DUQUESNE UNIVERSITY SCHOOL OF EDUCATION

Field Experience Handbook for Undergraduate Teacher Candidates

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Table of Contents

Page

Introduction ..................................................................................................................... 3

Important Contact Information ....................................................................................... 4

Key Terms ...................................................................................................................... 4

Stages of Field Experiences ........................................................................................... 4

The Office of Student Teaching and Field Placement ..................................................... 5

General Information and Requirements ................................................................ 5

Process for Securing a Field Placement ......................................................................... 6

Accessing the Field Placement Application .......................................................... 7

Before Your Experience .................................................................................................. 7

During Your Experience .................................................................................................. 8

Expectation and Requirements ............................................................................ 8

Field Experience Attendance Record ................................................................... 9

Grades ............................................................................................................................ 9

Withdrawing From a Field Experience .......................................................................... 10

APPENDIX A: FIELD PLACEMENT CHECKLISTS ...................................................... 11

APPENDIX B: THEMES AND DOMAINS OF THE LTP ................................................ 14

APPENDIX C: TEMPLATE E-MAILS TO HOST TEACHER ......................................... 16

APPENDIX D: PDE CODE OF PROFESSIONAL PRACTICE AND CONDUCT .......... 17

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The Office of Student Teaching and Field Placement (OSTFP) prepared this Field Experience Handbook to guide teacher candidates through the field placement process. If read carefully, most questions regarding field placements will be answered. Questions not addressed in the Handbook should be discussed with the university faculty member responsible for the course, the Director of Student Teaching and Field Placement, or the Associate Dean of Teacher Education.

INTRODUCTION

The Leading Teacher Program (LTP) strives to provide teacher candidates with the dispositions, knowledge, and skills to be successful educators for the 21st century. Our goal is to prepare teacher candidates to meet the demands of educating PK-12 students in order for them to be successful members of a global society. The faculty members of the LTP identified three themes as a framework that will allow our students to become future ready teachers: Leadership, Diversity, and Technology. These themes are interwoven into the LTP program, and our teacher candidates are expected to pursue continuous improvement in these themes as they move through the program (Please see Appendix B for additional information).

Field experiences are an integral part of the LTP that provide much needed experiences in the education of teacher candidates (please “Key Terms” section for definitions related to field experience). The Council for the Accreditation of Educator Preparation (CAEP) asserts that field experiences are a critical component of the professional preparation of teachers.

Field experiences have long been a cornerstone of teacher education at Duquesne University; however, in 2009, the Pennsylvania Department of Education (PDE) recognized the importance of field experiences and mandated that every teacher education program in the Commonwealth include field experiences in their respective programs. A unique feature of the LTP is early participation in field experiences. Teacher candidates participate in field-based experiences starting semester two. Field experiences are aligned with and integrated into coursework throughout the LTP. Field experiences occur in off-campus settings in a wide range of schools, districts, and community agencies. Teacher candidates are expected to participate in a variety of settings with students who are different ages, culturally and linguistically diverse, and with exceptional students. The overarching goals of field experiences are to develop and demonstrate professional dispositions, to gain and improve knowledge and skills unique to educational settings, and to implement educational principles and pedagogies acquired in the LTP.

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IMPORTANT CONTACT INFORMATION

Title Contact Phone number

E-mail Address

Associate Dean for Teacher Education Dr. Melissa Boston, Ed.D. 412.396. 6109 bostonm@duq.edu

Director, Office of Student Teaching and Field Placement Mrs. Cindy Laspina 412.396.6095 laspinac@duq.edu

PK-4 – UG and Graduate: Program Director

Dr. Chris Meidl Ph.D. 412.396.2620 meidlc@duq.edu

Grades 4-8 (Middle Level) – UG: Program Director Dr. Karen Levitt,

Ed.D. 412.396. 6103 levitt@duq.edu

Secondary – UG and Graduate: Program Director

Dr. Karen Levitt Ed.D. 412.396. 6103 levitt@duq.edu

Student and Academic Services (214 Canevin Hall) Clearances Ms. Cindy Cafaro 412.396.6093 cafarol@duq.edu UG Academic Advisor (A-L) Mrs. Lisa Patrick 412.396.6118 patrick1@duq.edu UG Academic Advisor (M-Z) Mrs. Saundra Bondo 412.396.5713 bondos@duq.edu

