Lancaster Bible College
Teacher Certification
Handbook
2023 - 2024
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Teacher Certification Handbook
Lancaster Bible College
The Bible gives high honor and strong admonition to the work of a teacher. The New Testament lists
teaching as one of the spiritual gifts that plays a vital role in the growth of individuals and the Church.
(Romans 12:7; Ephesians 4:11-14). Just as the profession is held in esteem, the Bible is quick to warn
that not many should be teachers as they will be judged more strictly (James 3:1).
As professors in the area of teacher certification, we contemplate this praise and warning as we design,
implement, and evaluate our programs. Similarly, we prepare and disciple in-service and pre-service
teachers in light of the teachings from God’s word as we all seek to glorify God in what we do, say and
think.
The programs leading to teacher certification at LBC encompass four academic departments at both the
undergraduate and graduate levels.
Education
Worship &
Performing Arts
Counseling &
Social Work
Early Level (PreK-4)
Instructional I
Middle Level (4-8)
Instructional I
Special Education
(PreK-12) MEd
Instructional I
English as Second
Lang. (K-12) MEd
Program Specialist
HPE (K-12)
Instructional I
Music (K-12)
Instructional I
School Counseling
Edu. Specialist
(K-12)
This Teacher Certification Handbook seeks to outline the policies and procedures governing the
programs at the undergraduate level that lead to a Pennsylvania Instructional I certification. Information
regarding other certifications can be found on that department’s portion of the LBC website.
This handbook is provided as a guide. It is the student’s responsibility to consult regularly with his/her
advisor and to check his/her LBC email account to be aware of changes and curriculum details which are
not incorporated in this handbook.
The most up-to-date version of this handbook can be found under the student’s academic program on
the LBC website.
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Table of Contents
Mission Statements and Program Curricula ................................................................................................ 4
Teacher Certification Policies
Admission, Retention, Completion & Certification .......................................................................... 5
Policies & Procedures .................................................................................................................................. 7
Background Clearances
EDU 461 The Cross-Cultural Experience
International Student Teaching
Scholarships & Awards
Teacher Center
Admission & Completion
Field Experience Handbook
Administration ............................................................................................................................... 11
Evaluation Forms ........................................................................................................................... 16
Student Teaching Handbook
Goals and Objectives ...................................................................................................................... 30
Eligibility to Student Teach ............................................................................................................ 31
Eligibility for Certification .............................................................................................................. 31
Time Element in Student Teaching ................................................................................................ 32
Criteria for Cooperating Teachers .................................................................................................. 33
Responsibilities of the Cooperating Teacher ................................................................................. 38
Responsibilities of the Student Teacher ........................................................................................ 39
Evaluation of Student Teaching ..................................................................................................... 47
Appendices …………………………………………………………………………………………………………………………………………..50
Application to Teacher Certification Studies
Reference for Teacher Certification Studies Application
Background Clearances
Basic Skills Requirement and Testing Options
Certification Tests
TIMS Application Directions
International Student Teaching
Lesson Plan Template
Lesson Plan Model
Dispositions Policy
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Teacher Certification Programs & Curriculum
Early Childhood Education Program (PreK-4)
Program Mission: The Early Childhood Education major trains students from a philosophical
base which reflects a biblical worldview, to serve as teachers in public and private schools.
Curriculum: see www.lbc.edu/academics
Degree: BS in Education
Certifications: PA Instructional I (PreK-4)
Association of Christian School International (ACSI) K-8
Program Coordinator: Dr. Stacey Martin, EdD smartin@lbc.edu
Middle Level Education Program (4-8)
Program Mission: The Middle Level Education major trains students from a philosophical base
which reflects a biblical worldview, to serve as teachers in public and private schools.
Curriculum: see www.lbc.edu/academics
Degrees: BS in Education, BA in Biblical Studies
Certifications: PA Instructional I (4-8, content area)
Association of Christian School International (ACSI) K-8
Program Coordinator Dr. Stacey Martin, EdD smartin@lbc.edu
Early Childhood/Special Education (PreK-8) BS/MEd
Program Mission: The Early Childhood Education major trains students from a philosophical
base which reflects a biblical worldview, to serve as teachers in public and private schools. The
Master of Education: Special Education seeks to train students from a philosophical basis which
reflects a biblical worldview to serve as teachers in Special Education in public and private
schools.
Curriculum: see www.lbc.edu/academics
Degrees: BS in Education, MEd in Education
Certifications: PA Instructional I (PreK-4, Special Education PreK-12)
Association of Christian School International (ACSI) K-8
Program Coordinator: Dr. Robin Bronkema, PhD rbron[email protected]
Early Childhood/English as Second Language (PreK-12) BS/MEd
Program Mission: The Early Childhood Education major trains students from a philosophical
base which reflects a biblical worldview, to serve as teachers in public and private schools. The
Master of Education: English as Second Language seeks to train students from a philosophical
basis which reflects a biblical worldview to serve as teachers of ESL in public and private schools.
Curriculum: see www.lbc.edu/academics
Degrees: BS in Education, MEd in Education
Certifications: PA Instructional I (PreK-4, English as Second Language PreK-12)
Association of Christian School International (ACSI) K-8
Program Coordinator: Dr. Robin Bronkema, PhD rbr[email protected]
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Health & Physical Education Program
Program Mission: The Health and Physical Education program prepares students as highly-skilled
teachers with a biblical worldview who identify and meet the present and future needs of their
students.
Curriculum: see www.lbc.edu/academics
Degree: BS in Education
Certifications: PA Instructional I (K-12; HPE)
Association of Christian School International (ACSI) K-12
Program Coordinator: Dr. Stacey Martin, EdD smar[email protected]
Music Education Program
Program Mission: The Music Education program trains students to be comprehensive musicians
skilled in the art and practice of innovative music making and teaching through a biblical
worldview, prepared for the teaching profession in both public and private K-12 educational
settings.
Curriculum: see www.lbc.edu/academics
Degree: BMus in Music Education, BA in Biblical Studies
Certifications: PA Instructional I (K-12; Music)
Association of Christian School International (ACSI) K-12 Music
Program Coordinator: Mrs. Rachel Sidebothom, MEd rsid[email protected]
Certification Officer: Dr. Bob Dodson, EdD [email protected]
All certificates are processed through the Certification Officer. The Music Education program is offered
in conjunction with the Education Department and The MWPA Department, whereas the School
Counseling programs are solely offered through the Counseling and Social Work Department.
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Teacher Certification Admission, Retention, Completion & Certification Policies
Undergraduate Education
2023 - 2024
Preliminary Admission to Teacher Certification Programs
Acceptance into the bachelor’s degree program at Lancaster Bible College leading to teacher
certification is consistent with the general admissions policy at the College. Individuals requesting
entrance into any of the teacher certification programs must fulfill all the college admissions
requirements. Individuals transferring with some credits who wish to obtain certification through
Lancaster Bible College must follow the standard admissions policies of the College and consult with the
Certification Officer to establish a course of study that will result in recommendation for certification.
The number of transfer credits accepted, plus the date the transfer credits were completed, will be
considered by the Certification Officer in conjunction with the Program Coordinator.
Formal Admission to Teacher Certification Studies
1. A minimum of 48 credits earned, usually between the semesters of the sophomore year
2. Teacher Certification Studies Application with Reference Check
3. Myers-Briggs Personality Inventory
4. Child Abuse, Criminal Record, and Fingerprinting Clearances. See appendix.
5. Successful completion of the PA Basic Skills Requirement. There are several ways and tests to
meet this requirement. Waived for all students entering programs prior to July 2025. See the
appendix for information.
6. Minimum Cumulative GPA = 3.0
7. Completion of the following courses with required minimum grade
• LAN 101: C-
• Literature Core with Writing Intensive: C+
• 3 credits of Math: C+
• 3 credits of Math: C+
• EDU 101: C+ and EDU 204: C+
8. Approval by the faculty of Teacher Certification courses
Result of Formal Admission: Eligibility to continue in the education courses in their program
Failure to meet the criteria listed above will mean a delay in proceeding in the student’s program.
Provisional Status is granted to students for one semester as they complete formal admissions
requirements. Provisional status allows the student to complete an internship, but no other educational
related courses (EDU, ELE, ELM, HPE, MUE).
The time of Formal Admission for transfer students will be decided on a case-by-case basis.
Retention in Teacher Certification Studies
1. Minimum Cumulative GPA = 3.0
2. C+ or greater in all Education courses (EDU, ELE, ELM, HPE, MUE), SOC 326 Educational
Psychology and professional content courses
3. Satisfactory ratings from the cooperating teachers in a minimum of three semesters of
Internship (EDU 301, 302, 401, 402) and Practicum (EDU 450)
4. Program requirements
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a. Early Childhood Education – minimum of 90% on Phonics Exam for Teachers (Durkin)
b. Health & Physical Education – demonstrated competency in locomotor, non-locomotor,
and manipulative skills
c. Music Education – see program coordinator
Result of Retention in Teacher Certification Studies: Eligibility to continue taking education courses
The criteria for retention are reviewed at the conclusion of each semester. Should a student not be in
compliance with any of these criteria he/she will be notified of that status, and further enrollment in
education courses may be prohibited until that criteria has been met. Students will be advised about
plans to rectify the deficiencies in order to proceed in seeking certification and graduate in a timely
manner. Students not meeting the stipulated criteria for retention in a teacher education program may
request a review by the appropriate Program Coordinator and Certification Officer.
Current LBC undergraduate students, already admitted into Teacher Certification Studies, who wish to
apply to enter BS/MEd will go through the admissions process the semester following their completion
of 45 credits. Applications for these students must be completed and submitted by April 19 (Fall start)
and November 11 (Spring start).
Eligibility to Student Teach
1. Successful formal admission and retention in the teacher preparation program
2. Minimum Cumulative GPA = 3.0
3. Renewed Child Abuse, Criminal Record, and Fingerprinting Clearances (within 6 months)
4. Minimum ratings on Dispositions Assessments as required in the Dispositions Policy (See
Appendix)
5. TB test (within 6 months)
6. Proof of Liability Insurance – Christian Educators
7. Completion of all education courses and appropriate content courses with a minimum grade of
C+
8. Completion of all courses needed for conferral of degree
9. In good standing with Lancaster Bible College
Result of Eligibility to Student Teach: Eligibility to register for EDU 499 and EDU 493
Eligibility to be Recommended for Certification
1. Completion of all program requirements and student teaching requirements
2. Conferral of degree(s)
3. A minimum of a satisfactory rating (1) in each of the 4 categories on the Pennsylvania Statewide
Evaluation Form for Student Professional Knowledge and Practice (PDE-430). There must be 2
final forms, and therefore is completed at the conclusion of each placement. A minimum total of
at least 4 points must be achieved on the final summative rating in order to be recommended
for certification. The PDE-430 is completed by the college supervisor.
4. Successful completion of required competency tests (PECT or Praxis II). See appendix.
5. Minimum Cumulative GPA = 3.0
6. Submitted application to TIMS for PA teacher certification. See appendix.
7. The recommendation of the LBC Certification Officer
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Result of Eligibility for Certification: Recommendation to PA Department of Education for certification
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Annual Background Clearance Requirements
All teacher certification students must request a Criminal Record Check from the Pennsylvania State
Police, a Child Welfare Review from the Department of Public Welfare, and an FBI Fingerprint Record
Check to verify the nonexistence of a police record once a year. Copies of these requests must be on file
in the Education Department office during all field experiences and updated every year. Additionally,
each year students must complete Act 24.
Clearances for new students in the Fall semester must be dated June 1 of that year or later.
Clearances for new students in the spring semester must be dated September 1 of the previous year or
later.
Dates for clearances of transfer students are reviewed on a case-by-case basis.
All clearances will be reviewed by the Field Placement Coordinator to verify the appropriateness of the
clearance.
The cost of clearances is the responsibility of the student.
Directions and forms for these processes are available in the Education office, in the Appendix or on the
following websites:
FBI Fingerprint Record Check – https://www.identogo.com
Criminal Record Check – https://epatch.state.pa.us/Home.jsp
Child Welfare Review – https://www.compass.state.pa.us/cwis/public/home
EDU 461 The Cross-Cultural Experience
Every undergraduate student is required to participate in a cross-cultural experience during his/her
course of study. The Teacher Certification student must enroll in EDU 461 The Cross-Cultural Experience
and complete the academic requirements for the course. Typically, the student participates in the
experience during the second and third years, even though the course is not registered until the final
semester.
The experience may be completed individually, with a college team, or with any other group. Discussion
about the requirements and stipulations must occur with the Professor responsible for the course prior
to formal plans being made. Course requirements are detailed in the course syllabus.
EDU 461 must be completed prior to student teaching.
International Student Teaching Program
Students may apply to the International Student Teaching Program as an option for a private Christian
school placement. This experience is scheduled for the second placement in order to give the College an
opportunity to observe and evaluate the student teacher in practice before the overseas placement. The
first placement in this instance would be in a public school.
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The student must begin the application process one year prior to the beginning of the student teaching
semester. The process must follow the procedures as outlined in the International Student Teaching
Packet that is found in the appendix.
The student must meet the criteria for eligibility to student teach overseas and provide the necessary
references.
The student is responsible to raise all the necessary moneys for the international experience. These
must be available in total before the beginning of the student teaching semester.
Scholarships & Awards
The Education and Worship & Performing Arts Departments offer scholarships and awards to students in
their respective departments. Scholarship information can also be found in the Financial Aid Office.
Students should look for email and chapel announcements regarding these opportunities.
