Student Teaching Handbook

Teacher candidates will:

1. Demonstrate a solid foundation in the arts and sciences
2. Possess in-depth knowledge of the subject area to be taught
3. Understand how students learn and develop
4. Manage classrooms structured in a variety of ways to promote a safe learning environment
5. Know and apply various disciplinary models to manage student behavior

Teacher candidates will:

6. Collaborate with other staff, the community, higher education, other agencies, and cultural institutions, as well as parents and other caregivers, for the benefit of students.
7. Continue to develop professionally as ethical and reflective practitioners who are committed to ongoing scholarly inquiry.

Teacher candidates will:

8. Know state and national standards, integrate curriculum across disciplines, and balance historical and contemporary research, theory, and practice.
9. Demonstrate appropriate professional dispositions to help all students learn.

Teacher candidates will:

10. Apply a variety of teaching strategies to develop a positive teaching-learning environment where all students are encouraged to achieve their highest potential.
11. Foster understanding of and respect for individuals’ abilities, disabilities, and diversity of variations of ethnicity, culture, language, gender, age, class, and sexual orientation.

Teacher candidates will:

12. Use multiple and authentic forms of assessment to analyze teaching and student learning and to plan curriculum and instruction to meet the needs of individual students.

Teacher candidates will:

13. Demonstrate sufficient technological skills and the ability to integrate technology into classroom teaching/learning.

The Field Experience and School Partnerships (FESP) Office staff will facilitate all student teaching placements. The office will consider suggestions for placements from teacher candidates. It is to be understood that the FESP Office staff will make placements to the best of their ability and knowledge, such that the placements will not be affected by conflict of interest. Requests cannot be guaranteed. Teacher candidates are not permitted to contact potential mentor teachers or building principals to request placements or in any way attempt to secure their own experiences.

To student teach in the fall, teacher candidates must complete an application at the beginning of the previous spring semester. To student teach in the spring, teacher candidates must complete an application at the beginning of the previous fall semester.

 Application Process

• Who? --Teacher candidates under the direction of the program/student teaching coordinator and field placement coordinator
• What? --Completion of application packet:
• Student Teaching Placement Form and Application
• Student Data Card
• Resume
• Additional documents may be required (unofficial transcripts, copy of license, district specific application, cover letter, references)
• When? -- To be determined by program/department timelines

Please note: Student teaching in New York City (SUTEC) and other locations outside of New York State (i.e., Alaska) will require an additional student teaching application and eligibility requirements – deadlines apply. Please visit the Field Experience and School Partnerships Office for more details.

 When completing the application for student teaching, teacher candidates are required to disclose information to their program/department coordinator and the Field Experience and School Partnerships Office regarding relatives employed or attending school in any school district where placement could occur. The term “relative” includes parents, spouse, children, step-children, siblings, aunts, uncles, and/or in-laws. Under most circumstances, teacher candidates will not be placed in districts where relatives are employed or be placed in districts from which they graduated/attended. Failure to provide this information may jeopardize continuation in that placement or the program.

_{Approved by TEC, April 2008.}

To qualify to student teach, the teacher candidate’s academic and student conduct records are reviewed by the program/department student teaching coordinator at the beginning and end of the semester prior to student teaching. Teacher candidates may also reference the section entitled “Policies Related to Participation in Field Experiences, Student Teaching and Internships” in the SUNY Cortland University Catalog. The review includes categories established by the university and the department of the teacher candidate’s major:    

• GPA, overall and in designated portions of the degree program
• Completion of prerequisite coursework, required workshops and coursework with “incomplete” grades
• Student Conduct record
• Record of academic integrity

 Please note: Summer Sessions I and II and Winter Sessions immediately preceding student teaching cannot be used to help candidates meet grade point average requirements.

Teacher candidates are required to complete the mandatory workshop courses on Dignity for All Students Act (DASA), Child Abuse Recognition and Reporting (CAR) and Safe Schools Against Violence in Education (SAV) prior to student teaching. Teacher candidates are to register for the mandated workshop courses at the time of registration. 

If a P-12 student discloses any form of child abuse, neglect, or harassment/discrimination from another student to a teacher candidate, the teacher candidate is required to report this to their mentor teacher immediately and follow the directive of the school concerning filing a report. In addition, they are also to notify their university supervisor immediately.

SUNY Cortland recommends that all teacher candidates complete the fingerprinting requirements process upon acceptance into a teacher certification program. 

All teacher candidates are required to be fingerprinted prior to student teaching. All teacher candidates must apply for fingerprinting through IdentoGO’s website at identogo.com or by calling 1-877-472-6915. IdentoGO is the only vendor to process fingerprinting for certification. IdentoGO will request a NYSED ORI code. This code is 14ZGQT. The total fee for fingerprinting is approximately $102.