KEY TERMS Field Experience: Educational experiences that occur in off-campus settings. Field Placement: The educational setting in which a field experience occurs. Teacher Candidate: Any undergraduate or graduate student currently enrolled in the LTP. Host Teacher: A full-time classroom teacher in a public school, private school, or community agency. Field Course Instructor: University faculty member in charge of overseeing requirements of each field experience such as assignments and hours. Student Teaching: The process of applying for student teaching is different from the process of applying for field placements. Student teaching does not occur until the semester in which you intend to graduate from Duquesne. For more information about student teaching, please refer to the Student Teaching Handbook on DORI. If you are unsure of when you are scheduled to student teach, please contact your academic advisor. Office of Student Teaching and Field Placement: Staff members who develop and maintain partnerships with school districts and secure field and student teaching experiences

STAGES OF FIELD EXPERIENCE

PDE has established four stages of field experience. According to PDE, each stage is progressively more intensive and requires the candidate to gradually assume more responsibility.

Stage 1: Observation (15 hours): Candidates are observers in a variety of

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educational and community-based settings. Stage 2: Exploration (15 hours): This stage may be called the “assistant” phase of field experience. The candidate works under a teacher’s direction with individual or small groups of students. Stage 3: Pre-Student Teaching (Minimum 30 hours per semester, but may be up to one full day per week, depending on the course and certification program): In pre-student teaching, candidates plan and implement instruction with groups of students in school settings under the supervision of a certified teacher. Stage 4: Student Teaching By definition, student teaching is a period of guided teaching when the teacher candidate takes increasing responsibility for leading the school experiences of a group of learners over a period of consecutive weeks. Student teaching represents the bridge between professional preparation and professional practice. For more information about student teaching, please review the Student Teaching Handbook for Teacher Candidates on DORI.

THE OFFICE OF STUDENT TEACHING AND FIELD PLACEMENT

(located in Canevin 213/214)

The Office of Student Teaching and Field Placement (OSTFP), under the direction of the Director of Student Teaching and Field Placement and the Associate Dean for Teacher Education, serves as the liaison between the School of Education and school districts. General Information and Requirements Each semester, the OSTFP secures field placements for approximately 500 students. On average, the office sends out AT LEAST two (but often times more) field placement requests per student before being able to secure a placement, so the process of securing a placement can take several weeks. In order for the OSTFP to send out a field placement request on behalf of a teacher candidate, the teacher candidate must:

1. Be registered for the appropriate field course 2. Have updated clearances recorded by Ms. Cindy Cafaro in Student and Academic

Services by no later than SEPTEMBER 15th each year so that they will remain valid through the academic year. Teacher candidates are strongly advised to apply for clearances in late June or July and to return to campus each August with clearances that are valid for the duration of the academic year. Clearances, with the exception of the Act 126, must be no more than one year old. Ms. Cafaro will document that the clearances have been updated, but she will NOT retain copies of the clearances.

3. Have completed the appropriate Field Placement Application (available on DORI) by the established deadline listed on the Application (instructions for accessing the Field Placement Application are further down in this document).

**Teacher candidates are REQUIRED to notify Associate Dean of Teacher Education, Dr. Melissa Boston, and the Director of Student Teaching and Field Placement, Mrs. Cindy Laspina, in the event of any circumstances that change the status of their clearances. Depending on the offense listed on the

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clearance, per the Pennsylvania Department of Education, the OSTFP may not be able to secure a field placement for the student.

Failure to take any of these steps prior to the established deadlines may result in an “I” (Incomplete) or “IP” grade (In Progress) in the field experience for the semester, and the teacher candidate will be required to complete the experience the following semester. The teacher candidate will be required to resolve the grade before receiving a placement for their subsequent field experience(s).

The Office of Student Teaching and Field Placement WILL do the following: Monitor student adherence to application and clearance deadlines. Notify students via their Duquesne e-mail when their field placement experience has

been arranged (PLEASE CHECK SPAM FOLDER AS WELL AS INBOX). Alert students if a school is requesting copies of their clearances prior to approving a

placement request.