Teacher Center
An LBC Teacher Center can be found on the third floor of the Charles Frey Academic Center in the
Education Department suite. Students have access to construction paper, letter cutting machines,
scissors, markers, file folders, and lamination as they prepare materials for lesson plans and classroom
use. This LBC Teacher Center is open during the day from 8-4pm. Enter the Center through the main
hallway door.
Additionally, students have access to the Teacher Center provided by the IU 13. Students are NOT
required to pay as LBC has a Teacher Center Membership with the IU13. The hours and locations for the
2020-2021 school year are below.
Lancaster IU 13 – 1020 New Holland Avenue, Lancaster, PA 17601
Day/Hours: Tuesdays 3:00pm-8:00pm
Lebanon IU 13 - One Cumberland Street, Lebanon, PA 17042
Day/Hours: Wednesdays 3:00pm-8:00pm
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Certification Admissions and Completion
The following policies can be found at
http://lbc.smartcatalogiq.com/en/2021-2022/Undergraduate-Catalog
General Policy
Lancaster Bible College does not discriminate on the basis of race, color, national origin, gender, or
disability in administration of its educational policies, admissions policies, financial aid programs, and
athletic and other school-administered programs.
Because Lancaster Bible College exists for the purpose of educating Christian students to think and live a
biblical worldview and to proclaim Christ by serving Him in the Church and society, the College
maintains a specialized set of admissions requirements. The College is committed to educating the
entire person and thus has basic admissions standards in the spiritual, personal, and academic areas.
The admissions standards in each of these areas involve expressions of distinctives associated with
Lancaster Bible College as a higher educational institution with a particular religious heritage.
Developing spiritual maturity, possession of capabilities for baccalaureate level work, and appropriate
preparation for such work are necessary for admission into the College.
Individuals wanting to take a course or courses at Lancaster Bible College on a part-time basis with no
intent of pursuing a degree from or receiving certification through Lancaster Bible College may do so
without completing an application for admission and receiving formal admission to the College.
However, these individuals must complete a registration form for attending a course or courses and
agree to adhere to all College regulations and observe all student lifestyle standards. With the
completion of three courses at the College, such individuals must indicate officially in writing to the
College Registrar future intentions concerning the pursuing of a degree or the receiving of certification.
If the individuals choose at that time to pursue a degree or receive certification, then the necessary
admissions requirements for acceptance into the program must be fulfilled. (Complete details
concerning admissions standards, requirements, and procedures are found in the College Catalog.)
Specific Policy
The Teacher Certification programs at Lancaster Bible College exist to prepare and equip teachers for
both public schools and private religious schools. Consistent with the College’s desire for excellence in
both process and outcomes, these programs observe all admissions standards, requirements, and
procedures of the College.
Acceptance into the bachelor’s degree program at Lancaster Bible College with a specialization in
teacher certification is consistent with general admissions policy at the College. Individuals requesting
entrance into a certification program must fulfill all admissions requirements.
Individuals wanting to take a course or courses at Lancaster Bible College on a part-time basis with no
intent of pursuing a degree from or receiving certification through Lancaster Bible College may do so by
completing the application and registration form for taking a course.
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Internship Field Experience Handbook
2023-2024
Goals
The field experiences planned for Lancaster Bible College students are designed to provide
preprofessional learning opportunities in the public and private classroom. These experiences include
observations, assistance, and teaching experiences for the student. It is intended that these experiences
will provide the student with opportunities to practice the skills early in the preparation program in
order to develop a measure of proficiency prior to the student teaching placements.
Objectives
The field experiences are designed to give the preservice teacher the opportunity to gain experience and
demonstrate the following skills:
1. Identify effective planning and preparation practices.
2. Explain the role of the teacher in developing and maintaining a positive learning environment.
3. Describe effective instructional delivery practices.
4. Demonstrate ethical and professional behavior in school settings.
5. Identify a variety of assessment tools and practices used in instruction.
6. Evaluate one’s own professional growth through self-reflection.
7. Differentiate the unique characteristics, learning needs, and effective practices for diverse
learners.
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Administration
Overall policy with regard to field assignments is determined by the Education Department as directed
by the Coordinator of Field Placements and the Department Chair. These assignments include
placements for early field experiences, Internships (EDU 301, 302, 401 & 402), Practicum (EDU 450), and
Student Teaching (EDU 499).
Assignments for all field experiences are made by the Coordinator of Field Placements in the Education
Department subject to the approval of the Department Chair. These assignments are made in
cooperation with the administrators and classroom teachers of the local schools and school districts.
Although placements are made through the administrative offices, students are assigned to specific
classroom teachers, not to schools or school districts. Some may require copies of the clearances to be
on file in the school of the placement. Also, a TB test may be required.
During pre-registration the student must submit to the office of the Coordinator a request form and a
schedule for each semester requiring an assignment. The Coordinator will attempt to place the student
within the time frame, school, and grade requested. The requests for internships must be made during
the semester prior to the placement.
The College will offer limited transportation during the freshman and sophomore field experiences. The
student must make the necessary arrangements for transportation to and from the school for all other
field experiences including Internships, Practicum, and Student Teaching.
Prior to the first field experience, the student must have on file in the Education Department office a
Criminal Record Check from the Pennsylvania State Police, a Child Welfare Review from the Department
of Public Welfare, and an FBI Fingerprint Record Check to verify the nonexistence of a police record. The
Intern provides these documents to the school at the first visit.
Several semesters of Internship begin in the student’s fourth or fifth semester. See the chart below.
Stage 1 & 2: Observation and Exploration
ELE101 or ELM101
4 hours (2 hours Christian school, 2 hours public school)
EDU 204
10 hours
EDU 333
4 hours (inclusive classroom, resource room, etc.)
EDU 410
3 hours (ESL setting, diverse learners)
Program Electives
15 hours
Stage 3: Pre-student Teaching
EDU 301, 302, 401, 402 Internship
36 hours each, 3-4 semesters in Christian/public schools
EDU 450 Practicum
40 hours, 1 semester in a Christian school
Stage 4: Student Teaching
EDU 499 Student Teaching
15 weeks; 7 ½ weeks in Christian school and 7 ½ weeks in a
public school or 15 weeks in a public school
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Time Element in Internship
In EDU 301, 302, 401, and 402 Internship, the expected time commitment is 3 hours in each of twelve
weeks of a semester. Any time missed due to school closings/delays or any other circumstances must be
completed in additional visits. Although the length of time for these opportunities varies, thirty-six hours
per semester is required. The transfer Education student will participate in a minimum total of 108
hours of Internship.
Students are expected to be at their placement on the day and time arranged with the teacher. This
commitment indicates a level of professionalism on the student’s part. If there is an unavoidable
absence such as snow delays, illness or school field trip the student must be in communication with the
cooperating teacher. Supervisors will require make-up time in instances of excessive absences,
regardless of the cause.
Criteria for Cooperating Teachers
In order to ensure an effective experience for the student intern and the Cooperating Teacher, the
follow criteria have been set for the mentors of the student intern:
• At least one year of successful teaching experience
• Certification by a recognized certifying agency
• Above average evaluation rating and recommendation from the school administrator
• A model of professionalism
• Good organizational skills
• Positive approach to teaching and to children
• Experience in and use of a variety of teaching methods and strategies
• Good interpersonal relationship skills
• Successful classroom management
• Desire to work with a student intern
• Willingness to invest the necessary time and energy in the mentor-student relationship
Responsibilities of the Cooperating Teacher
The Internship Cooperating Teacher is provided with materials to orient him/her to this field placement
experience. Please review all the parts of this handbook.
Introduction The Cooperating Teacher should introduce the Intern to the class and explain
his/her role as a teacher-in-training over the next several weeks.
Involvement The Cooperating Teacher should involve the student in as much class activity as
possible and appropriate. Weekly planning is the key in providing direction for the
Intern. The following list of activities offers suggestions for the internship
experience so that it will be the most profitable for the student and the Cooperating
Teacher:
• Provide individualized instruction for students (remedial, enrichment, etc.)
• Present mini-lessons, including the evaluation of the students’ work
• Design, implement, and assess small group instruction
• Observe group activities and interaction among students and teachers
• Correct student work papers, test papers, and other written assignments
• Experience collecting data and keeping records
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• Create and display bulletin boards and other learning materials or activities
• Read to the children, engage in original storytelling, and utilize drama
• Use technology in the classroom
• Observe and assist with various teaching methods and strategies
• Participate in classroom management under the direction of the teacher
• Observe experienced teachers as they work with children
• Prepare learning materials or activities for students
• Observe and work with special needs or gifted students
Co-Teaching As appropriate the Cooperating Teacher should involve the Intern in co-teaching
practices. See the description of these models at the end of this handbook.
Facilities The Cooperating Teacher should orient the student to the building.
Feedback The Cooperating Teacher is encouraged to provide specific feedback to the Intern to
continue growth and understanding. Often asking questions provides a means for
the Intern to reflect and an invitation for conversation.
Evaluation The Cooperating Teacher will provide formal feedback to the Intern at the end of
the semester. The Intern’s academic advisor will review this evaluation.
Responsibilities of Field Placement Coordinator
The Field Placement Coordinator arranges all field placements for students. Additionally, he makes visits
to schools hosting interns. Should a problem or issue arise, the Cooperating Teacher should contact Dr.
Bob Dodson (717-560-8200 ext. 5368 or [email protected])
Responsibilities of Internship Professor
The student’s Internship professor completes the review and grading of Internship materials. If the
Intern has a question or problem regarding the internship placement, he/she should contact the
Internship professor or Field Placement Coordinator. The internship professor for each program is as
follows:
Early Childhood and Middle Level: Miss Meredith Powell
HPE: Dr. Tom Randolph
Music Education: Mrs. Rachel Sidebothom
Responsibilities of the Intern
Professionalism The Intern will be evaluated by the Cooperating Teacher on the following areas
related to character and professionalism.
Exhibits self-confidence & poise
Demonstrates initiative
Demonstrates self-awareness
Demonstrates enthusiasm for teaching & learning
Is prompt and dependable
Accepts constructive criticism and feedback
Maintains a neat, professional appearance
Communicates professionally with mentor teacher
Maintains accurate records
Completes assigned tasks efficiently & effectively
Attendance The Intern is expected to be at the placement on the day and time arranged with
the Cooperating Teacher as stipulated on the contract. If a change occurs, the
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student must be in timely, professional communication with the Cooperating
Teacher.
Contract The Intern, in conjunction with the Cooperating Teacher, will select a day/time
appropriate for the field placement. The Intern will fill out the Field Placement
contract and include signatures from the Intern and Cooperating Teacher. This
contract must be turned in to the Education Department after the student’s first
visit. The Coordinator of Field Placement and the student’s academic advisor will
also sign this contract.
Weekly Time Reports The Intern submits weekly time sheets indicating types of activities completed,
answers to questions, time of arrival/departure, and the signature of the cooperating
teacher. If the Intern did not attend the internship placement for a particular week,
he/she must submit a document indicating the reason for not attending and a plan for
making up the missed hours. The time sheets are to be uploaded on Canvas by 11:59pm
every Friday.
Reflection Portfolio The Intern completes a Reflection Portfolio over the course of the experience to
document learning and understanding. The portfolio is divided into 21 outcomes and is
completed in three parts during the semester according to the dates on Canvas. The
Reflection Portfolio is designed to develop the reflection, evaluation, and problem-
solving skills of the students during the field experience. All outcomes must be
answered in order to receive credit for this element. A rubric will be used by the
professor to assess the content of the portfolio.
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Co-Teaching Models
LBC desires for pre-service teachers to have robust, learning filled field experiences. Implementing co-
teaching models encourages participation in the classroom instruction and management, not just the
classroom administrative tasks. Several of the models require planning so that the pre-service teacher
has materials and adequate time for preparation before teaching.
1. One teach, one observe – One teacher is teaching while the other teacher is making observations and
gathering data. Providing the pre-service teacher with “look for’s” will maximize the observation.
2. Station teaching – Content and students are divided with the classroom teacher and pre-service
teacher responsible for delivering specific content to one group, then repeating the content with the
other group.
3. Parallel teaching -- Similar to station teaching, students are divided between teachers, but both
teachers are responsible for delivering the same content. This method allows for differentiation and
more student participation.
4. Alternative teaching – One teacher is responsible for the large class group, while the other works
with a smaller group. This approach is helpful when used for remediation, pre-teaching, helping
students catch-up on assignments, etc.
5. Teaming – Both teachers share the delivery of the material to the class.
6. One teach, one assist – One teacher assumes primary responsibility for instruction while the other
circulates to assist students.
Adapted from http://www.vateacher.com/portfolio/innovations-in-the-classroom-six-models-of-co-
teaching/
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Internship Evaluation
Student: ___________________________________________ Date: ______________
Name of School: ___________________________________ Grade Level: ______________
Mentor Teacher: ________________________________________________________
Mentor Teacher Email: ___________________________________________________
Lancaster Bible College appreciates your partnership with us in the training and development of
teachers. This form is designed to serve as a means to evaluate the pre-student teacher serving in your
classroom this semester for the Internship field experience. Your honest appraisal will aid us in
counseling our students more effectively in their preparation.
