Hunter College School of Education The City University of New York

Undergraduate & Graduate Programs Adolescent Education Grades 7-12 & Special Subjects Pre K-12

HANDBOOK FOR STUDENTS IN FIELDWORK COURSES

SEDF 204/704 SEDF 205/705

Dear Adolescent Education Student: Students enrolled in the Adolescent Development course and the Educational Psychology course in the Adolescent Education Program are required to complete a minimum of 36 contact hours, for each course, in a Hunter College approved middle or high school in New York City. The field component of each course is designed to engage students in observation, participation, and reflection upon classroom experiences prior to beginning student teaching. As you complete the coursework for these classes, you will have the opportunity to apply the material that you are studying directly to your classroom experiences. For these courses, you are expected to do your fieldwork experience in a variety of subject matter classes. This handbook will guide you toward a successful field experience. Please follow the instructions below: Read the field experience procedures outlined in this handbook carefully. Read the suggested travel safety tips. Many schools have metal detectors so prepare accordingly to enter the building. Do not bring any items that would prohibit you from entering the building. Make sure you bring your Hunter ID and at least one additional form of official identification to sign in. Some buildings house multiple schools so make sure you remember the name of the school you are going to avoid confusion. Actively participate in the classroom. Show initiative and responsibility. Do keep in mind, however, that the teacher is the person in charge. Keep track of your contact hours on the Time Record form provided in this Handbook and submit a copy of it to your professor at the end of the semester. We are confident that you will keep in mind that you are a professional, a representative of Hunter Colleges teacher education program, and a role model to your students. Please contact us during the semester if you have any questions or concerns. Best wishes for a successful fieldwork experience. Sincerely, Kenney Robinson Director of Adolescent Clinical Experiences Rm. 1004W, Phone: (212) 772-4038 E-mail: kenney.robinson@hunter.cuny.edu 2

Hunter College School of Education Conceptual Framework

Goal Our goal is to prepare candidates who will demonstrate, through their professional commitments and practices, those multiple competencies that promote effective learning. EvidenceBased Practices The School of Education grounds its course content in the best field-based research and practice. Faculty review findings from their respective disciplines to provide our candidates with the strategies needed for effective instruction. Our candidates master the theory and practice of effective pedagogy in their subject areas, and acquire the tools for reflection on and improvement of their professional work. They achieve a solid foundation in the history, philosophy, psychology, sociology and methodology of education that enriches their teaching. Candidates gain expertise in analyzing and using assessment of student performance to guide their instruction and create optimal learning environments for students

Integrated Clinical Experiences The School of Education ensures that its candidates understand and experience the realities of school contexts. We establish strong connections with partnering schools in New York City. We provide extensive fieldwork with supportive supervision in these schools. Our candidates engage in carefully sequenced and comprehensively assessed clinical experiences prior to their graduation.

Educating a Diverse Student Population The School of Education provides its candidates with the critical skills and understanding necessary to be responsive to the multiple challenges faced by all learners: students with a wide range of backgrounds, cultures, abilities and prior knowledge. We teach candidates to create humane and ethical learning communities in their classrooms and schools. They gain the ability to collaborate successfully with parents, families, community members, school faculty and staff in order to provide this support.

Use of Technology to Enhance Learning The School of Education prepares candidates with the practical and theoretical knowledge of effective and judicious uses of technology in a variety of school settings and for a broad spectrum of learners. Formative and summative assessments of our candidates technological competencies are a critical component of preparing them for tomorrows schools. We believe that appropriate uses of educational technology enhance learning, assessment and communication.

COURSE DESCRIPTION SEDF 204 / SEDF 704 Adolescent Development, Grades 7-12 (2 credits, 30 hrs, plus 36 hrs. of fieldwork). This course examines the process of cognitive, social/emotional, personality, and language development among youth who vary by gender, race and ethnicity, English proficiency, and varying levels of abilities. The fieldwork for this course includes observation in varied subject matter classes and will require that you tutor students in either the AVID program (training will be provided before you go to the field) or in the tutorial program created by the Hunter College School of Education partner school. You will observe for one or two periods of your time and tutor for one or two periods of your time.