The Office of Student Teaching and Field Placement WILL NOT do the following: Seek a placement for students who have not turned in their application and

clearances prior to the deadlines Send clearances to schools on behalf of students Establish/clarify field requirements, monitor experience hours log from students, or

issue grades Notify students of school/site closures

**If a teacher candidate displays unprofessional behavior and is dismissed from their field site by either their host school or the OSTFP, the OSTFP will NOT seek a new placement for the teacher candidate that semester. The teacher candidate will either (1) receive an “I” or “IP” grade and complete the field experience in the subsequent fall or spring semester, or (2) receive an F and be given the option to graduate non-certified.**

Mrs. Cindy Laspina – Director of Student Teaching and Field Placement, 412-396-6095 Ms. Neena Sabherwal – Assistant to the Director, 412-396-6117

Mr. Rudley Mrvos – Office Assistant, 412-396-6091 E-mail: OSTFP@duq.edu

PROCESS FOR SECURING A FIELD PLACEMENT

Teacher Candidates must: Complete the online Field Placement Application. ALL teacher candidates must request a placement through the online process AFTER they register for a field course each semester. • All field placement applications must be submitted by NO LATER THAN

SEPTEMBER 15th for the Fall and JANURARY 25th for the Spring. If the application is not submitted before the deadline, the student will not receive a field placement. Students who turn their applications in on time will be given priority when securing placements. Students who turn their application in late may not receive a placement and may receive an “IP” grade for the field experience for the semester. In that case, the teacher candidate will have to

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carry over the field placement to the next semester. • If course faculty are arranging the field placements, teacher candidates still

need to complete the online application and provide record of valid clearances. However, the OSTFP cannot honor requests made for placements when faculty makes arrangements for field placements.

Please Note: • Teacher candidates may not arrange their own field placement; doing so may

void any hours accumulated for field experience and may result in a failing grade. • Teacher candidates may not decline a field placement. • Teacher candidates must use their Duquesne e-mail address when completing the

application. • Teacher candidates must update their local address in DORI if it has changed PRIOR to

filling out an application; the OSTFP will only consider the local address that students provide in DORI.

• Teacher candidates need to be very specific regarding the method of transportation. • Teacher candidates may make school/teacher/carpooling requests, but these requests

cannot be guaranteed. If all students requesting to carpooling together do not have updated clearances, this will delay the placement process for everyone in the group.

• Teacher candidates need to remember the complexity of the placement process and that it can take several weeks to obtain a placement. Requests are only sent after the Field Placement Application is completed and valid clearances are documented by Ms. Cafaro in Student and Academic Services.

BEFORE YOUR EXPERIENCE

Students are HIGHLY ENCOURAGED to ensure that all social media accounts have privacy settings activated that make it impossible for the general public to access their content without permission. Additionally, any content that a teacher candidate would not want their employers to see should be DELETED, regardless of the privacy setting of their social media account. If necessary, teacher candidates may need to look into purchasing software to erase their digital footprint to prevent their old posts from interfering with their student teaching prospects and career goals. Schools tend to do internet searches on teacher candidates after they receive a student teaching request from the OSTFP, and they reserve the right to decline the placement based on their findings.

ACCESSING THE FIELD PLACEMENT APPLICATION • Log into DORI • Under “Quick Links” (it is a chain link icon that can be found near the right-hand corner of the

page), select “Index” • Under “Schools in DORI,” select “Education” • Select “Student Teaching and Field Placement” (left-hand side of the page) • Under Field Placement, complete the applicable Field Placement Application • If submitted successfully, a “Thank You” screen should appear

The Application must be completed by no later than September 15th for fall field placements and January 25th for spring field placements.

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Contact your mentor teacher(s) within 24 hours of receiving your field placement notification (see e-mail template in Appendix C)

DURING YOUR EXPERIENCE Dress professionally. Remember you are entering a profession, and you should dress as

a professional teacher. Arrive at least 15 minutes early for every field visit. Introduce yourself to the secretary and the principal if they are available. Use a professional tone, word choice, and timing when communicating with school staff

as well as your host teacher. Sign in as requested by the school staff. Become familiar with policies, regulations, and procedures required at the assigned

school as soon as possible. This includes procedures for fires and lock downs. Learn the proper procedure for duplicating and/or reproducing materials. Learn the correct procedures for checking out materials from the library or media center. Become familiar with the physical facilities of the school. Keep a list of questions as situations occur so that you can discuss them with the host

teacher and with your university faculty member. Maintain a positive attitude and productive professional behavior. You are a guest in the

school, so please behave as one. Be engaged and mentally present. You are expected to stay for the agreed upon length

of time for each visit. Call the school if your scheduled visit must be changed or if the time you will arrive

for your visit has changed. This should only be done in an emergency. Be sure to explain the situation and apologize. Ask to reschedule the visit. Alert the course professor.