Please review each of the following areas and rate the performance of the pre-student teacher using the
following scale:
Distinguished
Surpasses expectations for level of performance for a pre-student teacher
Proficient
Effectively meets expectations for level of performance for a pre-student teacher
Satisfactory
Adequately meets expectations for level of performance for a pre-student teacher
Unsatisfactory
Does not meet expectations
Not Seen
Particular teacher performance was not seen during this placement
Planning and Preparation
Demonstrates knowledge of students’ growth and development
D P S U NS
Demonstrates knowledge of subject matter
D P S U NS
Prepares teaching lessons/materials to reach stated objective/standard
D P S U NS
Comments (optional):
Classroom Environment
Adapts/adjusts expectations based on student needs
D P S U NS
Establishes positive, professional rapport with students
D P S U NS
Models and holds students accountable for class rules and procedures
D P S U NS
Comments (optional):
Instructional Delivery (one-on-one, small or large group)
Engages students in their learning
D P S U NS
Employs effective instructional practices
D P S U NS
Uses technology effectively
D P S U NS
Communicates content clearly to students
D P S U NS
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Provides feedback to students on their learning
D P S U NS
Uses vocal inflection and projects voice effectively
D P S U NS
Provides clear directions to students
D P S U NS
Uses effective questioning
D P S U NS
Comments (optional):
Biblical Worldview
Integrates biblical truths in the classroom
D P S U NS
Demonstrates interest in spiritual things
D P S U NS
Comments (optional):
Character
Exhibits self-confidence and poise
D P S U NS
Demonstrates initiative
D P S U NS
Demonstrates self-awareness
D P S U NS
Demonstrates enthusiasm for teaching and learning
D P S U NS
Is prompt and dependable
D P S U NS
Accepts constructive criticism and feedback
D P S U NS
Comments (optional):
Professionalism
Maintains a neat, professional appearance
D P S U NS
Communicates professionally with mentor teacher
D P S U NS
Maintains accurate records (grading, tasks completed, etc.)
D P S U NS
Completes assigned tasks efficiently and effectively
D P S U NS
Comments (optional):
What strengths does this pre-student teacher demonstrate?
What area(s) would you suggest for growth for this pre-student teacher?
Please review this evaluation with the pre-student teacher.
Mentor Teacher’s Signature: _______________________________Date: __________________
7
Practicum Field Experience Handbook
2023-2024
Goals
The field experiences planned for Lancaster Bible College students are designed to provide pre-
professional learning opportunities in the public and private classroom. These experiences include
observations, assistance, and teaching experiences for the student. It is intended that these experiences
will provide the student with opportunities to practice the skills early in the preparation program in
order to develop a measure of proficiency prior to the student teaching placements.
Objectives
The field experiences are designed to give the preservice teacher the opportunity to gain experience and
demonstrate the following skills:
1. Implement instruction (small group and/or whole class) designed to meet a specific set of
objectives within the placement classroom.
2. Utilize an original piece of media using technology tools to enhance instruction.
3. Identify effective and ineffective classroom practices through observation and reflection.
4. Demonstrate professionalism in appearance, conduct, communication, timeliness, and quality
of work.
Administration
Overall policy with regard to field assignments is determined by the Education Department as directed
by the Coordinator of Field Placements and the Department Chair. These assignments include
placements for early field experiences, Internships (EDU 301, 302, 401 & 402), Practicum (EDU 450), and
Student Teaching (EDU 499).
Assignments for all field experiences are made by the Coordinator of Field Placements in the Education
Department subject to the approval of the Department Chair. These assignments are made in
cooperation with the administrators and classroom teachers of the local schools and school districts.
Although placements are made through the administrative offices, students are assigned to specific
classroom teachers, not to schools or school districts. Some may require copies of the clearances to be
on file in the school of the placement. Also, a TB test may be required.
During pre-registration the student must submit to the office of the Coordinator a request form and a
schedule for each semester requiring an assignment. The Coordinator will attempt to place the student
within the time frame, school, and grade requested.
The College will offer limited transportation during the freshman and sophomore field experiences. The
student must make the necessary arrangements for transportation to and from the school for all other
field experiences including Internships, Practicum, and Student Teaching.
Prior to the first field experience, the student must have on file in the Education Department office a
Criminal Record Check from the Pennsylvania State Police, a Child Welfare Review from the Department
of Public Welfare, and an FBI Fingerprint Record Check to verify the nonexistence of a police record.
Directions and forms for these processes are available in the Education office. The student provides
these documents to the school at the first visit.
8
The Practicum Field Experience occurs after several semesters of field experience and in the semester
before student teaching. See the chart below.
Stage 1 & 2: Observation and Exploration
ELE101 or ELM101
4 hours (2 hours Christian school, 2 hours public school)
EDU 204
10 hours
EDU 333
4 hours (inclusive classroom, resource room, etc.)
EDU 410
3 hours (ESL setting, diverse learners)
Program Electives
15 hours
Stage 3: Pre-student Teaching
EDU 301, 302, 401, 402 Internship
36 hours each, 3-4 semesters in Christian/public schools
EDU 450 Practicum
40 hours, 1 semester in an urban school
Stage 4: Student Teaching
EDU 499 Student Teaching
15 weeks; 7 ½ weeks in Christian school and 7 ½ weeks in a
public school
9
Time Element in Practicum Field Experience
Students are expected to be at their placement on the day and time arranged with the Cooperating
Teacher as stipulated on the Practicum Field Placement contract. This commitment indicates a level of
professionalism on the student’s part. If there is an unavoidable absence such as snow delays, illness or
school field trip the student must be in communication with the Cooperating Teacher and College
Supervisor prior to the Pre-Student Teacher’s start time.
The expected commitment is 3 hours for 12 weeks of the semester. Additionally, students are expected
to complete a full day at their Practicum placement. The total semester hours for this placement is 40
hours. Students must complete 40 hours in the Practicum field placement. No hours of the 40-hour
requirement can include paid hours of substitute teaching.
10
Cooperating Teachers
Cooperating Teacher Criteria
In order to ensure an effective experience for the Pre-Student Teacher and the Cooperating Teacher, the
follow criteria have been set for the mentors of the Pre-Student Teacher:
• At least one year of successful teaching experience
• Certification by a recognized certifying agency
• Above average evaluation rating and recommendation from the school administrator
• A model of professionalism
• Good organizational skills
• Positive approach to teaching and to children
• Experience in and use of a variety of teaching methods and strategies
• Good interpersonal relationship skills
• Successful classroom management
• Desire to work with a student intern
• Willingness to invest the necessary time and energy in the mentor-student relationship
Responsibilities of the Cooperating Teacher
The Practicum Cooperating Teacher is provided with materials to orient him/her to this field placement
experience. Please review all the parts of this handbook.
Introduction The Cooperating Teacher should introduce the Pre-Student Teacher to the class and
explain his/her role as a teacher-in-training over the next several weeks.
Involvement The Cooperating Teacher should involve the student in as much class activity as
possible and appropriate. This field placement is the last one before student
teaching. The more experience the student can have in this field placement the
better prepared he/she will be moving into student teaching.
Facilities The Cooperating Teacher should orient the student to the building.
Time The Cooperating Teacher should be responsive to the student’s questions as he/she
needs to prepare and teach lessons. This communication can happen face-to-face
during the student’s visit or over email.
Lesson Plans The student will be required to teach a minimum of three times during this field
experience. At least three lessons will be observed by the College Supervisor. The
Cooperating Teacher should provide material for the student to use to plan the
lesson in a timely manner. The Cooperating Teacher and College Supervisor will
both approve the lesson plan at least 2 days prior to the student teaching the
lesson. This approval usually happens over email.
Technology The Cooperating Teacher should orient the Pre-Student Teacher to the technology
available in the classroom and school. Students are required to integrate technology
into two of their lessons. One integration must be a student created media
presentation.
11
Presence In this field placement, the Cooperating Teacher is encouraged to stay in the
classroom to provide support and feedback to the Pre-Student Teacher. This
presence is the co-teaching model of one teach, one observe.
Feedback The Cooperating Teacher is encouraged to provide specific feedback to the Pre-
Student Teacher to continue growth and understanding. Often asking questions
provides a means for the Pre-Student Teacher to reflect and an invitation for
conversation.
Evaluation The Cooperating Teacher will have two opportunities to provide formal feedback to
the Pre-Student Teacher at the midway point of the semester and at the end. The
College Supervisor will review these evaluations.
College Supervisor The College Supervisor will make at least three scheduled visits to observe and
conference with the Pre-Student Teacher. His/her observation notes will be
distributed to the Cooperating Teacher and Pre-Student Teacher. If a problem or
questions arise, the Cooperating Teacher should be in contact with the College
Supervisor.
12
College Supervisor
Coach Practicum provides the Pre-Student Teacher the opportunity to develop his/her
skills before student teaching. The College Supervisor comes alongside the student
coaching him/her by reviewing lesson plans, observing lessons, and conferencing
after instruction. As a coach, the Supervisor will celebrate areas of strength and
identify areas for further development so that the Pre-Student Teacher’s
knowledge, skills, and dispositions are ready for student teaching. The College
Supervisor’s comments are not just ideas, but steps for the Pre-Student Teacher to
intentionally think about and implement.
Observer The College Supervisor will make at least three scheduled visits for observation of
the Pre-Student Teacher. Observations will be reviewed in a timely manner with the
Pre-Student Teacher and notes emailed to the Cooperating Teacher and Pre-Student
Teacher in a timely manner.
Mediator The College Supervisor acts as a go-between: the Pre-Student Teacher to the
Cooperating Teacher/Administration, the Pre-Student Teacher to LBC. Should
questions or problems arise, all parties involved should be notified as soon as
possible and a meeting scheduled with all parties to resolve the conflict. Good
communication between all parties is paramount in helping the placement to be
successful.
Evaluator The College Supervisor will evaluate written lesson plans, observed lessons, and
media production. The College Supervisor will submit all graded rubrics to the
Education Department. The College Supervisor will complete the LBC evaluation at
the conclusion of the semester.
13
Responsibilities of the Pre-Student Teacher
Professionalism The Pre-Student Teacher will be evaluated by the Cooperating Teacher and College
Supervisor on the following areas related to character and professionalism.
Exhibits self-confidence & poise
Demonstrates initiative
Demonstrates self-awareness
Demonstrates enthusiasm for teaching &
learning
Is prompt and dependable
Accepts constructive criticism and feedback
Maintains a neat, professional
appearance
Communicates professionally with mentor
teacher
Maintains accurate records
Completes assigned tasks on time
Demonstrates leadership potential
Demonstrates reflection on teaching &
learning
Attendance The Pre-Student Teacher is expected to be at the placement on the day and time
arranged with the cooperating teacher as stipulated on the Practicum Field
Placement contract. If a change occurs, the student must be in timely, professional
communication with the Cooperating Teacher and College Supervisor. The Pre-
Student Teacher is required to attend a full day of participation in the classroom. As
much as possible, an observation from the College Supervisor should be scheduled
for the full day.
Additionally, the Pre-Student teacher is expected to attend all seven Practicum
meetings as stipulated on the syllabus. Please refer to the syllabus for additional
information regarding attendance in Practicum Class.
Planning The Pre-Student Teacher is expected to speak to the teacher each week prior to the
visit to confirm the responsibilities agreed upon for that week. This can be done
over the phone, email, text messaging, or in person.
Evaluation The Pre-Student Teacher will complete a mid-way self-evaluation
14
Practicum Notebook
The Pre-Student Teacher will keep a record of the practicum experience and demonstration of
competencies in a physical template which will be provided. The template will include the following
sections:
Introduction
Planning and Preparation
Classroom Environment
Instructional Delivery
Professionalism
Section #1: Introduction
Checklist The Pre-Student Teacher and the College Supervisor will each maintain a hard copy
of the checklist. The Pre-Student Teacher will use the checklist as a reference
when uploading documents to the electronic notebook. The College Supervisor
will periodically review the notebook, noting items completed and providing
feedback as applicable.
Assignment Sheet The Pre-Student Teacher will file the practicum assignment sheet here for
reference.
Syllabus The Pre-Student Teacher will file the EDU 450 syllabus here for reference.
Handbook The Pre-Student Teacher will file the Practicum Field Experience Handbook here for
reference.
Contract The Pre-Student Teacher, in conjunction with the Cooperating Teacher, will select a
day/time appropriate for this field placement. The Pre-Student Teacher will fill out
the Field Placement contract and include signatures from Pre-Student Teacher and
Cooperating Teacher. This contract must be turned in to the Professor by the second
practicum class.
Planbook The Pre-Student Teacher will utilize a physical copy planbook provided to the
student during the duration of the placement. This planbook will serve two
purposes. #1 The Pre-Student Teacher will record teaching (scripted and block
plans). #2 The Pre-Student Teacher will log all activities he/she is doing throughout
the day. Each box of the planbook is filled in. The planbook must be signed and
dated by the Pre-Student Teacher as well as the Cooperating Teacher at the
conclusion of each visit. Planbooks will be checked and hours recorded by the
Professor during each Practicum class. If the Pre-Student Teacher did not attend the
practicum placement for a particular week, the student will note this in the
planbook.
15
Section #2: Planning and Preparation
Class Roster The Pre-Student Teacher will collect the class roster(s) for all students that he/she
teaches.
Lesson Plan Rubric The Pre-Student Teacher will file the Lesson Plan rubric here for reference.
Lessons The Pre-Student Teacher will design and implement at least three lessons that are
reviewed and observed. At least two days prior to each observation, the Pre-
Student Teacher will submit the proposed lesson plan to the Cooperating Teacher
and College Supervisor for feedback and approval. All lesson plans, along with any
prepared materials, must be filed in the Practicum notebook.
The first lesson may be small group with lesson two and three being whole class
presentations. All lessons must include differentiated instruction for all students
(students with these needs: language, physical, academic-below/above). See the
revised LBC lesson plan model for 2018 to see how the differentiation is included on
the lesson plan. There are differences in every classroom, so something must be
included for differentiation. The Pre-Student Teacher will need to get to know the
students by observation, interaction, and questions of the teacher to know the
needs in the classroom. This needs assessment is also part of a reflection journal
question.
Section #3: Classroom Environment
Classroom Management System The Pre-Student Teacher must learn and be ready to implement the
classroom management system in conjunction with the cooperating teacher. He/she
will compile the classroom rules and indicate the classroom management
procedures.