If, and only if, the program of study within the academic program/department of the teacher candidate’s major has a wait list for student teaching, ineligible teacher candidates who have met the following criteria may be placed to student teach if they: 

• attended both the orientation and final placement meetings on student teaching, and 

• become eligible as of the original posting on the web of final grades at the end of the semester immediately preceding the semester in which student teaching is to occur, on a space-available basis at the discretion of the program/department and the Field Experience and School Partnerships Office. 

Every effort will be made to provide placements. The location of the placement and scheduling will depend on: 

• availability within the teacher candidate’s discipline
• the specific grade level(s) required by State mandates 

If the academic program/department of the teacher candidate’s major does not maintain a waiting list for student teaching and if a placement cannot be secured, teacher candidates must reapply to student teach during the next semester. 

_{Approved by NCATE Executive Board, May 28, 2002; modified by FEAC, April 1,2009.}

• SUNY Cortland has adopted a policy that allows teacher candidates to serve as substitute teachers for their mentor teachers in their placement classroom. Teacher candidates at SUNY Cortland may be employed as a substitute teacher while student teaching if all conditions set by SUNY Cortland are met.
• This policy permits student teachers to substitute teach for their assigned mentor teacher if the candidate’s education program agrees to this policy, as outlined below.

Responsibilities of the University and Teacher Candidate:

1. The candidate notifies the supervisor of their willingness to substitute teach and attests to the fact that they know they are under no obligation to substitute teach and are free from any pressure to accept employment.
2. The mentor teacher and the university supervisor determine that the candidate is capable of this employment and that substitute teaching will not negatively impact the teacher candidate’s professional growth and/or their ability to fulfill all requirements of student teaching.
3. Throughout student teaching, the candidate notifies the supervisor each time they substitute teach.
4. When substitute teaching, the candidate is acting as an employee of the district and not a student teacher and thus will not substitute teach for more than one day a week unless special permission is granted by the university.

For more information on this policy, please contact the Field Experience and School Partnerships Office.

_{Approved by the SUNY Cortland Teacher Education Council in Spring 2022.}

• Teacher candidates are advised not to be employed during student teaching in order for the primary focus to be on the student teaching experience. 

_{Approved by the SUNY Cortland Teacher Education Council on November 1, 2001.}

• Teacher candidates may not be enrolled in any coursework unrelated to student teaching (at SUNY Cortland or at any other institution) during the semester of student teaching unless the teacher candidate’s program/department permits enrollment in the department’s weekend workshop(s).

_{Approved by the SUNY Cortland Teacher Education Council on November 14, 2001, Updated May 1, 2003.}

• It is university policy that teacher candidates are generally not permitted to participate in Intercollegiate Athletics while student teaching or completing an internship. Waivers to this policy may be granted by completing an athletic waiver request form, which must be approved by the teacher candidate’s coach, advisor, department chair and associated dean. If the teacher candidate participates in a varsity sport during student teaching or an internship experience without the Associate Dean’s permission, the teacher candidate can be removed from this academic experience. If, in the judgment of the Mentor teachers or supervisors, this athletic participation is interfering with the quality of the student teaching or internship experience, the teacher candidate can be required to cease their athletic participation at any time.

• If during enrollment at SUNY Cortland, teacher candidates are convicted of a crime and/or have any judicial or academic integrity violations, they must notify the Associate Dean of the respective school at once. Failure to do so may result in dismissal from the teacher education program. Failure to provide truthful information may result in dismissal from the teacher education program and may result in academic dishonesty charges.

_{Source: SUNY Cortland Teacher Education application}.

• If, at any time, teacher candidates must postpone/change their student teaching plans, it is imperative that the Field Experience and School Partnerships Office and the respective program/department be immediately informed by the teacher candidate in writing. In order to student teach at any future point in time, the teacher candidate must repeat the entire application process, as detailed on pages 5-8 of this Handbook, during the semester immediately preceding the semester during which student teaching is to take place.

• Teacher candidates should exercise caution in signing leases for the academic year during which student teaching will occur because placements are often at some distance from the Cortland campus. Having a local lease will not aid a teacher candidate in gaining a local placement.

• Transportation to and from student teaching and related events is the sole responsibility of the teacher candidate. Placements will be secured to fulfill regulatory, certification, and program requirements. In some instances, teacher candidates should be prepared to travel approximately one hour, each way, per placement.

• It is important that university supervisors, teacher candidates, and personnel in our cooperating public-school districts understand the official position of the university relative to teacher strikes and other job actions. The official position of the university is non-involvement.
• The teacher candidate is a guest of the school district and, as such, should not participate in or openly advocate any position in cases of strikes or actions. In no case should the teacher candidate enter a public-school building or serve as a substitute teacher when the Teachers’ Association is officially on strike. Conversely, the teacher candidate should not serve on a picket line or overtly support the strike in any way.
• If “Work to Rule” is in effect, teachers have decided to perform no more than their contract has stipulated; typically, they enter the building en masse at the contractually appointed moment (no earlier) and leave the building at the contractually appointed moment (no later), teaching only their required classes and performing only their required duties. This usually means that the teachers will not be participating in extra-class or after-school activities or in lesson preparation at home.
• Coaching in after-school athletics seems to be an exception in schools involved in work slow-downs. The university has the obligation to provide the teacher candidate with a complete student teaching experience and, if necessary and feasible, the teacher candidate may be reassigned to another school district.