Successful field experiences depend largely on the teacher candidate’s ability to adapt to a new situation and to establish good working relationships with the host teacher, university faculty, and other professionals in the building. Professional behavior, a strong work ethic, and a positive attitude toward students, faculty, and staff are critical to success in all field experiences. Teacher candidates’ professionalism in field experiences will be measured both inside and outside of the classroom.

EXPECTATIONS AND REQUIREMENTS

1. Teacher candidates are expected to be in their classrooms every visit at the designated times stipulated by the host teacher, the school or the district, and the university.

2. Teacher candidates must fulfill all required hours for their field experience as well as all course-related assignments. All concerns about hours should be directed to the university faculty member.

3. Please note: unexcused absences are not permitted during field experience and may result in a failing grade.

Teacher candidates CANNOT be left alone with PK-12 students for any reason for any length of time.

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4. Teacher candidates are responsible for reviewing the policies and procedures set forth by the district and school that they are placed in for their field experience.

5. Teacher candidates are responsible for monitoring school closures, holidays, delay starts, etc., of their field site

6. Do not assume the role of a substitute teacher. In the event of an absence of the host teacher, you may implement any agreed upon lessons, but a certified substitute teacher must be present.

7. Do not give individual gifts to the students. 8. Do not use cellphones while in a PK-12 field placement. 9. Do not contact PK-12 students in any manner (e.g., texts, social media, etc.) other than

the school’s official from of communication.

Field Experience Attendance Record Students may be asked to log and track all field hours in Via – the School of Education’s online ePortfolio system. The log should be updated by the teacher candidate each time they complete a site visit. The teacher candidate’s host teacher is responsible for verifying each log entry, and the university field instructor is responsible for overseeing the log. If you have any questions about how you are to log your field hours for the semester, please contact your field course instructor.

GRADES

Field-related assignments receive grades from the university faculty member and are a part of the course grade.

The final grade for field experiences will be either a “Pass” or “No Pass” based on the completion of all required hours and successful participation in the field experience. In some programs, credit-bearing field experiences may receive letter grades.

If a teacher candidate displays unprofessional behavior and is dismissed from their field site by either their host school or the OSTFP, the OSTFP will NOT seek a new placement for the teacher candidate that semester. The teacher candidate will either (1) receive an “I” or “IP” grade and complete the field experience in the subsequent fall or spring semester, or (2) receive an F and be given the option to graduate non-certified.

The grade for the field experience is assigned by the faculty member responsible for the course and is inclusive of the feedback from the host teacher. Feedback will electronically be solicited from the host teacher.

Teacher candidates who receive grades of No Pass for more than one field experience may be asked to leave the School of Education.

Please Note: All teacher candidates must adhere to the Pennsylvania Department of Education Code of Professional Practice and Conduct (See Appendix D). Any teacher

FALSIFICATION OF ANY INFORMATION ON THE FIELD EXPERIENCE ATTENDANCE RECORD WILL RESULT IN AUTOMATIC FAILURE OF THE

FIELD EXPERIENCE. ADDITIONAL CONSEQUENCES MAY ALSO BE WARRANTED BASED ON THE DUQUESNE UNIVERSITY AND SCHOOL OF

EDUCATION ACADEMIC INTEGRITY POLICY.

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candidate whose behavior is considered unprofessional by the host teacher, university faculty member, principal, or Director of Student Teaching and Field Placement may be removed immediately from the placement. Meetings with the teacher candidate and the Associate Dean for Teacher Education as well as other appropriate people will be conducted and decisions will be made with regard to the academic future of the candidate. Teacher candidates who experience issues in any field placement may be required to leave the School of Education or graduate non-certified.

WITHDRAWING FROM A FIELD EXPERIENCE If it becomes necessary to withdraw from a field placement, the teacher candidate must provide a written explanation to the university faculty member and the Director of Student Teaching and Field Placement. The student is expected to follow standard University procedures and adhere to the published deadline dates in withdrawing from all courses, including the field experience and/or the University. The student should work with their advisor to complete the withdrawal form paperwork prior to submitting the form to the registrar.

Always remember your field experiences serve as a long-term interview. You will make an impression on teachers, school administrators, students, and even parents. Make sure you make a good one. We are certain you will represent Duquesne’s School of Education as well as yourself in a way that we can all be proud.