Seating Chart The Pre-Student Teacher must learn the names of all the students. A current seating
chart(s) should be kept for the class(es) in the notebook. Adjustments to the seating
chart(s) should be made when the students change seats.
Section #4: Instructional Delivery
Lesson Conference Reflections The Pre-Student Teacher will summarize the post-lesson conference with
the College Supervisor and identify actions steps for further growth.
Media The Pre-Student Teacher will integrate technology as part of two lesson
presentations. One presentation may be the use of media created by others, like a
video. The other presentation must be created by the Pre-Student Teacher.
Examples include a PowerPoint/Prezi presentation, webquest, activity with Kahoot.
Refer to the rubric for further information. The Pre-Student teacher must file
evidence of the two medias used. Examples of what to file include a print-out of
PowerPoint slides, a link to a video, screen shots of Kahoot questions, lyrics to a
song, etc.
16
Media Rubric The Pre-Student Teacher will file the Media rubric here for reference.
Section #5: Professionalism
Philosophy Paper The Pre-Student Teacher will submit a personal philosophy of education paper. The
contents include a personal philosophy on the following areas: purpose/goal of
education, nature of the learner, nature of the learning process, nature of the
teaching process, curriculum, discipline, and professionalism. Through the paper the
Pre-Student teacher will demonstrate a biblical worldview. The paper consists of a
minimum of 8 pages, following MLA format with at least 6 cited sources and the
Bible (7 sources total). The student provides an outline to the Professor for approval
and submits the paper by the date indicated on the course syllabus. The Pre-Student
Teacher will file the philosophy paper rubric here for reference. This assignment is a
requirement for the EDU 350 component of this experience.
Portfolio The Pre-Student Teacher will compile the first half of an electronic professional
portfolio by collecting and describing ten artifacts with an appropriate rationale
linked to the INTASC standards. Throughout the semester, the Pre-Student Teacher
will write rationales for review with a final submission and presentation of the
portfolio at the end of the semester. The Pre-Student Teacher will file the portfolio
rubric here for reference. This assignment is a requirement for the EDU 350
component of this experience.
Reflection Portfolio Since reflection is a valuable process for teachers, the student will document
successful completion of the PDE Stage 3 Field Experience Competencies in a
Reflection Portfolio throughout the semester. The Reflection Portfolio is designed
to develop the reflection, evaluation, and problem-solving skills of the student
during the field experience. All outcomes must be documented thoroughly with
two examples and a description in a substantive paragraph with complete sentences
and correct grammar, spelling, and punctuation in order to receive credit for this
element. A template, in addition to specific details, will be provided.
Evaluation The Pre-Student Teacher will complete a mid-way self-evaluation using the LBC
evaluation form.
17
Practicum Evaluation
Student: ___________________________________________ Date: ______________
Name of School: ___________________________________ Grade Level: _____________
Mentor Teacher: ___________________________________________________________
Mentor Teacher Email: ______________________________________________________
Lancaster Bible College appreciates your partnership with us in the training and development of
teachers. This form is designed to serve as a means to evaluate the pre-student teacher serving in your
classroom this semester for the Practicum field experience. Your honest appraisal will aid us in
counseling our students more effectively in their preparation.
Please review each of the following areas and rate the performance of the pre-student teacher using the
following scale:
Distinguished
Surpasses expectations for level of performance for a pre-student teacher
Proficient
Effectively meets expectations for level of performance for a pre-student teacher
Satisfactory
Adequately meets expectations for level of performance for a pre-student teacher
Unsatisfactory
Does not meet expectations
Not Seen
Particular teacher performance was not seen during this placement
Planning and Preparation
Demonstrates knowledge of students’ growth and development
D P S U NS
Demonstrates knowledge of subject matter
D P S U NS
Prepares teaching lessons/materials to reach stated objective/standard
D P S U NS
Designs well-thought through lessons
D P S U NS
Utilizes resources and information to design instruction
D P S U NS
Comments (optional):
Classroom Environment
Adapts/adjusts expectations based on student needs
D P S U NS
Establishes positive, professional rapport with students
D P S U NS
Models and holds students accountable for class rules and procedures
D P S U NS
Approaches classroom management proactively
D P S U NS
Encourages a culture of learning
D P S U NS
Comments (optional):
18
Instructional Delivery (one-on-one, small or large group)
Engages students in their learning
D P S U NS
Employs effective instructional practices
D P S U NS
Uses technology effectively
D P S U NS
Communicates content clearly to students
D P S U NS
Provides feedback to students on their learning
D P S U NS
Uses vocal inflection and projects voice effectively
D P S U NS
Provides clear directions to students
D P S U NS
Uses effective questioning
D P S U NS
Comments (optional):
Character
Exhibits self-confidence and poise
D P S U NS
Demonstrates initiative
D P S U NS
Demonstrates self-awareness
D P S U NS
Demonstrates enthusiasm for teaching and learning
D P S U NS
Is prompt and dependable
D P S U NS
Accepts constructive criticism and feedback
D P S U NS
Comments (optional):
Professionalism
Maintains a neat, professional appearance
D P S U NS
Communicates professionally with mentor teacher
D P S U NS
Maintains accurate records (grading, tasks completed, etc.)
D P S U NS
Completes assigned tasks on time (lesson plans turned in two days prior to teaching)
D P S U NS
Demonstrates classroom leadership potential
D P S U NS
Demonstrates reflection on teaching and learning
D P S U NS
Comments (optional):
What strengths does this pre-student teacher demonstrate?
What area(s) would you suggest for growth for this pre-student teacher?
Please review this evaluation with the pre-student teacher.
Mentor Teacher’s Signature: _______________________________Date: __________________
19
Student Teaching Handbook
2023-2024
Goals
The purpose of student teaching is to provide the teacher candidate the opportunity to demonstrate
professional teacher competencies under the guidance of a capable Mentor Teacher and College
Supervisor. The semester long student teaching experience offers two options: one 15-week placement
in a public school or two 7.5-week placements (one in a Christian school and one in a public school).
Objectives
The student teaching experience is designed to give the Student Teacher the opportunity to
demonstrate the following competencies. The evaluation will be determined by how well each of these
are demonstrated:
• Utilize learning theory in the instruction of students in the classroom and to plan and prepare
instruction in accord with the lesson’s behavioral objectives.
• Utilize a variety of instructional materials, teaching techniques, and resources.
• Plan and present subject matter with a depth of understanding and a wide scope of information
and implications.
• Effectively use time to facilitate student learning, including the establishment of transitions and
appropriate sequence of instruction.
• Pose questions which require students to analyze, synthesize, and think critically.
• Use technology as an instructional tool, a resource for research, and a means to assist in
classroom management.
• Establish rapport with students and thereby motivate and enlist student participation and
cooperation.
• Communicate effectively with verbal and nonverbal skills, including handwriting, written
language, spoken language, and listening skills.
• Modify instruction to meet the needs of all students.
• Creatively hypothesize and solve problems within the classroom.
• Utilize a variety of teaching strategies and methods to meet the needs of all students.
• Adapt subject matter to various cultural and ethnic groups.
• Select and develop assessment techniques and instruments for determining pupil achievement
of learning objectives.
• Utilize appropriate classroom management and discipline techniques.
• Analyze and evaluate his/her planning, implementing, personal teaching, strengths, and
weaknesses.
• Work effectively as a member of an instructional team.
• Display a knowledge of current innovations, trends, and issues in education and the major
teaching professional organizations and benefits provided by each.
• Integrate biblical values into the arena of the classroom in a Christian school.
20
Eligibility to Student Teach
The student must meet all the criteria as stipulated in order to be eligible to student teach. All education
courses and the content courses for the certification’s content specialization must be completed prior to
student teaching.
1. Successful formal admission and retention in the teacher preparation program
2. Minimum Cumulative GPA = 3.0
3. Renewed Child Abuse, Criminal Record, and Fingerprinting Clearances (within 6 months)
4. TB test (within 6 months)
5. Proof of Liability Insurance – Christian Educators
6. Completion of all education courses and appropriate content courses with a minimum grade of
C+
7. Completion of all courses needed for conferral of degree
8. Minimum ratings on Dispositions Assessments as required in the Dispositions Policy (see
Appendix)
9. In good standing with Lancaster Bible College
Result of Eligibility to Student Teach: Eligibility to register for EDU 499 and EDU 493
Eligibility to be Recommended for Certification
1. Completion of all program requirements and student teaching requirements
2. Conferral of degree(s)
3. A minimum of a satisfactory rating (1) in each of the 4 categories on the Pennsylvania Statewide
Evaluation Form for Student Professional Knowledge and Practice (PDE-430). There must be 2
final forms, and therefore is completed at the conclusion of each placement. A minimum total of
at least 4 points must be achieved on the final summative rating in order to be recommended
for certification. The PDE-430 is completed by the college supervisor.
4. Successful completion of required competency tests (PECT or Praxis II). See appendix.
5. Minimum Cumulative GPA = 3.0
6. Submitted application to TIMS for PA teacher certification. See appendix.
7. The recommendation of the LBC Certification Officer
Result of Eligibility for Certification: Recommendation to PA Department of Education for certification
21
Time Element in Student Teaching
Student teaching takes place during the student’s final semester. The Student Teacher is assigned to one
or two schools with the dates of those placements listed on the student teaching assignment sheet.
Orientation will include two full days prior to the first day of student teaching and are considered to be
part of the twelve credit course (EDU 499). Student Teachers are required to attend these meetings and
all the scheduled weekly seminar (EDU 493) class meetings held on campus.
Each Student Teacher is expected to be on duty in the assigned classroom every day school is in session.
This includes in-service days/Act 80 days, parent-teacher conferences, open houses, faculty meetings,
special meetings etc. The student teacher will follow the calendar of their assigned school. A full day of
attendance is the standard unless the school calendar notes otherwise. Students should schedule
appointments outside of the school day or on the weekend.
Unexcused absences are not permitted during the semester. Unexcused absences include trips,
vacations, skip days, personal days, etc. These events are not emergencies; they are avoidable.
Professional commitment is evidenced by attendance.
A limited number of excused absences are permitted for the semester. Excused absences include illness,
job interview, career fair or funeral for immediate family member. Additional make-up time will be
required if absences are excessive. All excused absences must be excused by the College Supervisor.
Permission for absences other than emergencies must be obtained at least forty-eight hours in advance.
Absences due to emergencies, such as illness, must be reported to the College Supervisor and the
Cooperating Teacher by 6:30 AM of the school day.
If a school has excessive cancelled days due to weather, the Student Teacher will need to make-up those
days.
Attendance will be reported on the Weekly Appraisal Form and will indicate days absent, days on time,
in-service days, and weather days.
Activities beyond the student teaching responsibilities are to be limited during this semester, including
employment and/or ministry opportunities. Other activities such as academic courses and
extracurricular activities must be pre-approved by the Education Department chair. Professional
responsibilities are to be the priority.
Schedule adjustments may be necessary if the Student Teacher completes one of the placements in an
international school.
22
Cooperating Teachers
Criteria for Cooperating Teachers
The following criteria have been established for the selection of Cooperating Teachers:
• At least three years of successful teaching experience, one in the current school
• At least one year of successful teaching in the grade/subject to which the student teacher is
assigned
• Certification by a recognized accrediting agency
• Above average evaluation ratings and recommendation from the school administrator
• Desire to work with a Student Teacher
• Willingness to invest the necessary time and energy into the mentor relationship with the
Student Teacher
• A model of professionalism
• Good organizational skills
• Experience in and use of a variety of teaching methods and strategies
• Successful classroom management
• Positive approach to teaching and to children
• Good interpersonal relationship skills
Overview of Student Teaching Placement (7.5 week placement)
Week
Progression of the Placement
Day 1
The Student Teacher will get acclimated to the classroom by actively observing
instruction and management. He/she will take initiative in working with students,
assisting in the classroom, and developing rapport with the students.
Week 1
The Student Teacher will provide individual and small group instruction working
towards leadership in one or two full lessons. By the end of the week, a regular
subject/class should be taken over completely along with preparation for a second
and perhaps a third subject/class.
Week 2-3
During these weeks the Student Teacher should have full responsibility for a series
of lessons/classes. This helps the Student Teacher learn to handle transitions and
organization for several sets of material.
Week 4-5
The Student Teacher should have taught 3-4 sessions of each subject/class.
A midway evaluation conference between the Student Teacher and Cooperating
Teacher occurs.
Week 6
The Student Teacher should have charge of or significant role in co-teaching at
least five consecutive days, or full rotation of a cycle week, during this time period.
Week 7
The Cooperating Teacher begins to assume more of the teaching responsibilities
with the Student Teacher involved in 3-4 subjects/classes.
Last few
days
The Student Teacher completes observations in other classrooms, continues
teaching 1-2 subjects/classes, and stays actively engaged in the classroom.
A final evaluation conference between the Student Teacher, Cooperating Teacher,
and College Supervisor occurs.
23
Overview of Student Teaching Placement (15 week placement)
Week
Progression of the Placement
Day 1
The Student Teacher will get acclimated to the classroom by actively observing
instruction and management. He/she will take initiative in working with students,
assisting in the classroom, and developing rapport with the students.
Week 1-3
The Student Teacher will provide individual and small group instruction working
towards leadership in one or two full lessons. By the end of the second week, a
regular subject/class should be taken over completely along with preparation for a
second and perhaps a third subject/class.
Week 4-8
During these weeks the Student Teacher should have full responsibility for a series
of lessons/classes. This helps the Student Teacher learn to handle transitions and
organization for several sets of material.
Week 8
The Student Teacher should have taught at least 3-4 sessions of each
subject/class.