• All teacher candidates are expected to follow the SUNY Cortland Student Teaching Calendar with respect to the beginning and ending dates of each quarter/session of student teaching (for student teaching placements in NYC-SUTEC, teacher candidates should consult and follow the applicable student teaching calendar schedule). 

• Teacher candidates follow the public-school calendar and are expected to be present each day that the school is in session during the semester of student teaching, including staff only days.

Teacher candidates are required to wear appropriate identification at all times while in the assigned school district for their student teaching sessions. SUNY Cortland will provide all teacher candidates with a lanyard and name tag identifying them as a SUNY Cortland teacher candidate. Individual districts may also have identification requirements specific to their district and may provide the teacher candidate with another form of identification that is required by the district. Please adhere to the policy set forth by each school district.

All teacher candidates must complete and submit an emergency contact form to the FESP Office through Watermark by the due date. This form will contain contact information in the event of a medical emergency (a copy of the form is to be submitted to the school nurse at each school to which you are assigned). 

The teacher candidate should become familiar with the following information and materials: 

• School regulations and policies (handbooks, emergency procedures, classroom visitor’s policy)
• Administrative forms (absence reports, health records, progress reports)
• Classroom materials (textbooks, state and local curricula, library books)
• Resource contacts (assistant principals, librarian, counselors)
• Policies regarding responsibility for materials/equipment (teaching aids)

• Teacher candidates are required to contact their mentor teacher(s) immediately after placements are received to establish methods of communication and initial school visits. 

• Teacher candidates may contact their university supervisor with questions and/or concerns at any time.

SPECIAL NOTE:  Teacher candidates are reminded that it is their personal and professional responsibility to return all borrowed materials before leaving their student teaching assignments.

• The first week of the student teaching experience should be planned carefully by the mentor teacher, in consultation with the university supervisor, to meet the teacher candidate’s needs in establishing a pattern and policy that will be followed throughout the course of the experience.       

• During the first day, the mentor teacher and the teacher candidate should confer about the day’s work and the activities for the remainder of the first week.

• The mentor teacher should assist the teacher candidate in planning a long-range program in accordance with the curriculum and the previous experiences of the pupils. 

• The mentor teacher and the teacher candidate should agree on the period(s) or activities for which the teacher candidate will assume responsibility. The mentor teacher and the teacher candidate should meet with the university supervisor to discuss these plans and all written requirements as well. 

• The teacher candidate’s first and second weeks of the experience should facilitate a smooth transition when the teacher candidate eventually assumes certain phases of teaching. 

• During the remaining weeks, the teacher candidate should continue to observe and hold evaluative conferences with the mentor teacher and university supervisor.               

• The teacher candidate is expected to continue to report to the assigned school until the last day of the student teaching session as prescribed by the SUNY Cortland Student Teaching Calendar . 

A university supervisor may present a somewhat different sequence of experiences to be followed. With the agreement of the university supervisor and mentor teacher, teacher candidates may advance in assuming responsibilities at varying rates during the student teaching placements.

Teacher candidates in all programs of study are expected to develop and reflect the dispositions that are delineated in professional, state, and institutional standards and that are implicit in these themes. Teacher candidates are expected to conduct themselves as professionals in every respect. If there are any questions about what constitutes professional conduct, teacher candidates are urged to consult their university supervisors, their mentor teachers, and/or their student teaching/program coordinators. Teacher candidates are reminded that they are subject to the University’s Code of Student Conduct both on and off campus.

Student teaching supervisors will evaluate the teacher candidate’s conduct following each student teaching placement.

The teacher candidate’s conduct is evaluated using the following scale:

Unacceptable              Acceptable                 Target

Categories of Assessment:

1. Integrity
2. Emotional Maturity
3. Work Ethic
4. Fairness and Empathy
5. Collegiality
6. Respect for Policies and Procedures

 EPP Disposition

The Student Teacher Evaluation (STE) is a holistic, 18-item evaluation used to measure proficiency of all SUNY Cortland student teachers. Each item in the STE is informed by the InTASC Standards, the Council for the Accreditation of Educator Preparation (CAEP) Standards and the Danielson Framework for Teaching Evaluation. This will be done twice during each placement. 

The STE items are categorized into four essential teaching domains including:

1. The learner and learning
2. Content
3. Instructional practice
4. Professional responsibility 

The teacher candidate’s performance will be rated on the following scale:

Unsatisfactory (U)               Developing (D)                Proficient (P)          Exemplary (E)

The Student Teacher Evaluation (STE) Rubric contains specific criteria for each level.