SEDF 205 / SEDF 705 Educational Psychology: Applications to Adolescent Education Grades 7-12 (2 credits, 30 hrs, plus 36 hrs. of fieldwork). This course is designed to prepare teacher candidates to think about how adolescents develop and learn. Emphasis will be placed on identifying effective teaching strategies, adapting instruction for diverse student populations (including gifted students and students with special needs); designing and managing classroom instruction; creating culturally compatible classrooms; motivating students; and assessing their learning. The fieldwork for this course includes observation in varied subject matter classes and will require that you tutor students in either the AVID program (training will be provided before you go to the field) or in the tutorial program created by the Hunter College School of Education partner school. You will observe for one or two periods of your time and tutor for one or two periods of your time. Each course fulfills part of the required pre-student teaching hours for the degree in Adolescent Education and New York State Certification. This is a practical experience that takes the teacher candidate into grade 7-12 classrooms and is intended to provide pre-student teaching exposure to the realities of the classroom. The field experience will involve a field-based assignment and the requirements will be outlined by the instructor of the course and will be included on the course syllabus. 4

Fieldwork Applications Students in SEDF 204/704 and SEDF 205/705 must complete an online application to secure placement at one of nine Hunter College partner schools listed below. No other options are available for SEDF fieldwork unless you are a full time teacher of record teaching in a school where you have access to secondary school students. If so, review the alternative arrangements information. Link to application for SEDF204/704 fieldwork The SEDF204/704 link will be active from September 10-15.

Link to application for SEDF205/705 fieldwork The SEDF205/705 Link will be active from September 10-15. In order to ensure everyone is notified of their fieldwork assignment associated with SEDF 204/704 or SEDF 205/705 by September 20th, anyone who does not submit an application for fieldwork by the deadline date September 15 th at 11:59PM will be automatically assigned to a school. The links to submit applications will be open simultaneously but applications from SEDF205/705 students will be reviewed before application submitted by students in SEDF204/704 sections. However applications in both cohorts are reviewed in order in which they are received.

THE 36-HOUR FIELD REQUIREMENT All student candidates are required to report to the fieldwork as the schedule dictates for the entire Hunter College semester. The 36 hours to be completed for the course is a minimum requirement, which means that students have to complete no less than 36 hours of field experience for the course. If you exceed the required hours, you can include these extra hours in your tally. However additional hours cannot be applied to future fieldwork courses. Failure to complete this requirement by the end of the semester will result in a permanent grade of incomplete for the course and the retaking of the course along with the required fieldwork. You must get your timesheet signed by the fieldwork liaison or designee weekly or bi weekly and submit the original timesheet to your course instructor at the final class of the semester to confirm the completion of the required hours. Remember to keep a copy of the timesheet for your records.

Punctuality and Attendance You are expected to arrive at your school site punctually and are responsible for completing a minimum of 36 hours for the course in which you are enrolled. You are expected to report to your field placement each week, at the time designated for approximately three hours and are not allowed to alter the schedule without the permission of the fieldwork liaison at the assigned school site and the approval of the director of clinical experiences.

You must call or email the fieldwork liaison at the assigned school if you will be
absent or late. Please make sure you notify the office of Clinical Experiences of your absence as well via email at atforms@hunter.cuny.edu so we are aware of your absence or lateness. Excessive lateness or absence can lead to termination of youre your placement. More than two times late, two absences or any combination of the two will result in the termination of your placement. Remember failure to attend the orientation counts as an absence.

Make Up Hours You must make up all hours missed in the field. Please arrange a mutually convenient make-up time with the fieldwork liaison at the school. If you failed to attend the orientation/professional development workshop held at Hunter College then you must make up those hours in the field as well.

TEACHER CANDIDATES FIELDWORK ASSIGNMENT While you are not expected to take over any class that you will be observing before or after your tutoring, please use this opportunity to work with students as much as possible. To that end, offer your assistance to the teacher with whom you will be working, whether its working with one student or a group of students.

Dress and Appearance You are in a professional setting and should dress accordingly. You should wear clothes that are professional looking, yet comfortable. Your attire and grooming should not be distracting to the students and should differentiate you as a professional. Please do not wear jeans or other casual articles of clothing even if the faculty and staff at your assigned school site do, because you represent the Hunter College School of Education not the school

Professional Demeanor You should maintain a respectful attitude toward the classroom teachers and their students. You are at the school to observe and tutor. Other interactions with the high school students are not acceptable. If you are observing and disagree with the teachers methods, you should reserve your comments until you can discuss these concerns with your Hunter College professor. Discussion of students, school personnel, and school business should only be conducted in a private and professional manner. Please do not eat, drink or use electronic devices in the presence of students. Remember school security and airport security are similar, so prepare accordingly.