A midway evaluation conference between the Student Teacher and Cooperating
Teacher occurs. College supervisor completes the first PDE 430.
Week 9-12
The Student Teacher should have charge of or a significant role in co-teaching at
least ten consecutive days during this time period.
Week 13-
14
The Cooperating Teacher begins to assume more of the teaching responsibilities
with the Student Teacher involved in 3-4 subjects/classes.
Week 15
The Student Teacher completes observations in other classrooms, continues
teaching 1-2 subjects/classes, and stays actively engaged in the classroom.
A final evaluation conference between the Student Teacher, Cooperating Teacher,
and College Supervisor occurs. College supervisor completes the second PDE 430.
The schedule above provides a general structure for the student teaching placement and may be
modified based on the needs of the Student Teacher and classroom. The College Supervisor will assist as
needed in creating a schedule conducive for the placement and individual needs.
Responsibilities of the Cooperating Teacher
The Cooperating Teacher is invited to an orientation meeting at LBC prior to the start of the fall/spring
semester. For those not in attendance, materials will be distributed electronically, and the College
Supervisor will follow-up.
Student Teacher Electronic Notebook The Cooperating Teacher should be familiar with the
requirements of the Student Teacher and the documentation he/she is collecting in
the Student Teacher Notebook. This information is located in the section titled
Responsibilities of the Student Teacher. The Cooperating Teacher may be asked to
provide or check some of the requirements.
Workspace Prior to the arrival of the Student Teacher, the Cooperating Teacher should prepare
the students and their parents for the Student Teacher. A workspace should be
prepared for the Student Teacher.
24
Respect The Cooperating Teacher should introduce the Student Teacher to the students and
should explain that the Student Teacher is a full co-teacher who will be involved
with the instruction, management, and evaluation of the students. The Cooperating
Teacher should show verbal and nonverbal respect for the Student Teacher so that
the students will do likewise.
Facilities The Cooperating Teacher should orient the Student Teacher to the building facilities
and procedures such as fire drills and meeting schedules.
Time The Cooperating Teacher should give regular, daily, focused time each day with the
Student Teacher for planning, discussion, and evaluation of the Student Teacher’s
progress.
Lesson Schedule The Cooperating Teacher will work with the Student Teacher to create a schedule
indicating how the subjects/classes will be picked up across the weeks. The Student
Teacher must file this schedule in the notebook.
Lesson Planning The Cooperating Teacher should plan in advance for subjects and classes and be
working with the Student Teacher to discuss upcoming lessons. The Student Teacher
is required to submit to the Cooperating Teacher fully scripted lesson plans 48 hours
in advance (either hard copy or electronically) for the first two lesson presentations
of each new subject/class. The Cooperating Teacher reviews these plans, provides
suggestions, and initials the plans to indicate approval. The College Supervisor may
review the plans, but the final approval of the lesson comes from the Cooperating
Teacher. The Student Teacher files an electronic copy of these plans in a digital
notebook. Following the first two completed plans and with approval, the Student
Teacher may use block or abbreviated plans in the planbook. If the Cooperating
Teacher or College Supervisor finds the lesson plans are not adequately prepared or
organized, full plans may be required beyond the first two.
Assessment The Cooperating Teacher should familiarize the Student Teacher with the
assessment procedures used in the classroom as well as those used for standard
school records, including report cards. Both formal and informal assessment
procedures should be part of the Student Teacher’s experience.
Co-Teaching The Cooperating Teacher and Student Teacher may participate in co-teaching
models (One Teach/One Observe, One Teach/One Assist, Station Teaching,
Supplemental Teaching, and Team Teaching). However, as the placement
progresses the Student Teacher should be taking a lead role in the co-planning and
co-teaching. Co-teaching is the preferred model, as it provides the student teacher
with the opportunity to sharpen his/her skills alongside the cooperating teacher.
There is much value in the presence of two teachers in the classroom, both for the
professional development of the student teacher and for the learning process of the
students in the classroom.
Observation Particularly in the beginning of the placement, the Cooperating Teacher should
observe the Student Teacher regularly, providing specific feedback and suggestions
25
for further growth. Written comments on lesson plans or other written notes are
valuable for the Student Teacher to reference.
Feedback Constructive criticism should be given in a positive way to help the Student Teacher
understand areas of growth needed. Often asking questions about the lesson plans
helps the Student Teacher identify for himself/herself the strengths and weaknesses
of the teaching strategies. The Cooperating Teacher should always begin the
conferences with something positive about the lessons taught or the attitude
displayed.
Presence The Cooperating Teacher should allow the Student Teacher to feel the responsibility
of leading a classroom on his/her own. Therefore, it is beneficial for the Cooperating
Teacher to defer leadership of the classroom to the Student Teacher during certain
activities or time periods. It is not necessary for the Cooperating Teacher to leave
the classroom. These actions permit the Student Teacher to learn independence
and sole authority in the classroom.
Classroom Control The Cooperating Teacher should refrain from interrupting the Student Teacher once
instruction has begun. The Student Teacher may use different techniques or may
even struggle, but much can be learned from this process. If it is necessary for the
Cooperating Teacher to interrupt a class to maintain learning, control or safety, it
should be done in such a way that saves the dignity of the Student Teacher. After
such an event, the Cooperating Teacher should review other options and strategies
the Student Teacher might use if the occasion repeats itself.
Cooperating Teacher Absence If the Cooperating Teacher should need to be absent from school, the
Student Teacher should be notified as soon as possible. According to Act 91, the
Student Teacher may be asked to be the substitute teacher. If so, the requirements
of the LBC Act 91 policy must be followed.
Parent Conferences If possible, the Student Teacher should be permitted to participate in one or more
parent conferences. If this is not possible, the Cooperating Teacher should review
with the Student Teacher how these conferences are handled.
Weekly Appraisal Forms The Student Teacher is required to fill out a Weekly Appraisal Form that is
submitted to his/her College Supervisor. The appraisal helps the student to reflect
on the week and to plan the week to come. The Student Teacher should fill out the
form, sign it, and discuss it with the Cooperating Teacher at the end of each week.
Evaluation The Cooperating Teacher will complete two evaluations on the Student Teacher. At
the midway point, the Cooperating Teacher and Student Teacher will both complete
the evaluation and meet to discuss its contents. At the end of the placement, the
Cooperating Teacher and College Supervisor will complete the evaluation and meet
with the Student Teacher for discussion. All final evaluations will be kept in the
Student Teacher’s file at LBC. The evaluation form is found in the appendix.
College Supervisor The College Supervisor will make bi-weekly, scheduled visits to observe and
conference with the Student Teacher. These visits will occur in person every other
26
week. His/her observation notes will be distributed to the Cooperating Teacher and
Student Teacher. If a problem or question arises, the Cooperating Teacher should be
in contact with the College Supervisor as soon as possible either by email, phone or
in person. Good communication between all parties is paramount in helping the
placement to be successful.
Staff Relationships Throughout the student teaching experience, the Student Teacher and the
Cooperating Teacher should be examples to the students of the professional
relationships among school faculty. Often the students learn a great deal about
interpersonal relationships by observing the conduct of the adults in the classroom.
Biblical Integration Within the Christian school, conferences should be a time to consider the
integration of biblical principles taught within the content as they relate to the
subject matter being taught. The conceptual statements and framework of the
Christian worldview should be observable in the lessons presented as well as in how
they create classroom community through discussion and learning enterprises and
how they interact with students both informally and formally.
27
College Supervisor
Observer The College Supervisor observes all aspects of the Student Teacher’s performance
during the Student Teaching semester. The main area of observation occurs in the
classroom watching the Student Teacher; however, observation happens during all
interaction and communication.
Regarding classroom lesson observation, the College Supervisor will make weekly,
scheduled visits to observe the Student Teacher. As much as possible, he/she should
visit a variety of subjects/classes over the placement. Observation notes are
reviewed after the visit and electronically sent to the Student Teacher and
Cooperating Teacher in a timely manner.
Teacher The College Supervisor uses every opportunity to continue the learning process of
the Student Teacher. Interactions and conferences become teaching sessions as the
Student Teacher is connecting theory to practice. Feedback to the Student Teacher
should draw out ideas and action plans from him/her. The use of questioning and
suspending judgment allows for critical thinking and more meaningful learning.
Advocate The College Supervisor advocates and cheerleads for the Student Teacher’s success
in the placement. While the College Supervisor will support the Student Teacher,
he/she will not do things for the Student Teacher but will place the responsibility of
action on the Student Teacher.
Mediator The College Supervisor acts as a go-between: the Student Teacher to the
Cooperating Teacher/Administration, the Student Teacher to LBC. Should questions
or problems arise, all parties involved should be notified as soon as possible and a
meeting scheduled with all parties to resolve the conflict. Good communication
between all parties is paramount in helping the placement to be successful.
Evaluator The College Supervisor keeps track of the Student Teacher’s progress through the
placement and requirements. He/she provides ratings on certain items in the
notebook (see checklist). Additionally, the College Supervisor completes a final LBC
evaluation and PDE 430 evaluation.
Other procedures for the logistics of student teaching will be provided to the College Supervisor during
Orientation.
28
Responsibilities of the Student Teacher
Professionalism
The student teaching semester provides the opportunity for the Student Teacher to make the transition
from student to teacher. Successful performance in student teaching not only requires academic
knowledge and technique, but also professional attitudes and dispositions that are marks of a teacher.
Relationships The Student Teacher interacts with a variety of people during the student teaching
semester: students, Cooperating Teacher, College Supervisor, other teachers,
principal, parents. These relationships should be marked by friendliness, respect and
good communication. The Student Teacher should avoid all gossip, unprofessional
criticism, and comparison of students and/or teachers. The Student Teacher should
support the Cooperating Teacher and the school. This requires the Student Teacher
to display a humble, teachable spirit remembering that he/she is the guest in the
school.
A parent should not be contacted without the full knowledge and consent of the
Cooperating Teacher. If a parent asks the Student Teacher a question about which
he/she is unsure, the parent should be referred to the Cooperating Teacher.
The Student Teacher makes intentional efforts to develop rapport with the
students. He/she takes initiative to engage with students during all parts of the day
asking questions and showing a genuine interest in the students.
Appearance The Student Teacher should demonstrate modest, appropriate dress at all times. In
many cases, the Student Teacher should err on the side of a more professional
appearance in order to earn respect and set himself/herself apart. The Student
Teacher is encouraged to participate in dress down days or spirit week providing
that the dress is still modest and appropriate.
The Student Teacher should evidence appropriate, professional speech and
behavior. This involves written and oral communication and actions becoming an
educator.
Attitudes & Actions From the outset the Student Teacher should demonstrate initiative by actively
engaging with the Cooperating Teacher and students. The Student Teacher should
be prepared to ask the Cooperating Teacher informed questions about the reasons
for a particular teaching strategy or management action. The Student Teacher
should be involved in the classroom and school without the prompting of the
Cooperating Teacher.
The Student Teacher should accept constructive criticism graciously. The Student
Teacher should glean as much as possible from the knowledge and practical
applications of the Cooperating Teacher and College Supervisor. Action plans and
“things-to-work-on” must be implemented.
The Student Teacher must demonstrate flexibility in order to adapt to changes and
unexpected events. Organization aids tremendously in flexibility; therefore, the
29
Student Teacher must demonstrate preparation and timeliness. When problems do
arise, the Student Teacher solves them in a timely manner and with a positive
attitude. He/she does not shy away from speaking truthfully and honestly in a loving
manner.
The Student Teacher reflects on his/her practice constantly. In this the Student
Teacher should remember to learn much from challenges. This experience provides
much opportunity for the Student Teacher to learn.
The Student Teacher demonstrates commitment and dependability as evidenced by
attendance, timeliness, punctuality, and professionalism. The Student Teacher
demonstrates leadership and enthusiasm in the classroom and with the students.
He/she is not a playmate to the students, but a role model and authority figure for
the students. Enthusiasm is seen through the Student Teacher’s positive attitude
and relationships with others.
Responsibilities The Student Teacher participates in all non-instructional duties and school functions
during the placement to further learning and show commitment to the teaching
profession. He/she maintains accurate and timely record keeping like attendance
and grades (as applicable). The Student Teacher completes responsibilities and
assignments in a timely manner, maintaining communication if changes need to be
made. At all times, both inside and outside of school, the Student Teacher adheres
to the PA Code of Professional Practice and Conduct for Educators. He/she must
hold liability insurance through CEAI. His/her spiritual testimony is evidenced by
integration of a biblical worldview into the professional and personal practice.
30
Student Teacher Notebook
The Student Teacher will keep a record of the student teaching experience and demonstration of
competencies in an electronic notebook, which will include the following sections:
Introduction
Planning and Preparation
Classroom Environment
Instructional Delivery
Professionalism
Each section includes requirements that will be checked by the Cooperating Teacher (as applicable) and
the College Supervisor. Additionally, some items will be evaluated by the College Supervisor by giving
one of four ratings.
D – DISTINGUISHED – Surpasses expectations for level of performance for a Student Teacher
P – PROFICIENT – Effectively meets expectations for level of performance for a Student Teacher
S – SATISFACTORY – Adequately meets expectations for level of performance for a Student Teacher
U – UNSATISFACTORY – Does not meet expectations
Criteria for evaluation will include, but not limited to: depth of content/understanding, accuracy,
completeness, timeliness, appearance, spelling/grammar/mechanics, etc. All items must be completed
and receive at least a satisfactory marking. If a Student Teacher receives an unsatisfactory on a
notebook item, he/she will be required to demonstrate improvement or be in jeopardy of not passing
student teaching.