As the capstone experience in the teacher preparation program, student teaching is full-day, full-time commitment lasting one full semester. The final grade is determined through collaboration between the university supervisor and the mentor teacher. 

The following are used to determine the final grade: 

• Daily and/or weekly evaluations by the mentor teacher
• Observations with written evaluations by the university supervisor
• Mid-quarter and final “Student Teacher Evaluation” (STE) completed and submitted by the * mentor teacher, university supervisor and teacher candidate.

* Mentor teachers will receive an email from the Watermark Manager at SUNY Cortland to their school email address with a URL (link) with directions for submitting the STE for their student teacher.

The following grades can be assigned: 

• Honors: Some programs have an “honors” designation for exemplary performance.
• Satisfactory: Teacher candidates who demonstrate satisfactory performance in student teaching receive a grade of “S” (satisfactory)
• Unsatisfactory: Teacher candidates who do not demonstrate satisfactory performance receive a grade of “U” (unsatisfactory), which carries no credit
• Incomplete: A teacher candidate may be awarded a grade of “INC” (incomplete) only when they are performing satisfactorily and
• an extension is recommended by the university supervisor for required assignments to be submitted to the mentor teacher and/or university supervisor or,
• the student teaching experience is extended in order that the teacher candidate may make up days that were missed due to an approved absence

If an “incomplete” grade is assigned, the university supervisor will submit a written statement to the Director of the Field Experience and School Partnerships Office and the program/department coordinator describing the circumstances necessitating the incomplete and the timeline for completion of make-up work and student teaching. An incomplete grade should only be assigned if the student teacher needs to make up work and/or days in the classroom due to illness, family emergency or other types of extenuating circumstances. A grade of incomplete should not be assigned due to poor performance.

If a circumstance arises that necessitates withdrawal from student teaching, the teacher candidate will be assigned a grade of “X,” if the withdrawal falls within the time period allowed by university policy and academic calendar.

A formal withdrawal from course form must be completed and signed by the teacher candidate, university supervisor, academic advisor, and Associate Dean.

If the teacher candidate’s performance is not satisfactory at the time of withdrawal, the student teaching supervisor should inform the program coordinator and a plan for remediating the student teacher’s performance should be created and implemented before the student teacher can register for another quarter or semester of student teaching.

The teacher candidate can be removed at any time during the student teaching experience and receive a grade of “unsatisfactory” if: 

• the university supervisor, mentor teacher, program/department coordinator or building administrator determines that the teacher candidate’s performance is not satisfactory, and that minimal competence for completing the placement cannot be achieved and/or,
• in the judgment of these individuals, the teacher candidate’s presence in the classroom is a detriment to the public-school class

 In an effort to support student teachers who are struggling to meet expected performance standards, the college supervisor, in consultation with the mentor teacher, should identify as early as possible in the student teaching experience any teacher candidate who is at risk of receiving an unsatisfactory grade and notify in writing the department chair, program/department coordinator and the Director of the Field Experience and School Partnerships Office.

In such cases, the college supervisor should provide the teacher candidate with a written evaluation after each observation that outlines strengths of the lesson and instructional methodology and which specifies any deficiencies that need to be addressed to achieve a satisfactory grade. If improvement is not observed, the college supervisor, in collaboration with the mentor teacher, will develop a contract that provides recommendations for addressing the deficiencies and provides a timeline for demonstrating satisfactory performance. The teacher candidate should sign the contract and all original observation reports before returning them to the college supervisor; the college supervisor should then provide the teacher candidate with a copy of the contract and each observation report.

When a teacher candidate has been unable to remedy deficiencies in the time specified in the contract, the teacher candidate will be removed from the placement and an “unsatisfactory” grade will be assigned. Any teacher candidate who earns an "unsatisfactory" grade for student teaching must undergo successful remediation before they can repeat student teaching.

After a grade of “Unsatisfactory” has been assigned to a student teacher, the grade and factors contributing to it are reviewed by a Departmental Review Council composed (at a minimum) of the department chair, the university supervisor who has assigned the grade of “Unsatisfactory,” and a faculty member named by the department chair. The teacher candidate is interviewed and asked to reflect on factors contributing to their unsatisfactory performance during student teaching. 

If the candidate wants to repeat the student teaching experience, they will need to register for STE 497: Student Teaching Extension (undergraduates) or STE 697: Student Teaching Extension (graduate students). The Review Council will develop a Student Teaching Extension Agreement (form provided by the program) that will form the basis of the extension course and help the teacher candidate address the deficiencies that led to the “unsatisfactory” grade. The duration of the extension course and number of credits assigned to the course is determined by the Review Council. 

Once the Student Teaching Extension Agreement is approved by the department, the FESP Office, the dean’s office, and the department chair will work with the registrar’s office to create the extension course and assist the candidate in enrolling in that course. 