Chain of Command for Student Concerns Minor concerns about placement sites, teachers and/or school administrators can be brought to the attention of the fieldwork liaison at the school site. Just make sure you inform your professor and the director of Adolescent Clinical Experiences as well via email. Concerns of a more serious nature, especially ones that affect your safety, or the safety of others must be brought to the attention of the fieldwork liaison immediately and shared with your Hunter College professor and the Director of Adolescent Clinical Experiences. If there is a concern or matter that does not affect anyones immediate safety or welfare and you do not feel comfortable speaking with the site liaison then bring it to the attention of the director of Adolescent Clinical Experiences and your professor. The Director of Adolescent Clinical Experiences and professor will determine whether the concern warrants further referral and/or a change of placement site. 7

Field experience termination Any student asked to leave a placement because of attendance, punctuality, or lack of professionalism will not be permitted to complete the course and will need to either withdraw from the course, or earn a permanent incomplete for the course and have to reapply with the Office of Clinical Experiences to retake the course. Conduct detrimental to the program may jeopardize your ability to continue in the School of Education Adolescent Education program.

Evaluation The fieldwork student will complete the following online surveys that will be posted on the Adolescent webpage on December 1 in the fall and May 1 in the spring: Evaluation of Field Site: By The Fieldwork (This information will be used to evaluate the sites in which we place Hunter College students at for field experience). Fieldwork student evaluation Summary: By the Student Teacher/Practicum Student (This survey is for student self-evaluation.) The school site submits an evaluation of the teacher candidates assigned to them, for the Office of Clinical Experiences to review

Full time teachers of record Alternative arrangements The School of Education allows graduate students who are employed as full-time teachers to do their pre-student teaching fieldwork for SEDF 704 & 705 in their own schools (but not in their own classroom) if they have access to classes in grades 7-12 during prep periods, lunch periods and other non teaching periods during the school day. Thirty- six hours of fieldwork work out to fifty-four periods if classes are forty minutes in duration, forty-eight periods if classes are forty-five minutes in duration, forty- three periods if classes are fifty minutes in duration and thirty-nine periods if classes are fiftyfive minutes in duration. If you believe you qualify for this alternative arrangement download and submit the application along with supporting documents to the Office of Clinical Experiences by September 16, 2013. The application can be found at the Adolescent Education website. Alternative arrangement candidates do not have to attend mandatory orientation/professional development workshops.

APPENDICES

SCHOOL OF EDUCATION Time Record

Return this form to your Hunter College course instructor.
Name of student_________________________________________________ Semester_____________ Course______________

School Site_____________________________________________________ Name of Teacher(s)__________________________ , _________________________

Date

Hours

Activities

Teacher Signature

TOTAL HOURS COMPLETED: ________________

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School Of Education Time Record (For Students Who Are Full-Time Teachers)
Please make additional copies, and return each sheet to your Hunter College course instructor before the end of the semester.
Name of student_________________________________________________________ Semester_____________ Course Name and Number________________________

School Site_____________________________________________________________

Date

Hours

Activities

Colleagues Initials

TOTAL OBSERVATION HOURS COMPLETED: _________________________

_______________________________________/_______________________________ Principal or Supervisor Name/Signature (Last Copy Only)

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SAFETY TIPS ON TRAVEL TO AND FROM SCHOOLS

Conduct on the Subway
1. Use the subway entrance where there is a token booth clerk on duty. Wait for the train in the designated waiting area. 2. BE ALERT. Do not stand near the edge of the platform as trains enter and leave the station. 3. AVOID THE LAST CAR, and when possible try to ride in the car with the conductor during non rush-hour. 4. Do not display flashy jewelry. Wear chains or necklaces inside your blouse, sweater or shirt. 5. Avoid sitting next to the train door.

Travel To and From Destination

1. Plan your travel route in advance. 2. Make arrangements to travel to your field setting with a group of other students. 3. When traveling from your field site, arrange to walk to public transportation and/or Hunter College with other students assigned to that school. 4. Use busy streets and avoid walking close to buildings, alleyways or shrubbery. Walk near street curbs. 5. AVOID SHORTCUTS through poorly lighted and deserted areas. 6. BE ALERT. Take notice of people who are near or walking behind you. 7. Maintain your distance from strangers in cars that stop and ask for directions. 8. When traveling to and from your field site, be aware of your surroundings and be mindful of your bags, purses and wallets. 9. Purchase Metrocard in advance and have it in hand when entering the subway system.

BE CAREFUL. PLAN AHEAD. STAY ALERT!

IMMEDIATELY REPORT ANY INCIDENT CONCERNING YOUR PERSONAL SAFETY WHEN TRAVELING TO AND FROM THE FIELD SITE TO YOUR STUDENT TEACHING SUPERVISOR AND THE DIRECTOR OF ADOESCENT CLINICAL EXPERIENCES.

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