31
Section #1: Introduction
Checklist The Student Teacher and the College Supervisor will each maintain a hard copy of
the checklist. The Student Teacher will use the checklist as a guide when uploading
documents to the electronic notebook. The College Supervisor will periodically
review the notebook, noting items completed and providing feedback as
applicable. (Ongoing)
Daily Schedule The Student Teacher will obtain a copy of the daily schedule and file this in the
notebook. He/she will make eight copies of the schedule (one for each week of the
placement). Each week the Student Teacher will highlight the days/time of teaching
and provide the schedule to the College Supervisor to schedule observation times.
(Ongoing)
Schedule to Reach Full Week In conjunction with the Cooperating Teacher, the Student Teacher will
create a schedule outlining how subjects/classes will be picked up throughout the
placement. (Week #1)
Planbook/Log The Student Teacher will utilize a hard copy planbook during the duration of the
placement. This planbook will serve two purposes. #1 The Student Teacher will log
all activities he/she is doing throughout the day. #2 The Student Teacher will record
teaching (scripted and block plans). Every box of the planbook is filled in. As much as
possible the planbook should be filled in with teaching plans for the week at the
start of the week. (Ongoing)
ST Handbook The Student Teacher will file the Student Teaching Handbook here for reference.
32
Section #2: Planning and Preparation
Class Roster The Student Teacher will collect the class rosters for all students that he/she
teaches. Indicate student gender and date of birth. (Week #1)
Differentiated Instruction The Student Teacher will identify student characteristics and develop a list of
strategies to meet the needs of all students. (Week #3)
Anecdotal Records The Student Teacher will keep daily anecdotal records on two students. Only first
names should be used and those behaviors and situations which have been
observed should be included. Remember that only observations and not
interpretations are recorded. These records must be kept up-to-date and checked
weekly by the College Supervisor. (Ongoing)
Lesson Plans The Student Teacher must prepare detailed, computer generated lesson plans for all
the teaching responsibilities. The change from complete lesson plans to block or
abbreviated plans usually occurs after the first two presentations of each subject. All
lesson plans are reviewed and approved by the Cooperating Teacher 48 hours prior
to presentation. The Cooperating Teacher may make suggestions, additions, or
deletions as deemed necessary. All lesson plans, along with any prepared materials,
must be filed in the Student Teacher’s notebook. (Ongoing)
Scope and Sequence In each placement the Student Teacher must prepare a scope and sequence for
approximately three weeks of instruction to demonstrate long-range planning skills.
A different subject should be chosen at each placement. Before the unit is
completely developed, the scope and sequence chart should be approved by the
Cooperating Teacher and the College Supervisor. As much as possible, creative
integration should occur across the curriculum. Electronic media is expected to be
included within the unit’s instruction. (Week #3)
Students’ Work The Student Teacher should look over those student papers which the Cooperating
Teacher has assigned. This activity should be used to orient the Student Teacher to
the student’s abilities and to formulate realistic expectations, as well as to
determine common errors found at this grade level. Nothing needs to be filed in the
notebook. (Ongoing)
33
Section #3: Classroom Environment
School Discipline Code The Student Teacher must know all the discipline codes of the school and the
procedures for their implementation. This information will probably be found in a
copy of the Faculty or Student Handbook. A copy of this policy should be in the
Student Teacher’s notebook. The Student Teacher will read and be responsible for
carrying out these procedures when at the school. (Week #1)
Emergencies The Student Teacher must learn and be ready to implement the procedures for
dismissal, evacuation(s), medical needs and all other emergencies. The Student
Teacher will file the procedures here or indicate where they are located in the
classroom. (Week #1)
School Map A map of the school plant should be in the notebook. (Week #1)
Noninstructional Duties The Student Teacher will compile the student rules/procedures for the
following noninstructional activities (even if not supervised): lunch, bus/dismissal,
recess, hallway. (Week #1)
Seating Chart The Student Teacher must learn the names of all the students. A current seating
chart(s) should be kept for the class(es) in the notebook. Adjustments to the seating
chart(s) should be made when the students change seats. (Week #1; ongoing)
Classroom Management System The Student Teacher must learn and be ready to implement the
classroom management system. Compile the classroom rules and indicate the
classroom management procedures. Should the Student Teacher wish to implement
a new rule or procedure for the whole class or an individual student, he/she must
receive approval from the Cooperating Teacher. (Week #1)
34
Section #4: Instructional Delivery
Lesson Conference Reflections The Student Teacher will summarize the post-lesson conference with the
College Supervisor and identify actions steps for further growth. (Ongoing)
Observation Notes on Video Recorded Lesson The Student Teacher will type observation notes on
his/her video recorded lesson. The observation notes will include a narrative of the
lesson (bulleted phrases or paragraph in complete sentences) and a summary of
strengths and weaknesses. Additionally, the Student Teacher will identify two action
steps for further growth. (5 days after video recorded lesson)
Visual Display The student teacher must create a visual display in the classroom. It may be part of
the unit’s instruction or other subject areas. This requirement may be fulfilled
through the construction of a bulletin board, electronic visual document, anchor
chart, or other visual display. The option must be approved by the College
Supervisor. (Week #4)
Technology Integration The Student Teacher will list the technology available to him/her in the
classroom and school. Also the Student Teacher will indicate if he/she can access
the school’s wifi and use a personal computer. As much as possible the Student
Teacher should integrate technology into instruction and management. (Week #1)
Formative/Ongoing Assessments The Student Teacher will identify three different assessments used in
lessons for formative feedback on student learning. The Student Teacher will
describe the formative assessment and a brief description of the data. (Week #6)
Formative Assessment Annotation The Student Teacher will create a formative/diagnostic assessment
as part of the scope & sequence unit design. The Student Teacher will complete an
assessment annotation. (2 days after the start of the unit)
Instructional Innovations The Student Teacher will utilize a variety of instructional approaches
throughout the placement including, but not limited to: student-centered learning
activity or game (folder game, Kahoot, etc), media presentation (PowerPoint,
Webquest, Prezi, etc), design of a student project, etc). The Student Teacher will
document these innovations by providing a link to the document, a photo, etc.
Summative Assessment Annotation The Student Teacher will administer a summative assessment as
part of the scope & sequence unit design. The Student Teacher will complete an
assessment annotation. (5 days after the completion of the unit)
Reading Assessment The ECE and ML English Student Teacher should select within the first two weeks a
student in the class for the administration of a reading assessment (e.g. DRA, IRI,
DIBELS) to determine reading strengths, weaknesses, and strategies for instruction.
The Student Teacher will file a hard copy of the assessment results as well as a
typed document which includes the student first name, date of assessment,
summary of student strengths, summary of student weaknesses, and description of
reading strategies for intervention. (Week #4)
35
Section #5: Professionalism
Letter The Student Teacher should prepare a letter of introduction (approved by
Cooperating Teacher & College Supervisor) to be sent home (hard copy, electronic,
website) to the parents of the students in the class/grades/school during the first
week. (Week #1)
Weekly Appraisal Forms The Student Teacher fills out a Weekly Appraisal Form (signed by Cooperating
Teacher) and submits it to his/her College Supervisor. The appraisal helps the
student to reflect, plan, and report on attendance. (Ongoing)
Dress Code The Student Teacher will obtain and file a copy of the school’s dress code for
teachers and students. (Week #1)
Lesson Reflections The Student Teacher will complete written reflections after the teaching of a scripted
plan at the bottom/back of each scripted plan. This reflection can include a bulleted
list that provide specific details about instructional delivery, time management,
student learning, etc. (Ongoing)
Observations To include: the Cooperating Teacher (Week #1), the placement classroom (Day #1),
and the Special Services in the school (Week #3). ECE observations include the grade
above, the grade below, and the grade of the Student Teacher’s alternate
placement (Week #8). Middle Level and K-12 observations include three other
subject area classes for the students in their classes. (Week #8)
Report Cards The Student Teacher must understand the grading policy and practice for the
classroom by gathering information using the prepared table (Week #3). At the end
of the placement the Student Teacher answers questions regarding grading in a
typed 1-2 page, MLA paper. (Week #8)
Bibliography The Student Teacher must record a bibliography of all the materials used during
each placement. The three lists will include (1) all textbooks and teacher’s books, (2)
supplemental materials used as resources and references, and (3) children’s
literature used in classroom instruction. (Ongoing)
School Board Report In the public school placement, the Student Teacher must attend the school board
meeting connected with the field placement (until at least 9pm). The Student
Teacher files a copy of the agenda as well as a typed, MLA paper that summarizes
the meeting and provides implications of the meeting for the teacher’s classroom
and school. (One Week after School Board Meeting)
Mid-way Evaluations Both Student Teacher & Cooperating Teacher complete and discuss the mid-way
evaluation. The Student Teacher will file these evaluations in the notebook. (Week
#4)
Final Evaluations The College Supervisor and Cooperating Teacher will complete final evaluations. The
Student Teacher will meet with them to review the evaluations. These documents
are considered part of the Student Teacher’s credentials. (Week #8)
36
Student Teaching Evaluation
Student Teacher: __________________________________________ ST Initials: ______________
Certification Area: _________________________________________ Dates: __________________
Subjects Taught: __________________________________________ Grade Level: _____________
Mentor Teacher: __________________________________________
Name of School: __________________________________________
Lancaster Bible College appreciates your partnership with us in the training and development of teachers.
This form is designed to serve as a means to evaluate the Student Teacher serving in your classroom this
semester for the student teaching experience.
Please review each of the following areas and rate the performance of the Student Teacher using the
following scale:
Distinguished
Surpasses expectations for level of performance for a Student Teacher
Proficient
Effectively meets expectations for level of performance for a Student Teacher
Satisfactory
Adequately meets expectations for level of performance for a Student Teacher
Unsatisfactory
Does not meet expectations
Not Seen
Particular teacher performance was not seen during this placement
Planning and Preparation
A. Knowledge of Content
Demonstrates depth and command of factual and skill-based knowledge
D P S U NS
Selects appropriate content, scope, and sequence
D P S U NS
B. Knowledge of Students
Understands the needs of the learners
D P S U NS
Uses knowledge of students to plan instruction
D P S U NS
C. Instructional Design
Develops detailed lesson plans
D P S U NS
Develops detailed weekly plans
D P S U NS
Develops long-range plans
D P S U NS
Identifies appropriate outcomes in accordance with standards
D P S U NS
Aligns assessments to outcome and instruction
D P S U NS
Purposefully selects teaching methods to achieve outcomes
D P S U NS
Integrates biblical principles into teaching plans
D P S U NS
D. Preparedness
Prepares materials with appropriate timeliness
D P S U NS
Prepares instructional plans with appropriate timeliness
D P S U NS
37
Classroom Environment
A. Relationship with Others
Establishes positive rapport with students
D P S U NS
Stimulates positive student interaction with one another
D P S U NS
B. Classroom Management Techniques
Implements the classroom routines and procedures
D P S U NS
Approaches classroom management proactively
D P S U NS
Monitors student behavior
D P S U NS
Responds appropriately to student behavior
D P S U NS
C. Physical Space
Maintains a clean, orderly, safe learning environment
D P S U NS
D. Culture for Learning
Articulates expectations for learning and achievement
D P S U NS
Instructional Delivery
A. Communication
Provides clear directions and procedures
D P S U NS
Explains content at the appropriate pace
D P S U NS
Uses correct oral and written language
D P S U NS
B. Teaching Strategies
Matches instructional strategy to teaching situation
D P S U NS
Explains and demonstrates with appropriate depth and accuracy
D P S U NS
Modifies or adapts instruction based on student feedback
D P S U NS
Utilizes technology and media to enhance learning
D P S U NS
Manages transitions between activities
D P S U NS
Manages instructional time well
D P S U NS
Integrates biblical truth into instruction
D P S U NS
C. Student Engagement
Prompts student motivation to learn
D P S U NS
Implements creative teaching techniques, media, and resources
D P S U NS
Uses questions for critical thinking
D P S U NS
D. Assessment
Provides opportunities for ongoing assessment
D P S U NS
Uses assessment data to make instructional decisions
D P S U NS
Provides appropriate feedback to students’ responses and work
D P S U NS
38
Constructs and administers appropriate formal assessment measures
D P S U NS
Professionalism
A. Relationships
Works well with cooperating teacher and other professionals
D P S U NS
Respects individuals with differing backgrounds, beliefs, and actions
D P S U NS
B. Appearance, Attitudes, and Actions
Demonstrates appropriate dress, speech, and behavior
D P S U NS
Takes initiative
D P S U NS
Displays appropriate attitude toward constructive criticism
D P S U NS
Demonstrates flexibility with changes and unexpected events
D P S U NS
Solves problems in a timely manner with positive attitude
D P S U NS
Uses self-assessment/reflection to improve practice
D P S U NS
Shows commitment and dependability
D P S U NS
Shows enthusiasm for teaching, education, and students
D P S U NS
Exhibits self-confidence and poise as a teacher
D P S U NS
C. Responsibilities
Participates in school functions
D P S U NS
Manages routine clerical tasks and record keeping
D P S U NS
Meets responsibilities/assignments/tasks in a timely manner
D P S U NS
Adheres to Professional Code of Ethics
D P S U NS
Integrates a biblical worldview into educational practice
D P S U NS
Comments
Signature of Evaluator:
________________________________________________________________________
Name Position Date
39
Appendices
Application to Teacher Certification Studies
Reference for Teacher Certification Studies Application
Background Clearances
Basic Skills Requirement and Testing Options
Certification Tests
TIMS Application Directions
International Student Teaching and Reference form
Lesson Plan Template
Lesson Plan Model
Dispositions Policy
40
Lancaster Bible College
Application to Teacher Certification Studies
This application should be submitted before the completion of 48 credits including six credits of education
courses and the Basic Skills Requirement. Students will not be permitted to enroll in additional
education courses until the application process is completed.