A faculty member or supervisor, identified by the department, will be assigned as the instructor of the course and will be responsible for overseeing and facilitating the extension course. The instructor will be paid the equivalent salary to the supervision of one student teacher for one quarter (eight weeks). This course will be tailored to the teacher candidate’s specific deficiencies and may require, at a minimum, any/all of the following: 

• The taking or retaking of appropriate coursework.
• Personal counseling.
• Additional experiences with children at the developmental level of the certificate sought.
• Summaries and reflections from specific readings.
• Observations (with written summaries and reflections) of effective teacher(s) at grade levels of the certificate sought.
• Presentation of mini-lessons to remediation coordinator.
• Other remedial steps appropriate to the deficiencies identified. 

The extension course is to be completed successfully before the candidate is allowed to repeat the failed experience. The failed student-teaching experience may be repeated only once. 

_{Approved by TEC in Spring 2019}

A teacher candidate who withdraws from student teaching and wishes to register again, must obtain permission from their program/department coordinator to re-enroll in the course. If permission is granted, the teacher candidate must repeat the entire application process.

Teacher candidates should be familiar with all respective Fair Process Policies and Procedures for

Review of Professional Competencies in Teacher Education:  

• Teacher Candidate Consultation Policy
• Student Due Process Information
• Fair Process Policy

The teacher candidate is to submit the Student Teacher Evaluation (STE) through Watermark by the assigned due dates for their student teaching experience(s).

At the end of each session, the teacher candidate is to complete both the Student Teacher Satisfaction Survey of the university supervisor and the mentor teacher(s) through Watermark.

Any questions or problems related to evaluation of the student teaching experience should first be discussed with the teacher candidate’s mentor teacher and university supervisor. If the situation requires further attention, the student teaching program/department coordinator should be contacted.

1. Mentors/Positive role models
2. Professionally active beyond the classroom
3. Experienced teacher – with tenure and master’s degree preferred
4. NYS certified – within discipline
5. School district recommendation
6. Positive reviews of previous hosting experiences

• Participate in a mid-quarter and final three-way conference with the university supervisor and the teacher candidate. 

• Submit the online Mid-Quarter/Final Student Teacher Evaluation (STE) at the mid-quarter and final points of the student teaching experience. The Watermark Manager at SUNY Cortland will email the online STE URL for completion of the STE by the opening date of the evaluation. If you do not receive an email from the Watermark Manager at SUNY Cortland, within one-week of the noted due date of the STE, please e-mail the FESP Office at [email protected]. 

• Complete the mentor teacher Satisfaction Survey of the university supervisor using the URL provided by the Watermark Manager. Satisfaction Surveys are completed by and for all parties to the student teaching process using the STE and short surveys. 

• Observe the teacher candidate’s lesson implementation and interactions with students and provide daily feedback on the teacher candidate’s progress with performance, behavior, and attitude. At a minimum, this should include:  

1. 1. 1. Review of lesson plans
      2. Suggestions for teaching materials and resources to enrich lessons
      3. Observation and analysis of lessons taught  
      4. Praise of strengths accompanied by suggestions for improvement
      5. Encouragement of self-analysis and reflection on ways to improve and engagement of students  
      6. Feedback on interpersonal skills and rapport with students 

• Provide periodic summative feedback on the teacher candidate’s progress and facilitate development of short-term and long-term goals for improvement. The conference should include a candid evaluation of the teacher candidate’s: 

1. 1. 1. Professionalism
      2. Lesson planning, preparation, and implementation
      3. Classroom management and discipline
      4. Differentiating instruction to facilitate learning for all students
      5. Formal and informal assessment of student teaching outcomes
      6. Use of assessment data to inform instructional methodology

• If a teacher candidate suffers an injury or illness on school property during the course of the student teaching placement, the mentor teacher should immediately contact their building principal and the Director of the Field Experience and School Partnerships Office at 607-753-2824.

• Develop a long-range plan with the teacher candidate for the assumption of increasing classroom responsibilities as agreed upon by the university supervisor and mentor teacher.
• Observe the candidate’s teaching and offer both oral and written comments/feedback as often as possible.
• Discuss expectations and progress with teacher candidate on a daily basis.
• Provide demonstration teaching.
• Confer with the university supervisor, as needed, indicating both the teacher candidate’s strengths along with the necessary improvements. Clear and direct communication among the mentor teacher, teacher candidate and university supervisor are essential in helping your teacher candidate professionally develop.

Before the teacher candidate arrives, it is helpful to convey to the pupils that they should look upon the teacher candidate as another teacher in the classroom. All teacher candidates are expected to follow the SUNY Cortland Student Teaching Calendar with respect to the beginning and ending dates of each student teaching quarter/session. 

• Offer a workspace (desk or table) for your teacher candidate.
• Introduce your teacher candidate to your pupils, colleagues, and school staff.
• Have your pupils prepare welcome letters/interest inventories, etc.
• Orient your teacher candidate to the school.
• Guide the teacher candidate toward available materials for teaching.
• Help plan the teacher candidate’s first day and first week.
• Provide initial assistance to the teacher candidate in making lesson plans.