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APPENDIX A FIELD PLACEMENT CHECKLISTS

REQUIREMENTS PRIOR TO PARTICIPATING IN FIELD EXPERIENCES

1. CLEARANCES

• I submitted all my clearances to Ms. Cindy Cafaro in Student and Academic Services (Canevin Hall 214; cafarol@duq.edu) by September 15th and I have ensured my clearances will remain valid through the academic year.

• Teacher candidates are strongly advised to apply for clearances in late June or July and to return to campus each August with clearances that are valid for the duration of the academic year.

• The OSTFP will NOT seek a field placement for students until all clearances are updated and current for the duration of the semester of their field placement.

2. REGISTRATION

• I registered for my field experience(s).

• No student is permitted to apply for a field experience unless officially registered for that field experience.

3. ONLINE FIELD PLACEMENT APPLICATION

(DORI)

• I completed the appropriate Field Placement Application on DORI AFTER I registered for my field course(s).

• The form must be completed by no later than September 15th for fall field placements and January 25th for spring field placements.

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BEFORE THE FIRST VISIT

Within 24 hours of receiving information about my field placement, I sent an e-mail from my Duquesne e-mail to my assigned host teacher to confirm their name and grade level and to establish a mutually beneficial date and time for my initial visit. I used the template found in Appendix C to structure my e-mail. *Please note: if you fail to contact your host teacher in a timely manner and the placement is lost, you will not receive a second placement.*

• If your e-mail bounces back, please check the school’s website to verify that the e-mail is correct and contact the OSTFP if you find it is not correct.

• If you do not receive a response to your introductory e-mail after 2 business days, check the school’s website to verify that the e-mail is correct and send a follow-up e-mail to your host teacher. Again, please use the template in Appendix C.

• If your host teacher does not respond after 2 e-mail attempts, call the school (the phone number will be on the school’s website).

• If you have taken all of the preceding steps and still do not hear back from your host teacher, contact the Office of Student Teaching and Field Placement for further guidance.

I have accessed the school’s website to verify the school’s address. I know where to go on the website to stay abreast of school policies, closures, etc.

I secured driving directions or information about the bus route to my site AND/OR verified the parking situation at my site.

I planned for travel time to arrive at my school/agency on time. *Being a professional means being on time. You are expected to be punctual, including on the first day of your field experience.*

I have copies of my valid clearances, a valid photo ID, and access to the course syllabus and related assignments should I be asked to present any of them.

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THE FIRST VISIT

I have access to the course syllabus and related assignments should my host teacher have any questions.

I shared the process for tracking and verifying field experience hours with my host teacher.

I confirmed a schedule with the host teacher to which I plan to adhere.

AT THE END OF THE FIELD EXPERIENCE

My host teacher has used VIA to confirm my attendance record OR signed off on my paper logs.

I respectfully requested that the host teacher complete any feedback forms from the university instructor. If the teacher did not send the form back electronically, I returned the feedback form in a sealed envelope.

I followed up with a professional note of thanks to my host teacher.

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APPENDIX B THEMES AND DOMAINS OF THE LEADING TEACHER PROGRAM

Themes

The learning experiences reflect the themes of leadership, diversity, and technology and are infused throughout the Leading Teacher Program. Leadership: A leading teacher is a lifelong learner inspiring a community of learners to pursue continuous improvement and growth. Diversity: A leading teacher is an advocate, creating learning experiences that demonstrate sensitivity, acknowledging students of all abilities and valuing human differences. Technology: A leading teacher is an architect building learning environments that acknowledge and incorporate the power of technology. Domain I: Learning Theorist Becoming a Learning Theorist - this domain emphasizes an understanding of pedagogy and the cognitive and affective processes that will address the learning needs of people of all ages.

Learning Theorist Competencies

LT-1 A leading teacher understands how people of all ages learn and develop and is able to demonstrate the ability to provide learning opportunities that support their intellectual, social, and personal development. LT-2 A leading teacher understands how people of all ages differ in their approaches to learning and is able to demonstrate the ability to create instructional opportunities that are adapted to diverse learners. LT-3 A leading teacher understands the concepts of effective verbal, nonverbal and multi-media communication techniques to foster active inquiry and collaboration and is able to provide supportive interaction in the classroom.

Domain II: Curriculum Designer Becoming a Curriculum Designer - this domain emphasizes curricular decisions based on research theory, informed practice, and recommendations of the learned societies.