Name ___________________________________________________________ Stop # ________
Email Address
Local or Cell Phone Number
Transfer Student: Yes No If yes, number of transfer credits:
Check the Area of Your Interest:
Early Childhood Education Health and Physical Education
Middle Level Focus ______________________ Bible Education
Middle Level Concentration _______________ Music Education
Circle Your Current Status:
15 credits or less 15-45 credits 46-66 credits 67 & above credits
Current GPA:_______
Myers Briggs Scores:
E I
S N
T F
J P
Basic Skills Requirement
Which method or methods are you using to pass the Basic Skills requirement?
___ PAPA
___ Praxis Core
___ SAT
___ ACT
The Basic Skills requirement must be completed before admittance into Teacher Certification Studies
Formal Essay:
Use MLA format to submit a typewritten, 800-1200 word essay indicating why you wish to continue your
studies within the Education Department. Be sure to address personal strengths as they relate to your
desire to seek employment in the teaching profession. Attach this to your application.
Faculty Reference:
reference given to
____
Request a non-Education faculty member to complete a reference form and submit it to the Ed
Department.
41
Lancaster Bible College
Education Department
Admission Reference Form
To: Full Time Professor
___ Staff
Student Services/Small Group Leader
From: Education Department
I, , relinquish the privilege of reviewing this reference form. I
accept that all comments will remain confidential and I will not request to view this form after
completion.
Based on your knowledge of the student, please circle one of these general ratings:
Do not recommend Recommend with reservation Recommend Highly recommend
Please assess the student’s personal qualities. If you do not have personal knowledge regarding a particular trait,
please circle DNK (do not know). Rating scale: 1=low, 4=high.
High personal standard of conduct
1
2
3
4
DNK
Spiritual maturity
1
2
3
4
DNK
Social maturity
1
2
3
4
DNK
Grooming and appearance
1
2
3
4
DNK
Flexibility
1
2
3
4
DNK
Positive attitude toward LBC policies
1
2
3
4
DNK
Cooperativeness
1
2
3
4
DNK
Acceptance of constructive criticism
1
2
3
4
DNK
Ability to self-evaluate
1
2
3
4
DNK
Confidence in stressful situations
1
2
3
4
DNK
Sensitivity to the feelings of others
1
2
3
4
DNK
Sense of humor
1
2
3
4
DNK
Dependability
1
2
3
4
DNK
Promptness
1
2
3
4
DNK
Initiative
1
2
3
4
DNK
General health
1
2
3
4
DNK
Independence and self-confidence
1
2
3
4
DNK
_________________________
Print Name and Signature Date
42
Education Department
901 Eden Road, Lancaster, PA 17601
(717) 560-8275
Procedures for Clearances
Record your usernames and passwords here as you apply.
Username
Password
Criminal Record
Child Welfare
1. Criminal Record Check – Act 34 – For online application
Access the form at the following website:
https://www.dhs.pa.gov/KeepKidsSafe/Clearances/Pages/Criminal-Background-Check.aspx
Click Submit a New Record Check (requires credit/debit card) This is the grey button, NOT
volunteer option
• Read the page that appears and click Accept
• Click Individual Request
• Fill out the information that appears and click next – NOTE for reason for request select
Employment from the drop box
• Next verify the information and click Proceed
• Fill out the remainder of information under Record Check and click Enter This Request
(screen will go blank) click Finish
• Give credit card information for payment. Click Next.
• Verify credit card information
• Click on Control Number
• Click on Certification Form to get to certificate
• Save document as a PDF and submit to the Education department through the Formstack
link.
*Following the page prompts should get you through the process.
2. Child Welfare Review (Child Abuse Clearance) – Act 151 – For online application
Before filling out this form you MUST have the following information:
1. All previous addresses since 1975
2. All household members names, age, relationship, and gender since 1975
Access the form at the following website: https://www.compass.state.pa.us/cwis/public/home
• Under Child Welfare Portal click Create Individual Account
• Read the page and click NEXT
• Under Profile Information you MUST create a New Keystone ID. I suggest using your LBC
username and password - fill out the information and click Finish
• They will send a temporary password through your e-mail (this takes seconds) – sign in
with the Keystone ID you created and your temporary password, and it will prompt you
to create your own password
43
• Login again with your new password (you may need to exit out of site completely and re-
enter)
• Click Access my Clearances
• Read the information and click Continue (it may ask you to login again)
• Top right click Create Clearance Application box – read the page (important to read)
• Part 1 will be next – NOTE: for application purpose click School Employment
Governed by Public School Code – fill in the information for the 6 components for
Part 1
• Part 2 includes an e-signature and payment. Payment may be a credit or debit card. IF
you desire a receipt for the payment, print a screenshot of the transaction number,
amount and date/time BEFORE you click
finalize and submit application.
• Print the document (a message will come to your e-mail when it is ready to print
and you will need your user name and password) After you log into your account,
click on Access My Clearances then follow the prompts to download the clearance
certificate.
• Submit to the Education Department through the Formstack link.
3. FEDERAL CRIMINAL HISTORY RECORD/FINGERPRINTING (ACT 114)
Access the site below to connect to the IdentoGo website to pre-enroll for fingerprinting:
https://www.identogo.com **the cost is 23.85 and you pay when you get
fingerprinting done**
1. Click Get Fingerprinted
2. Select a Fingerprinting Service by state. Click the dropdown and scroll to and choose
Pennsylvania, then click Go.
3. When the Pennsylvania page opens, scroll to the bottom and click Digital
Fingerprinting.
4. Enter the service code 1KG6RT where prompted (this is the code for PDE
Colleges/Universities Teacher Education Program). Click Go.
5. If you have a current U.S.-issued driver’s license or U.S. passport, click “Schedule or
Manage Appointment” to begin the registration. If you DO NOT have either of these
items, click “What Do I Need to Bring to Enrollment” and enter your birth and citizenship
information, then click the dropdown list to see what other forms of identification will be
accepted at the fingerprinting site. Once you know what is required, go back to
Schedule or Manage Appointment.
6. Complete all required personal information on the page (social security number is NOT
required) and click Next. Be sure to enter email/phone number information you will
easily be able to provide at the fingerprinting site, as this information will be used to
confirm your identity.
7. Click on the dropdown to select the form of identification you will take with you to the
fingerprinting site (i.e. U.S.-issued driver’s license OR U.S. passport if you have one;
other document as determined in step 6 if you do not). Check the box to mark “Yes” or
“No” to verify that your identification matches the name under which you are
44
registering. Note: If you check “No”, you will be required to provide proof of your name
change (i.e. marriage certificate, etc.). Click “Next”.
8. When prompted, click “No” for “Authorization or Coupon Code”. Enter a zip code into
the search box to find the closest location to schedule your fingerprinting appointment.
A list will be returned and you will see approximately how many appointments are
available at each location within the next 7 days.
9. Click on the location you selected, and a dropdown will open to show you a list of all
available appointments. Scroll to select the appointment you choose and click Submit.
10. A status screen will appear showing your pre-enrollment information and your scheduled
appointment at the location you selected. Mark your calendar/reminders so you do not
miss the appointment!
11. Download and save as a PDF the confirmation of your appointment, which has your UE
ID# listed at the top. Submit this document to the Education Department through the
Formstack link.
45
Certification Tests
Please refer to the following link for the latest on certification tests and passing scores. If the student
has questions regarding which tests to take, be in touch with the appropriate program coordinator or
the Certification Officer.
https://www.education.pa.gov/Educators/Certification/Pages/default.aspx
https://www.education.pa.gov/Educators/Certification/CertTestingRequirements/Pages/default.aspx
Early Childhood Certification (PreK-4)
PreK-4 Test from PECT - http://www.pa.nesinc.com/
Module 1: Child Dev, Assessment, Professionalism (8006)
Module 2: Lang, Social Studies, Arts (8007)
Module 3: Math, Science, Health (8008)
Middle Level Education (4-8)
Praxis II from ETS - https://www.ets.org/praxis
All students must take
Module 1 – Pedagogy (5153)
Module 2 – English/Language Arts & Social Studies (5154)
Module 3 – Mathematics & Science (5155)
Depending on the Concentration/Focus, choose the appropriate test
English/Language Arts (5156)
Science (5159)
Social Studies (5157)
Mathematics (5158)
Health and PE
Praxis II from ETS - https://www.ets.org/praxis
Fundamental Subjects Content Knowledge (5511/0511)
Health & Physical Education Content Knowledge (5857)
Music Education
Praxis II from ETS - https://www.ets.org/praxis
Fundamental Subjects Content Knowledge (5511/0511)
Music Education (5113)
Special Education
Special Education PK-12 Test from PECT - http://www.pa.nesinc.com/
Module 1: (8011)
Module 2: (8012)
46
TIMS Directions for PA Certification Candidates
Lancaster Bible College
If you have questions, ask before you submit your application. After your application is
submitted, it cannot be revised.
Questions: Bob Dodson at [email protected] or 717-560-8200 Ext. 5368
Begin applying for certification by visiting
https://www.education.pa.gov/Educators/Certification/Pages/default.aspx
Click Teachers & Administration, then Certifications, then Assistance with TIMS, then Getting Started
with TIMS. Follow the directions on the User’s Guide to apply for your certification.
Once you register, you will receive a PPID number (Professional Personnel ID). It is important to keep
this number so that you can check the status of your certification, add ACT 48 hours, change your last
name, etc. Also the PA standard application asks for this number.
You will not receive a paper copy of your certificate. Once approved, TIMS will generate the credentials
electronically for printing or download by the applicant, as paper certificates will no longer be issued.
47
Lancaster Bible College
International Student Teaching Program
Application Process
The student should
I. Consult the International Student Teaching Eligibility criteria. If it appears that the criteria have
been met and at least one (1) year is remaining before the student teaching semester,
II. Arrange a meeting with the Department Chair to confirm scholastic eligibility and discuss interest
in this endeavor. If verification of eligibility is determined,
III. Make inquiries to find a school that meets the requirements for student teaching, with a
cooperating teacher who meets that set of criteria, and an administrator who could serve as the
college Supervisor,
IV. Request an International Approval interview through the Chair of the Education Department. This
interview will be scheduled with a selected committee of LBC faculty to occur at least 7 months
prior to the student teaching semester. To prepare for this interview these steps should be
followed:
A. One month before
1. Secure academic and character references by distributing a copy of the appropriate
reference form to the following individuals:
• Departmental faculty in your program – 2 individuals
ECE or ML - 2 Education
Bible Education - 1 Education, 1 Bible
Physical Education - 1 Education, 1 Health & Physical Education
• Professor in the Bible and Theology Department- 1
• Professor in the Arts & Science Department - 1
• Employer - 1
• Student Services Personnel - 1
Note: A return envelope should be included with the reference form. The envelope should be addressed to the Chair of
the Education Department, and a stamp affixed if it must be mailed.
B. One week before
1. Submit to the Chair of the Education Department a two page typed paper (MLA
style) which includes the following:
• what international placement you desire
• why you are interested in an international placement
• what you anticipate learning from the experience
• what strengths you demonstrate which would contribute to a successful teaching
experience in an unfamiliar international setting
2. Prepare to discuss the contents of your paper and answer questions regarding it during
the interview.
48
Eligibility
I. Requirements for eligibility for international student teaching include the following:
A. Academic requirements
1. A general minimum cumulative grade point average of 3.00.
2. A cumulative 3.20 grade point average in the professional areas.
3. All student teaching eligibility requirements must be met.
B. Professional requirements
1. The rating of Distinguished or Proficient for all Internship Evaluations
2. All proficiency exams must be passed prior to departure.
II. Final authorization for international student teaching requires Distinguished or Proficient ratings in
the first student teaching placement, with two PDE 430’s having a minimum score of 8 on each. For
the Physical Education and Bible Education international student teachers, their first placement must
include grades 1-12.
Acceptance
I. The applicants will be notified within two (2) weeks of the interview regarding his/her status in the
program. Those approved will receive a written letter confirming the country and school with the
dates of the placement.
II. The student should request an acceptance letter from the Mission Board/school of choice. This
should be completed and submitted within two (2) weeks of acceptance into the LBC program.
This should be followed by:
A. The filing of a copy of the Mission Board’s/school’s acceptance letter with the Chair of
Education Department as soon as it is received.
B. Upon receipt of the acceptance letter, the raising of monetary and prayer support. Letters
requesting financial support must be approved by the Chair of the Education Department and
be kept on file in that office.
C. The collecting of the full amount of needed support including (but not limited to) airfare, room
and board, and other sundry costs. These must be fully underwritten by the beginning of the
semester in which the international placement is scheduled.
D. Note: Participation in international teaching is not permitted for students whose support is
not fully raised.
E. Gift receipts for all funds will not be issued by the College to the donor until all the criteria for
eligibility for student teaching have been met. Typically this occurs at the conclusion of the
Practicum semester.
III. Upon assignment to an international school, the student must complete the following:
A. Begin immediate correspondence with the Cooperating Teacher to request the following
information:
49
•a description of the living arrangements for the student teacher
•the academic schedule and calendar and a list of any special observances which might occur
during the student teaching placement
•class roster, student birthdays, and if language differences make it necessary, boy/girl
identification
•special subjects / units / academic clubs which the student teacher may be expected to teach
/ supervise (e.g. music, art, computer)
•size of bulletin boards and other display areas for which the student teacher is responsible
B. Make arrangements for a round trip ticket reservations and purchase. Appropriate dates must
be verified before purchasing the tickets.
C. Have a complete physical and determine necessary inoculations and immunizations, and how
far in advance of the trip they must be completed.