Teacher candidates are required to make initial contact with the mentor teacher following the receipt of their placement. This initial contact should include the scheduling of the initial meetings/conferences between the teacher candidates and mentor teacher to discuss both immediate and long-range plans. Items that should be discussed include: 

• School district calendar (teacher candidates are expected to follow the academic calendar of the district)
• Arrival and departure times for both teachers and pupils
• Procedures for visitors to sign in and out (appropriate identification for the teacher candidate as specified by the district) and visitor parking
• Mentor teacher’s class schedule, including lunch periods, recess, subjects, and activities specific to daily assignments for the mentor teacher. This also includes team teaching shifts, faculty meetings and clubs.
• Daily and weekly lesson plans
• Classroom organization and policies/procedures (e.g., attendance, recording classroom discipline/management, grouping, pupil’s assembling, and leaving the classroom)
• Methods of reporting pupil progress and assessment
• Fire drill and other school evacuation procedures
• School facilities such as library, health office, faculty room, supply room, custodial services

The mentor teacher:

• Works together with the teacher candidate to create a positive environment where the teacher candidate can feel confident in showing initiative, enthusiasm, and creativity.
• Provides opportunity for the teacher candidate to develop independence in the classroom. Under the guidance of the mentor teacher, the teacher candidate should demonstrate initiative in assuming new responsibilities and in reflecting on their daily progress.
• Facilitates the teacher candidate’s development by sharing teaching resources and professional literature, by relating professional experiences, and by helping translate educational theories into best practices.
• Provides the teacher candidate with the opportunity to observe their style of managing students when teaching and facilitating classroom activities.
• Reviews with the teacher candidate the learning standards and collaborate in the development of instructional strategies to help students achieve clearly defined learning outcomes aligned with the standards.
• Reviews with the teacher candidate resources and select teaching materials that support lessons that would help all students achieve the desired learning outcomes.
• Reviews with the teacher candidate those traits and qualities which support successful teaching and are conducive to continued professional growth. The teacher candidate should be given practical suggestions for improvement, such as how to enrich lesson plans or how to differentiate instruction to engage all students.

 _{Revised for Fall 2020/Spring 2021}

Your contributions as a mentor teacher truly make a difference in the preparation of SUNY Cortland’s future teachers. In recognition of your commitment, the Professional Courtesies Brochure which provides a list of privileges and benefits, is available for faculty associates during the current academic year. 

Effective January 1, 1995, the State University of New York implemented a new policy to recognize mentor teachers who have hosted SUNY teacher candidates on a full-time basis for one student teaching quarter/session. This SUNY-wide policy offers two alternatives. (Adjusted for full semester placements)

CASH STIPEND - paid directly to the teacher – $200 for a quarterly placement or $400 for a full semester placement. If the cash stipend is selected, a check is mailed to the mentor teacher at their home address 30-45 days from receiving election form.                                                                                              

OR 

TUITION WAIVER - $250 value for a quarterly placement or two (2) $250 value for a full semester placement and redeemable at State-operated campuses, valid for a period of up to 25 months, and relinquishable by the mentor teacher to the school system in which they are employed during the host period. If the tuition waiver is selected, it is forwarded to the mentor teacher at their school address unless there are other instructions from school district administration.

At the conclusion of either student teaching session (quarter or full semester placement), a “Stipend/Waiver Election Form” is sent by the Field Experience and School Partnerships (FESP) Office to each mentor teacher, who then completes the form and returns it to FESP. For additional information please refer to the Compensation Program. 

In cases where two or more mentor teachers work regularly to host one teacher candidate during one session (quarter or full semester), an affidavit form precedes the election form. The affidavit will designate which one of the multiple mentor teachers is to receive the compensation; the ensuing election form will allow that one mentor teacher to select the cash stipend or the tuition waiver. 

Effective immediately all SUNY institutions must have a completed Federal Tax W-9 form on file for each mentor teacher, administrator, and/or internship host in order to properly process stipend/tuition waiver certificates and any other honoraria or earnings. 

Any questions regarding this process may be directed to the Field Experience and School Partnerships Office at 607-753-2823.

_10/20

• Assist in the recruitment of qualified, tenured faculty to serve as “mentor teachers”
• Feel free to contact the teacher candidate to introduce yourself and/or request to meet with the teacher candidate prior to placement

• Meet with teacher candidates to welcome them and orient them to school policies, procedures, conduct expectations (for students), professional expectations (for faculty and teacher candidates), regulations and emergency procedures in the building.
• Introduce teacher candidates at faculty meetings.
• Provide copies of faculty and/or student handbooks.
• Provide information regarding the history and socioeconomic background of the school and community.
• Arrange for the teacher candidate to have a tour of the school (and perhaps even the community!).
• Discuss special duty assignments and expectations.
• Encourage their involvement in open house and parent teacher conferences.
• Provide opportunities for teacher candidates to observe other teachers in the building.
• Provide the opportunity for a formal observation and post conference, following the same procedures implemented with faculty.
• Provide information regarding learning initiatives, curriculum projects, assessment practices, district philosophy regarding inclusionary practices, school benchmarks and targeted learning outcomes.
• Support mentor teachers throughout the teacher candidate’s placement if/when requested or needed. 