Curriculum Designer Competencies

CD-1 A leading teacher understands the central concepts, curriculum approaches, tools of inquiry, and structures of the discipline(s). CD-2 A leading teacher plans instruction based upon knowledge of curriculum theory, teaching models, subject matter, students, community and curricular goals, demonstrating the ability to create learning experiences and opportunities that make the subject matter meaningful for people of all ages, races, ethnicity, gender, creed, abilities, health issues or sexual orientation. CD-3 A leading teacher understands individual and group motivation and behavior and is able to demonstrate the ability to create and modify a learning environment that encourages 1) active engagement in learning, 2) self-motivation, and 3) positive social interaction. CD-4 A leading teacher understands and is able to demonstrate the use of formal and informal assessment strategies as a continuous part of the instructional cycle, to evaluate and ensure that continuous intellectual, social, emotional, and physical development of the learner is

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facilitated. Domain III: Expert in School Context Becoming an Expert in School Context - this domain explores the intellectual, ethical, cultural, economic, historical, political, and governmental influences upon schools including traditional and emerging perspectives.

School Context Competencies

SC-1 A leading teacher understands and demonstrates the knowledge of subject matter, students’ needs, the community, and curriculum goals. SC-2 A leading teacher demonstrates the ability to foster relationships with school colleagues, parents, and agencies in the larger community to support learning and well-being for the total school community.

Domain IV: Master Practitioner Becoming a Master Practitioner - this domain develops competence in instructional strategies, technology, reflective practice, school-community-professional linkages and academic training.

Master Practitioner Competencies

MP-1 A leading teacher demonstrates uses of instructional strategies that encourage diverse learners of all ages and abilities to develop critical thinking, problem solving and performance skills MP-2 A leading teacher applies technologies that support effective teaching and learning, including adaptive technologies and his/her professional development MP-3 A leading teacher demonstrates reflective practice by evaluating the effects of his/her choices and decisions on individuals, groups, the school and the community. MP-4 A leading teacher has the formal and informal training and experience to demonstrate mastery of one or more academic areas or disciplines. MP-5 A leading teacher actively seeks opportunities to enhance professional growth in self and others, and affective/emotional growth in self and others.

Domain V: Instructional Leader Becoming an Instructional Leader - this domain emphasizes the leader and knowledge of self in relationship with the group and the relationship with the community and society.

Instructional Leader Competencies

IL-1 A leading teacher understands the concepts of leadership styles, a code of ethics linked to the democratic process and their relationship to followership and is able to demonstrate the ability to engage in shared leadership with team, group, or circle members. IL-2 A leading teacher understands the processes of planning, problem analysis, problem solving and participatory decision-making and is able to demonstrate the ability to build consensus among team, group or circle members. IL-3 A leading teacher understands the concepts and processes of change agentry and is able to demonstrate the ability to initiate and manage change and growth in the classroom, school, and the total school community.

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APPENDIX C

TEMPLATE E-MAILS TO HOST TEACHER

First/Introductory e-mail to the host teacher: Dear Dr./Mr./Mrs./Ms. HOST TEACHER’S LAST NAME, Thank you so much for your willingness to host me for my field experience. My name is INSERT YOUR NAME. As a INSERT CLASS STANDING HERE (i.e., FRESHMAN, SOPHOMORE, JUNIOR, or SENIOR) in Duquesne University’s School of Education majoring in INSERT YOUR CERTIFICATION MAJOR HERE, I am excited about the opportunity to join your classroom. I am available to complete my required field hours on INSERT DAY(S) OF THE WEEK AND TIME WINDOWS (e.g., “from 9AM-2PM”). Please let me know a convenient date and time for me to report to your classroom for my first visit. Your time and generosity are greatly appreciated. Sincerely, YOUR FULL NAME HERE CELL PHONE NUMBER HERE (so that the teacher can contact you quickly) Second e-mail to the host teacher:

• First check the school’s website to verify the e-mail you are using is correct. The Office of Student Teaching works with hundreds of students each semester, so it is possible the e-mail is incorrect. If the e-mail is incorrect, please notify the OSTFP.