D. Apply for a passport and any necessary visas.
50
Lancaster Bible College
Education Department
International Student Teaching Program
Reference Form
To: ___ Education Department Professor
___ Professor in the Bible & Theology Dept. ___ Student Services Personnel
___ Professor in the Arts & Sciences Dept. ___ Employer
From: Education Department
____________________________ is applying for admission to the International Student Teaching
Program. We would appreciate your assessment of the student’s ability to fulfill the demands of
teaching in a foreign culture.
Based on your knowledge of the student, please circle one of these general ratings:
Highly Recommend Recommend Recommend with Reservation Do not Recommend
Please assess the student’s personal qualities. If you do not have personal knowledge regarding a
particular trait, please circle DNK (do not know). Rating scale: 1=low, 4=high.
High personal standard of conduct
1
2
3
4
DNK
Spiritual maturity
1
2
3
4
DNK
Social maturity
1
2
3
4
DNK
Grooming and appearance
1
2
3
4
DNK
Flexibility
1
2
3
4
DNK
Positive attitude toward LBC policies
1
2
3
4
DNK
Cooperativeness
1
2
3
4
DNK
Acceptance of constructive criticism
1
2
3
4
DNK
Ability to self-evaluate
1
2
3
4
DNK
Confidence in stressful situations
1
2
3
4
DNK
Sensitivity to the feelings of others
1
2
3
4
DNK
Sense of humor
1
2
3
4
DNK
Dependability
1
2
3
4
DNK
Promptness
1
2
3
4
DNK
Initiative
1
2
3
4
DNK
General health
1
2
3
4
DNK
Independence and self-confidence
1
2
3
4
DNK
Please feel free to make additional comments on the back of this sheet. Thank you for assisting us in verifying the
abilities and traits of the student.
___________________________________________________ ______________________________
Print Name and Signature Date
51
Lancaster Bible College
Name ______________________________
Subject/Grade _______________________
Lesson Plan Template
Date ________________________________
Outcomes
Objectives – The student will . . .
1. Use specific verbs that are observable and
measurable.
Essential Questions
• Write 1-2 questions - aligned to objectives -
that drive the instruction and assessment.
Standards (PA/Nat’s Content)
• Identify the number and text of the
standards.
Assessment
1. Indicate the assessment for each
objective.
2. Provide the assessment(s) when
submitting the lesson plan.
Biblical Integration
• the scripted instruction and questions that reveal the character of God as seen in the topic/concept or
EQ of the lesson; implemented anywhere in the procedures
Materials
• List the materials
used at the
appropriate location
in the plan.
• Include the student
and teacher
materials to be
used.
• Provide materials
like worksheets and
PP slides when
submitting the
lesson plan.
Procedures for Learning Activities – fully scripted; includes Anticipated Student
Responses (ASR)
Attention Getter – the motivational activity that connects the student to prior
knowledge
Summary Directive – the announcement of the lesson content and expected
outcomes; the objectives and EQ must be evident
Group Instruction/Group Demonstration – the instruction and model of the
knowledge or skill in order to achieve the outcomes and answer the essential
question (I do)
Guided Practice – the activities designed to provide the student with opportunities
to practice using the skill or knowledge with immediate feedback, scaffolding or
differentiation (We do)
Independent Practice – the activities designed to provide the student with
opportunities to practice the skill or knowledge with delayed feedback (You do)
Closure - the questions or statements restating the materials or skills learned in the
lesson; the EQ must be present
Differentiated Instruction – List the need and strategy for students with language, physical, and/or academic
(below/above grade level). (This section will be required starting with EDU 335, HPE 331)
Resources – list the curriculum books, references, websites used in the design and implementation of this
lesson; something must be listed
52
Lancaster Bible College
Name ___Example_____________________
Subject/Grade _Science-Water Cycle Grade 5
Lesson Plan Model
Date _ August 1, 2018__
Outcomes
Objectives – The student will . . .
1. TSW identify the parts of the water cycle.
2. TSW describe how the water cycle works.
Essential Questions
• How does the water cycle work?
Standards (PA/Nat’s Content)
• 3.3.5.A4. Explain the basic components of
the water cycle.
Assessment
1. worksheet
2. worksheet
Biblical Integration
We could probably answer the question –“What makes it rain?” – with the word God. Isn’t it true that God is
really the one who created rain, thought up the idea of rain. But God isn’t up in heaven waving a magic wand
or snapping his fingers to make it rain –he has designed an elaborate, sophisticated system to make rain
happen. And not only has he designed the system, but he maintains it. He causes it to work smoothly. Much
like our bodies. He doesn’t give a command every time we have to walk or cough or blink. He has designed
our body systems in such a way to do those things. What a great, powerful, and creative God to come up
with the idea of rain and then design the perfect system to make it happen.
Materials
You Tube Video – link in
resources
Procedures for Learning Activities – fully scripted; includes Anticipated Student
Responses (ASR)
AG: Boys and girls, I am going to show you a video of a rainstorm. How many of
you like rainstorms? (ASR: some hands will go up.) Why do you like them? (ASR:
the thunder/lightning, the noises, playing in the water) Well, I want you to watch
this short clip of a rainstorm and I want you to watch what the water is doing on
the ground and I want you to think about how you might describe that water.
What simile or metaphor might you use? (Show the video). Well how could you
describe the water? (ASR: The water was like stones skipping quickly across a
lake. The raindrops were bullets. The water was like magnetic balls following
one another.) Good answers. What do you think makes it rain that hard? (ASR:
the clouds get too full, God is angry.)
SD: Well, boys and girls today we are going to be learning about how the water
cycle works. You gave me some good answers earlier about what makes rain, but
today we are going to find out exactly how it happens and we are going to learn
that it happens in a cycle.
GI/GD: Well, let’s start off with what you already know. Where does the rain fall
from? (ASR: the clouds). That’s right! The rain comes from the clouds. So let’s
begin our diagram or cycle with some clouds up in the air. (Draw clouds on the
right hand side of the board.) Now we know that rain comes from those clouds,
so let’s add some drops of rain coming down from those clouds. Who would like
to add the rain? (Call on a student to draw the rain). Another name for rain is
53
precipitation. (Write precipitation on the board.) What are other forms of
precipitation? (ASR: snow, sleet, freezing rain) Now where does that water go?
Well, the water can go a few places. First the water can soak into the ground.
That is how the plants get the water. But some of the water stays on the surface
in the form of puddles. Some of the water may travel into ponds, lakes, or
streams. This water eventually travels to larger bodies of water. So let’s add that
step to our picture. (Draw the ground and water soaking in. Draw a puddle. Draw
the water moving from stream to ocean.) Next, think about that water in the
puddle. Does it stay in the puddle forever? (ASR: no) Well, what happens to it?
(ASR: it goes up into the air.) You are right. We say that the water evaporates.
What causes the water to evaporate? (ASR: I don’t know.) The sun causes it to
evaporate. The sun heats up the water and the liquid water turns to a vapor.
That is called evaporation. (Write evaporation on the board.) So let’s add to our
picture some arrows going up to represent the water evaporating. Now what
happens to all those water vapors? Well, they get together and have a party.
The water vapors don’t like to be alone, so they join together and literally begin
to stick together. This step is called condensation. (Write condensation on the
board.) As the water vapor condenses, clouds are formed. So let’s turn this group
of water vapors into a cloud. (Draw a new cloud of the board.) Now when a
cloud gets too full of water vapors, it bursts and it is . . . rains. Whew! You have
just learned the water cycle and you have just answered the question how does
the water cycle work.
GP: But before we tackle that question alone, let’s see what you remember.
What is a cloud made of? Think back to what I just said –about what happens at
the end of the water cycle. (ASR: water vapor) Excellent. I need some volunteers
to be water vapors. (Choose 6-7 students.) Now if you are in a cloud, you are
having a party and are close together. But all of a sudden the cloud gets too
heavy so what begins to happen? (ASR: It rains.) Yes, and what do we call the
rain. (ASR: Precipitation) You got it. Now before you water vapors rain, let’s
think about what happens after it rains. I said that the water basically goes three
places. Does anyone remember one of those places? (ASR: It soaks into the
ground.) Yes, some of the water goes into the ground. So, you two students soak
into the ground and return to your seats. What else happens to the water? (ASR:
some of it goes to streams, lakes, oceans) You got it! Some of it does travel to
large bodies of water. So you three students travel down a stream and end up
over there in the Atlantic Ocean. Where is the third place? (ASR: puddles)
You’re right! Some of the water rests on top of the ground in puddles. So you
two students be a puddle!. Now that water doesn’t just stay in the puddle or
ocean. Where does it go? (ASR: back to the sky) How does it get there? (ASR: it
evaporates) What causes it to evaporate? (ASR: the sun) So I need someone to
play the sun. Okay, (student name), come shine brightly in the sky. Boy, it is
getting warm in here. So now what is going to happen to the water in the ocean
and puddle? (ASR: it is going to evaporate). Okay another trip upward for you
water vapors. (Ask the students to “evaporate” and move back to the front of
the classroom.) Now more water from other places has evaporated and we are
getting a good party started up there. Who wants to join the party? (Take
volunteers) Boy we have lots of water vapors and they are moving closer and
closer together. What are they doing? (ASR: Condensation) Excellent! The
water vapors are condensing and the cloud is forming and soon it will do what?
(ASR: rain, precipitation)
54
Worksheet
IP: Now I want to see how much you remember and know. (Hand out the
worksheet.) You will see on the worksheet a diagram of the water cycle. Would
someone please read the directions? (Call on a student.) So please complete the
worksheet and don’t forget to answer the thinking question at the bottom.
C: Great job today, class. Let’s review one more time. How does the water cycle
work? What is the word we use for rain, snow, sleet – anything that falls from
the clouds? (ASR: precipitation) And where does that precipitation go? (ASR:
into the ground, in puddles, flows to bodies of water) Then what happens to the
water? (ASR: it evaporates, turns into water vapor). What causes it to do that?
(ASR: the sun). And then what happens to all that water vapor? (ASR: it
condenses into clouds). And finally what happens again? (ASR: precipitation).
Differentiated Instruction – List the need and strategy for students with language, physical, and/or academic
(below/above grade level). (This section will be required starting with EDU 335, HPE 331)
• ELL – Provide the words precipitation, evaporation, condensation in a word bank for the students,
allow them to use the pocket dictionary, as possible have the students verbally explain the steps
• Below Level – Choose these two students to participate in the GP; provide the word bank; have the
students verbally explain the process before writing.
• Above Grade Level – Eliminate the picture, have them draw it; Research the water cycle in various
climates – tundra, rainforest, desert
Resources – list the curriculum books, references, websites used in the design and implementation of this
lesson; something must be listed
http://www.youtube.com/watch?v=v1ZKcZLIiek&feature=related
Scott Foresman Science –4
th
grade Textbook
55
Professional Dispositions for Teacher Certification Candidates at Lancaster Bible
College
Teaching requires more than the ability to plan and implement lessons and manage a classroom. To be
an effective educator, one must also display professional dispositions, which are the values,
commitments, and professional ethics that govern how a teacher acts with students, families,
colleagues, and communities. The development of dispositions in each teacher candidate is an essential
part of the training and learning of future teachers.
Professional dispositions are assessed regularly as candidates meet milestones in the Teacher
Certification Program. Additionally, dispositions may be assessed and reported on when students have
engaged in specific instances of unprofessional behavior.
Dispositions Agreement
Upon entry to the program, each Teacher Certification student will receive a copy of this dispositions
policy and the list of professional dispositions. The student will sign the Professional Dispositions
Agreement. This process takes place in Professional Seminar I.
Scheduled Dispositions Assessments
Dispositions are assessed at various stages of the Teacher Certification Program, according to the
following schedule:
Milestone
Dispositions Action
Average Rating Requirement
Professional
Seminar I
Introduce dispositions and Professional
Dispositions Assessment Form. Student
completes self-assessment and discusses
with academic advisor
After collaborative review, the Average
Rating needs to be 2 or
higher. Average Rating below 2
requires a remediation plan
EDU 204
Student completes updated self-assessment
and discusses with academic advisor
After collaborative review, the Average
Rating needs to be 2.5 or
higher. Average Rating below 2.5
requires a remediation plan
EDU 302
semester
Academic Advisor completes a Professional
Dispositions Assessment Form, considering
comments entered on the student’s file by
professors of courses. The Advisor discusses
the form with the student
The Average Rating needs to be 2.75 or
higher. Average Rating below 2.75
requires a remediation plan.
Professional
Seminar II
Beginning of semester: Professor reviews all
dispositions assessments in each student’s
file and reviews with the student
Mid-Semester: Professor completes
Professional Dispositions Assessment Form
and reviews with student.
After collaborative review, the Average
Rating needs to be 3 or
higher. Average Rating below 3
requires a remediation plan
Situational Dispositions Assessments
In addition to the scheduled assessments, any faculty member from the student’s program of study may
submit an additional assessment based on the student’s dispositional behaviors. There are two types of
situational assessments:
56
• Report of Professionally Unacceptable Behavior: Submitted by a professor who observes or
becomes aware of engagement in professionally unacceptable behavior related to dispositions
at any time.
3 Levels of Professionally Unacceptable Behavior
o Level 1: A first time or less serious dispositional transgression
o Level 2: A second time or more serious dispositional transgression
o Level 3: A third time or very serious dispositional transgression, which can result in
program dismissal
• Report of Excellence in Professional Behavior: Submitted by a professor who observes or
becomes aware of a student who displays excellence related to dispositions at any time.
All situational assessments will be submitted to the student’s Program Director who will debrief with the
student, monitor any action steps, and submit the assessment to the Education Department Chair, who
will enter it in the student’s file.