Please note: SUNY Cortland has adopted a policy that allows teacher candidates to serve as substitute teachers for their mentor teachers in their placement classroom. Teacher candidates at SUNY Cortland may be employed as a substitute teacher while student teaching if all conditions set by SUNY Cortland are met. 

This policy permits student teachers to substitute for their assigned mentor teacher if the candidate’s education program agrees to this policy, as outlined below. 

Responsibilities of the University and Teacher Candidate:

1. The candidate notifies the supervisor of their willingness to substitute teach and attests to the fact that they know they are under no obligation to substitute teach and are free from any pressure to accept employment.
2. The mentor teacher and the university supervisor determine that the candidate is capable of this employment and that substitute teaching will not negatively impact the teacher candidate’s professional growth and/or their ability to fulfill all requirements of student teaching.
3. Throughout student teaching, the candidate notifies the supervisor each time they substitute teach.
4. When substitute teaching, the candidate is acting as an employee of the district and not a student teacher and thus will not substitute teach for more than one day a week unless special permission is granted by the university. 

For more information on this policy, please contact the Field Experience and School Partnerships Office.

• If a teacher candidate suffers an injury or illness on school property during the course of the student teaching placement, the mentor teacher should immediately contact their building principal and the Director of the Field Experience and School Partnerships Office.

• New York State teacher and/or leader certification
• Experience teaching in school settings at required levels and content area
• Experience hosting and/or mentoring teacher candidates
• Demonstrated familiarity with New York State learning standards
• Experience with logging into secure technology systems and using multi-factor authentication
• Experience using various forms of technology to collect data securely
• Experience learning new technology tools
• Access to a computer for communication, data collection, and other supervisory responsibilities. A Chromebook, tablet or cellphone will not be sufficient to complete the duties of this position.

• Previous administrative or supervisory experience
• Familiarity with NYS teacher certification requirements
• Membership in professional organizations

• Establishing and maintaining communication with the teacher candidate and the mentor teacher
• Supporting the teacher candidate throughout the student teaching semester as required by the academic program and as described in the Student Teaching Handbook.
• Establishing and maintaining a collaborative relationship with mentor teachers marked by frequent communication
• Conducting a minimum of three formal observations of the teacher candidate’s teaching (in person or virtually) during each of the two quarters of the student teaching placement. More observations may be required by some programs and/or needed to support some student teachers.
• Providing oral (in person and/or in an online meeting) and written feedback to the teacher candidate on their teaching performance and lesson planning materials following each observation
• Evaluating the teacher candidate’s performance using SUNY Cortland’s assessment tools

Supervisors are expected to:

• Consistently use, once activated, their Cortland email as the ONLY electronic communication tool for all work-related tasks and activities connected to supervision of student teachers.
• Contact the teacher candidate prior to the start of student teaching and clarify general student teaching expectations.
• Contact the student teacher’s mentor teacher prior to the beginning of the student teaching quarter/semester and clarify general student teaching expectations.
• Respond to all communications (messages, emails, or phone calls) from teacher candidates, mentor teachers and academic program staff within 48 hours.
• Arrange and conduct three three-way conferences with the teacher candidate and the mentor teacher at the beginning of, halfway through, and at the end of each student teaching quarter.
  • The first conference should serve the purpose of clarifying expectations for the teacher candidate that are specific to the placement (e.g., classes to teach, curriculum used, etc.).
  • The second should be focused on the teacher candidate’s progress on meeting the expectations laid out in the STE rubric, reviewing both strengths and areas for growth, and further clarifying the rubric criteria.
  • The third conference should be a discussion of the teacher candidate’s performance during the quarter, based on evidence of the Student Teaching Evaluation (STE) scores assigned by each of the three parties. These conferences can be combined with observations.
• Retain copies of the written feedback and upload them into the Watermark system as needed.
• Promptly notify the program/department coordinator and the Field Experience and School Partnerships Office of issues interfering with the success of student teaching process as they arise. These may include personal issues being experienced by the mentor teacher or teacher candidate, union, or labor/management issues in the school setting, etc.
• Maintain student teacher confidentiality following Family Educational Rights and Privacy Act (FERPA), and other privacy related regulations that apply. See FERPA information.

Supervisors are expected to:

• Evaluate the teacher candidate’s performance using SUNY Cortland’s and the program’s assessment tools, according to the deadlines set by the Field Experience and School Partnerships (FESP) Office (STE dates and information). 
• Assign grades for student teaching with input from the mentor teacher and submit them into the Banner system by the deadline specified in the Student Teaching Calendar.