• If the e-mail is correct and you have not heard a response from the host teacher after two business days, use the following template; be sure to include your initial e-mail in your second e-mail)

Dear Dr./Mr./Mrs./Ms. HOST TEACHER’S LAST NAME, My name is INSERT YOUR FULL NAME HERE, and I am a INSERT CLASS STANDING HERE (i.e., FRESHMAN, SOPHOMORE, JUNIOR, or SENIOR) in Duquesne University’s School of Education. I am majoring in INSERT YOUR CERTIFICATION MAJOR HERE. I am writing to follow up on the e-mail concerning my field experience that I sent to you on INSERT MONTH/DAY/YEAR E-MAIL WAS SENT. Please let me know a mutually convenient day and time for me to begin my field experience in your classroom. Thank you again for this opportunity and I look forward to hearing from you. Sincerely, YOUR FULL NAME HERE CELL PHONE NUMBER HERE (so that the host teacher can contact you quickly)

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APPENDIX D PDE CODE OF PROFESSIONAL PRACTICE AND CONDUCT FOR EDUCATORS

Authority The provisions of this Chapter 235 issued under section (5)(a)(10) of the act of December 12, 1973 (P. L. 397, No. 141) (24 P. S. § 12-1255(a)(10)), unless otherwise noted.

Source The provisions of this Chapter 235 adopted June 26, 1992, effective November 1, 1992, 22 Pa.B. 3176, unless otherwise noted. § 235.1. Mission. The Professional Standards and Practices Commission is committed to providing leadership for improving the quality of education in this Commonwealth by establishing high standards for preparation, certification, practice and ethical conduct in the teaching profession. § 235.2. Introduction (a) Professional conduct defines interactions between the individual educator and students, the employing agencies and other professionals. Generally, the responsibility for professional conduct rests with the individual professional educator. However, in this Commonwealth, a Code of Professional Practice and Conduct (Code) for certificated educators is required by statute and violation of specified sections of the Code may constitute a basis for public or private reprimand. Violations of the Code may also be used as supporting evidence, though may not constitute an independent basis, for the suspension or revocation of a certificate. The Professional Standards and Practices Commission (PSPC) was charged by the act of December 12, 1973 (P. L. 397, No. 141) (24 P. S. § § 12-1251—12-1268), known as the Teacher Certification Law, with adopting a Code by July 1, 1991. See 24 P. S. § 12-1255(a)(10). (b) This chapter makes explicit the values of the education profession. When individuals become educators in this Commonwealth, they make a moral commitment to uphold these values. § 235.3. Purpose. (a) Professional educators in this Commonwealth believe that the quality of their services directly influences the Nation and its citizens. Professional educators recognize their obligation to provide services and to conduct themselves in a manner which places the highest esteem on human rights and dignity. Professional educators seek to ensure that every student receives the highest quality of service and that every professional maintains a high level of competence from entry through ongoing professional development. Professional educators are responsible for the development of sound educational policy and obligated to implement that policy and its programs to the public. (b) Professional educators recognize their primary responsibility to the student and the development of the student’s potential. Central to that development is the professional educator’s valuing the worth and dignity of every person, student and colleague alike; the pursuit of truth; devotion to excellence; acquisition of knowledge; and democratic principles. To those ends, the educator engages in continuing professional development and keeps current with research and technology. Educators encourage and support the use of resources that best serve the interests and needs of students. Within the context of professional excellence, the educator and student together explore the challenge and the dignity of the human experience. § 235.4. Practices. (a) Professional practices are behaviors and attitudes that are based on a set of values that the professional education community believes and accepts. These values are evidenced by the professional educator’s conduct toward students and colleagues, and the educator’s employer and community. When teacher candidates become professional educators in this Commonwealth, they are expected to abide by this section. (b) Professional educators are expected to abide by the following: (1) Professional educators shall abide by the Public School Code of 1949 (24 P. S. §

