator and students, the  employing agencies and other professionals. Generally, the responsibility for professional  conduct rests with the individual educator. However, in this Commonwealth, the Professional  Standards and Practices Commission (PSPC) is charged with the duty to adopt and maintain a  code for professional practice and conduct that shall be applicable to any educator. See section  5(a)(10) of the Educator Discipline Act (act) (24 P.S. § 2070.5(a)(10)).  

b. In recognition of the magnitude of the responsibility inherent in the education process and by  virtue of the desire to maintain the respect and confidence of their colleagues, students, parents  and the community, educators shall be guided in their conduct by their commitment to their  students, colleagues and profession.  

c. Violations of any of the duties prescribed by this chapter may be used as supporting evidence in  disciplinary proceedings conducted by or on behalf of the PSPC under the act. Violations of this  chapter may also be an independent basis for a public or private reprimand. Discipline for  conduct that constitutes both a basis for discipline under the act and an independent basis for  discipline under this chapter shall not be limited to a public or private reprimand. Nothing in this  chapter shall be construed to otherwise limit the Department of Education's authority to initiate an  action under the act to suspend, revoke or otherwise discipline an educator's certificate or  employment eligibility, or both.  

d. Nothing in this chapter shall be construed or interpreted to require an educator to violate any of  the doctrines, tenets, policies, or practices of any religious or religiously-affiliated school in which  that educator is employed.  

§ 235.3a. Definitions.  

The following words and terms, when used in this chapter, have the following meanings, unless the  context clearly indicates otherwise:  

Act—The Educator Discipline Act (act) (24 P.S. §§ 2070.1a—2070.18c).  

Boundaries—The verbal, physical, emotional and social distances between an educator and a student.  Educator—As defined in section 1.2 of the act (24 P.S. § 2070.1b).  

Electronic communication—A communication transmitted by means of an electronic device such as a  telephone, cellular telephone, computer, computer network, personal data assistant or pager, including  e-mails, text messages, instant messages and communications made by means of an Internet web  site, such as social media and social networking web sites, or mobile device applications.  

Harm—The impairment of learning or any physical, emotional, psychological, sexual or intellectual  damage to a student or a member of the school community.  

School entity—As defined in section 1.2 of the act (24 P.S. § 2070.1b).  

Sexual misconduct—As defined in section 1.2 of the act (24 P.S. § 2070.1b).

Unauthorized drugs—Any controlled substance or other drug possessed by a person not authorized by  law to possess such controlled substance or other drug.  

§ 235.5a. Commitment to students.  

a. The primary professional obligation of educators is to the students they serve.  b. In fulfillment of the commitment to students, educators:  

1. Shall exercise their rights and powers in good faith and for the benefit of the student.  2. Shall maintain appropriate professional relationships and boundaries with all students at all  times, both in and outside the classroom.  

3. Shall not sexually harass students or engage in sexual misconduct.  

4. Shall exert reasonable effort to protect students from harm.  

5. Shall not intentionally expose a student to disparagement.  

6. Shall exhibit consistent and equitable treatment and shall not unlawfully discriminate against  students.  

7. Shall not interfere with a student's exercise of political or civil rights and responsibilities.  8. Shall not knowingly or intentionally distort or misrepresent evaluations of students or facts  regarding students.  

9. Shall not knowingly or intentionally misrepresent subject matter or curriculum.  10. Shall respect a student's right to privacy and comply with all Federal and State laws and  regulations, and local policies concerning student records and confidential communications of  students.  

11. Shall not be on school premises or at a school-related activity involving students, while under  the influence of, possessing or consuming alcoholic beverages or illegal or unauthorized  drugs.  

12. Shall not furnish, provide, or encourage students or underage persons to use, possess or  unlawfully distribute alcohol, tobacco, vaping products, illegal or unauthorized drugs or  knowingly allow any student or underage person to consume alcohol, tobacco, vaping  products, or illegal or unauthorized drugs in the presence of the educator.  

13. Shall refrain from inappropriate communication with a student or minor, including inappropriate communication achieved by electronic communication. Inappropriate  communication includes communications that are sexually explicit, that include images,  depictions, jokes, stories or other remarks of a sexualized nature, that can be reasonably  interpreted as flirting or soliciting sexual contact or a romantic relationship, or that comment on  the physical or sexual attractiveness or the romantic or sexual history, activities, preferences,  desires or fantasies of either the educator or the student. Factors that may be considered in  assessing whether other communication is inappropriate include:  

1. the nature, purpose, timing and amount/extent of the communication;  

2. the subject matter of the communication; and  

3. whether the communication was made openly or the educator attempted to conceal the  communication.  

§ 235.5b. Commitment to colleagues.  

In fulfillment of the commitment to colleagues, educators:  

1. Shall not knowingly and intentionally deny or impede a colleague in the exercise or enjoyment of  a professional right or privilege in being an educator.  

2. Shall not knowingly and intentionally distort evaluations of colleagues.  

3. Shall not sexually harass a colleague.  

4. Shall not unlawfully discriminate against colleagues.  

5. Shall not interfere with a colleague's exercise of political or civil rights and responsibilities.

6. Shall not use coercive means or promise special treatment to influence professional decisions of  colleagues.  

7. Shall not threaten, coerce or discriminate against a colleague who in good faith reports or  discloses to a governing agency actual or suspected violations of law, agency regulations or  standards.  

8. Shall respect a colleague's right to privacy and comply with all Federal and State laws and  regulations, and local policies concerning confidential health or personnel information.  

§ 235.5c. Commitment to the profession.  

In fulfillment of the commitment to the profession, educators:  

1. Shall comply with all Federal, State, and local laws and regulations and with written school entity  policies.  

2. Shall apply for, accept or assign a position or a responsibility on the basis of professional  qualifications and abilities.  

3. Shall not knowingly assist entry into or continuance in the education profession of an unqualified  person or recommend for employment a person who is not certificated appropriately for the  position.  

4. Shall not intentionally or knowingly falsify a document or intentionally or knowingly make a  misrepresentation on a matter related to education, criminal history, certification, employment,  employment evaluation or professional duties.  

5. Shall not falsify records or direct or coerce others to do so.  

6. Shall accurately report all information required by the local school board or governing board,  State education agency, Federal agency or State or Federal law.  

7. Shall not knowingly or intentionally withhold evidence from the proper authorities and shall  cooperate fully during official investigations and proceedings.  

8. Shall comply with all local, State or Federal procedures related to the security of standardized  tests, test supplies or resources. Educators shall not intentionally or knowingly commit, and shall  use reasonable efforts to prevent, any act that breaches test security or compromises the integrity  of the assessment, including copying or teaching identified test items, publishing or distributing  test items or answers, discussing test items, providing unauthorized assistance to students,  unauthorized alteration of test responses, results or data, and violating local school board or  State directions for the use of tests.  

9. Shall not accept or offer gratuities, gifts or favors that impair or appear to influence professional  judgment, decisions, or actions or to obtain special advantage. This section shall not restrict the  acceptance of de minimis gifts or tokens offered and accepted openly from students, parents of  students, or other persons or organizations in recognition or appreciation of service.  

10. Shall not exploit professional relationships with students, parents or colleagues for personal gain  or advantage.  

11. Shall use school funds, property, facilities, and resources only in accordance with local policies  and local, State and Federal laws.

https://www.pspc.education.pa.gov/Statutes-Regulations-Policies-Forms/Code-of-Professional-Practice-Conduct/Pages/default.aspx