Supervisors are expected to review the Student Teaching Handbook to become knowledgeable about the policies and procedures that must be followed by stakeholders involved in the student teaching process (teacher candidates, mentor teachers, supervisors, program coordinators, FESP staff, etc.). Some important policies are highlighted below.

Supervisor Obligation Period: 

• Student teaching supervisors are under obligation from one week prior to the start of the classes through one week after final exam week.

Training:

• Newly hired supervisors are expected to attend an orientation session. In addition, all supervisors are expected to attend any training sessions required by the FESP Office, Human Resources, and their academic programs.

 Forms:

• Review the Placement Verification Form for accuracy for the placement of each teacher candidate within the first two weeks of the start of each placement. This form is completed by the teacher candidate, but it must be reviewed for accuracy and approved by the supervisor so the FESP Office can begin the remuneration process for paying the mentor teacher’s stipend.
• Review the Emergency Contact form for each teacher candidate within the first two weeks of the semester.
• Complete the online Mentor Teacher Satisfaction form for each mentor with whom you worked with in a given semester.
• Complete the online Time and Attendance (TAS) submission at the end of every month.

 Teacher Candidate Absences:

• Supervisors should follow the program’s policy for documenting teacher candidates’ absences from student teaching, including days they miss to serve as substitute teachers (ST Handbook - Attendance and Absences).
• Cases of On-Site Injury/Illness of Teacher Candidate: If a teacher candidate suffers an injury or illness on school property during the student teaching placement, the supervisor will immediately contact the director of the FESP Office.

 Supervisor Absences:

• If, for whatever reason, a supervisor is unavailable to assist a teacher candidate for more than two consecutive days during the student teaching semester due to illness, travel or other circumstances, they must inform the program coordinator and the FESP Office and provide the teacher candidate and mentor teacher with a SUNY Cortland contact within their program for any immediate questions or concerns.
• If the student teacher supervisor has an unexpected or planned extended absence during the student teaching semester, the supervisor must inform the program coordinator and the FESP Office as soon as possible and provide the teacher candidate and mentor teacher with a SUNY Cortland contact within their program for any immediate questions or concerns.

Travel Reimbursement:

• Supervisors must follow procedures regarding supervisory travel (mileage) reimbursement as detailed in a memo from the Field Experience and School Partnerships Office to each college supervisor at the beginning of each semester.

Teacher Education
607-753-4704
Fax: 607- 753-4212

cortland.edu/community/outreach/

The assistant provost for teacher education coordinates several outreach services that bring together offices and programs that extend beyond the SUNY Cortland campus to area schools, businesses, and the community. The unit provides a wide range of services and programs for students, faculty, local businesses, area residents and youth. Program coordinators provide quality programs that meet the needs of their individual clientele.

Access to University Education
607-753-5662
Fax: 607-753-5561
cortland.edu/community/outreach/ace/

The Access to University Education (ACE) program provides resources and services to help high school students overcome barriers and pursue a university education, through a partnership with area school districts and higher education institutions.

Field Experience and School Partnerships Office
School Partnerships Area
Education Building, Room 1105
607-753-2824
Fax: 607- 753-5966
cortland.edu/teacher-education/field-placement/

The School Partnerships Area of the Field Experiences and School Partnerships Office administers both credit and noncredit programs for area educators, coaches, teacher candidates, educational leadership interns and high school students.

Liberty Partnerships Program (LPP)
607-753-5663
Fax: 607-753-5561
cortland.edu/community/outreach/liberty-partnerships/

Liberty Partnerships Program (LPP) provides programs to help youth in grades 5-12 complete high school and seek post-secondary education or meaningful employment. Through a partnership with area schools, higher education institutions and community-based agencies the program provides a holistic approach to services.

Migrant Education Tutorial and Support Services Program (METS)
607-753-4706
Fax: 607- 753-4822
cortland.edu/community/outreach/migrant-education/

Migrant Education Outreach Program (MEOP) assists school districts in meeting the needs of migrant children, as well as providing children/families with individualized programs to meet their needs.

• AAQEP Standards - Available at aaqep.org 
• New York State Teaching Standards - Available at https://www.nysed.gov/standards-instruction 
• New York State P-12 Common Core Learning Standards - Available at https://www.nysed.gov/content/new-york-state-common-core-learning-standards
• New York State Learning Standards and Core Curriculums - Available at  https://www.nysed.gov/news/2015/board-regents-approve-new-york-state-p-12-common-core-learning-standards 
• New York State Dignity for All Students Act - Available at https://www.nysed.gov/student-support-services/dignity-all-students-act-dasa 
• Career Services Office, SUNY Cortland - For information/assistance regarding resumes, cover letters, credential files and fingerprinting. Available at cortland.edu/offices/career-services/