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§ 1- 101—27-2702), other school laws of the Commonwealth, sections 1201(a)(1), (2) and (4) and (b)(1), (2) and (4) of the Public Employee Relations Act (43 P. S. § § 1101.1201(a)(1), (2) and (4) and (b)(1), (2) and (4)) and this chapter. (2) Professional educators shall be prepared, and legally certified, in their areas of assignment. Educators may not be assigned or willingly accept assignments they are not certified to fulfill. Educators may be assigned to or accept assignments outside their certification area on a temporary, short-term, emergency basis. Examples: a teacher certified in English filling in a class period for a physical education teacher who has that day become ill; a substitute teacher certified in elementary education employed as a librarian for several days until the district can locate and employ a permanent substitute teacher certified in library science. (3) Professional educators shall maintain high levels of competence throughout their careers. (4) Professional educators shall exhibit consistent and equitable treatment of students, fellow educators and parents. They shall respect the civil rights of all and not discriminate on the basis of race, national or ethnic origin, culture, religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status, disabling condition or vocational interest. This list of bases or discrimination is not all- inclusive. (5) Professional educators shall accept the value of diversity in educational practice. Diversity requires educators to have a range of methodologies and to request the necessary tools for effective teaching and learning. (6) Professional educators shall impart to their students principles of good citizenship and societal responsibility. (7) Professional educators shall exhibit acceptable and professional language and communication skills. Their verbal and written communications with parents, students and staff shall reflect sensitivity to the fundamental human rights of dignity, privacy and respect. (8) Professional educators shall be open-minded, knowledgeable and use appropriate judgment and communication skills when responding to an issue within the educational environment. (9) Professional educators shall keep in confidence information obtained in confidence in the course of professional service unless required to be disclosed by law or by clear and compelling professional necessity as determined by the professional educator. (10) Professional educators shall exert reasonable effort to protect the student from conditions which interfere with learning or are harmful to the student’s health and safety. § 235.5. Conduct. Individual professional conduct reflects upon the practices, values, integrity and reputation of the profession. Violation of § § 235.6—235.11 may constitute an independent basis for private or public reprimand, and may be used as supporting evidence in cases of certification suspension and revocation. § 235.6. Legal obligations. (a) The professional educator may not engage in conduct prohibited by the act of December 12, 1973 (P. L. 397, No. 141) (24 P. S. § § 12-1251—12-1268), known as the Teacher Certification Law. (b) The professional educator may not engage in conduct prohibited by: (1) The Public School Code of 1949 (24 P. S. § § 1-101—27-2702) and other laws relating to the schools or the education of children. (2) The applicable laws of the Commonwealth establishing ethics of public officials and public employees, including the act of October 4, 1978 (P. L. 883, No. 170) (65 P. S. § § 401—413), known as the Public Official and Employee Ethics Law. (c) Violation of subsection (b) shall have been found to exist by an agency of proper jurisdiction to be considered an independent basis for discipline.

Cross References

This section cited in 22 Pa. Code § 235.5 (relating to conduct). § 235.7. Certification. The professional educator may not:

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(1) Accept employment, when not properly certificated, in a position for which certification is required. (2) Assist entry into or continuance in the education profession of an unqualified person. (3) Employ, or recommend for employment, a person who is not certificated appropriatelyfor the position.

Cross References This section cited in 22 Pa. Code § 235.5 (relating to conduct). § 235.8. Civil rights. The professional educator may not: (1) Discriminate on the basis of race, National or ethnic origin, culture, religion, sex or sexual orientation, marital status, age, political beliefs, socioeconomic status; disabling condition or vocational interest against a student or fellow professional. This list of bases of discrimination is not all-inclusive. This discrimination shall be found to exist by an agency of proper jurisdiction to be considered an independent basis for discipline. (2) Interfere with a student’s or colleague’s exercise of political and civil rights and responsibilities.

Cross References

This section cited in 22 Pa. Code § 235.5 (relating to conduct). § 235.9. Improper personal or financial gain. The professional educator may not: (1) Accept gratuities, gifts or favors that might impair or appear to impair professional judgment. (2) Exploit a professional relationship for personal gain or advantage.

Cross References

This section cited in 22 Pa. Code § 235.5 (relating to conduct). § 235.10. Relationships with students. The professional educator may not: (1) Knowingly and intentionally distort or misrepresent evaluations of students. (2) Knowingly and intentionally misrepresent subject matter or curriculum. (3) Sexually harass or engage in sexual relationships with students. (4) Knowingly and intentionally withhold evidence from the proper authorities about violations of the legal obligations as defined within this section.

Cross References

This section cited in 22 Pa. Code § 235.5 (relating to conduct). § 235.11. Professional relationships. The professional educator may not: (1) Knowingly and intentionally deny or impede a colleague in the exercise or enjoyment of a professional right or privilege in being an educator. (2) Knowingly and intentionally distort evaluations of colleagues. (3) Sexually harass a fellow employee. (4) Use coercive means or promise special treatment to influence professional decisions of colleagues. (5) Threaten, coerce or discriminate against a colleague who in good faith reports or discloses to a governing agency actual or suspected violations of law, agency regulations or standards.

Cross References

This section cited in 22 Pa. Code § 235.5 (relating to conduct). No part of the information on this site may be reproduced for profit or sold for profit. This material has been drawn directly from the official Pennsylvania Code full text database. Due to the limitations of HTML or differences in display capabilities of different browsers, this version may differ slightly from the official printed version