Student Teacher Placement Procedures
ABOUT THE PROGRAM
The Dublin City School System works diligently to ensure that the student teaching program is a rewarding experience for all parties involved. It is important to build upon the relationships with our college/university partners and to identify ways to continuously improve the K-12 field experience program.
Dublin City Schools requires that all requests come directly from the college/university field experience supervisor to the Director of Human Resources. Requests must be submitted to Dr. Amy Duke at firstname.lastname@example.org. Prior to accepting and approving any request, our office must have a signed Memorandum of Understanding(MOU) on file from the college or university. Additionally, all external field placement candidates must have a clear background check on file with our school system.
Fall placement requests are due by May 1. Spring placement requests are due by November 1. This process applies to all request types including but not limited to: field observations, practicums, counseling internships, speech pathologist placements, OT, PT, school psychologist placements, and student teaching for DCS employees and external candidates. Requests should not be submitted directly to DCS principals or their staff. Principals who receive direct requests from students or universities should refer interested parties to the Director of Human Resources.
The fee for a criminal records check is the responsibility of the student intern. Use this link to access DCS fingerprinting instructions. If the student has a background check on file with the college/university, it must be completed within three months of applying to complete a practicum in our schools.
TYPES OF FIELD EXPERIENCE
The observation student typically observes classroom instruction and management. They may also assist with small group tutoring and tasks such as making copies, and/or creating bulletin boards, etc.
Observation placements are usually one-to-two weeks or by a sum total of hours for a short period of time.
This is generally completed a semester before a student teaching or internship and requires classroom interaction at least once per week. Most second or third level practicum students will assume full teaching responsibilities under the tutelage of the cooperating classroom teacher.
Student teachers, also referred to as pre-service teachers, typically begin their pre-service placement with observing and tutoring. They will then gradually move from teaching mini lessons into assuming full time classroom teaching responsibilities for the duration of the semester. All classroom interaction remains under the supervision of the cooperating teacher.
Counseling and Speech/Language Pathologist Internships
Counseling or Speech/Language (SLP) Internships are very much like practicums and student teaching placements. We coordinate our placements through the Dublin City Schools Special Education Director. The students will be placed with a recommended cooperating school counselor or approved SLP to experience the full scope of K-12 counseling or speech/language responsibilities. They will see operations in three broad domains: self-knowledge information, educational-occupational information, and career planning information.
NOTE: Each college/university will have varying program completion requirements.
School Principal/Director Responsibilities and Expectations
The principal or program director will identify teachers in the requested grade level who desire to supervise field experience candidates. Additionally, the cooperating teacher must meet the following
Supervising Teacher Qualifications:
- Accepts and agrees to participate as a cooperating/supervising teacher
- Possesses current and clear renewable certification for present teaching assignment
- Three or more years of successful teaching experience
- Displays teacher leadership and/or identified as a lead teacher
The principal will ensure that the cooperating teacher and field experience candidate have a clear understanding of school and district policies. Cooperating teachers and field experience candidates may request your building level approval and signature for specific placement documents.
Changes in placement will be made only by the Director of Human Resources and the University in cooperation with the local school principal. Any mid-placement changes in the assignment must be communicated in writing/email to Dublin City Schools’ Director of Human Resources. Any placement concerns should be immediately addressed to the school Principal and the Director of Human Resources.
Cooperating teachers are not required to take on a field experience student. They must be willing to share their expertise and mentor the future educator. The cooperating teacher must be recommended by their principal and will need to have a minimum of three years’ experience as a certified teacher.
Cooperating teachers must possess a rating of effective or higher on their most recent TKES summative evaluation. In addition, they should be comfortable with standard observation tools and with providing coaching and feedback on classroom management and instructional skills.
Some general responsibilities for student teachers and field experience students are listed below:
Field Experience Student Responsibilities
- Adheres to district rules and polices:https://simbli.eboardsolutions.com/Index.aspx?S=4059
- Adheres to student media release rules, policies and procedures for Dublin City Schools and University standards. Photos, audio and/or video recordings of students should only be used for specific curriculum requirements only. General digital transmittal or sharing of student image is strictly prohibited.
- Adheres to the local school site protocol set by the building administrator and/or principal(Ask for a school handbook upon arrival.)
- Takes on the cooperating teacher’s class load as well as any other duties carried out during regular school hours (lunchroom duty, hallway monitoring, etc.) as deemed appropriate by the field experience type
- Corresponds with cooperating teacher in a timely and appropriate manner
- Establishes goals and objectives with the cooperating teacher for the in classroom experience
- Exercises good judgment and reasonable care at all times and especially when safety concerns are heightened
- Maintains a professional relationship with all Dublin City Schools’ students, staff, and community
- Keeps student information confidential
- Digital citizenship and all school rules regarding cell phone use applies to the student teacher.
- Provides daily support and encouragement to the student teacher
- Models a variety of strategies for effective instruction and classroom management
- Provides an opportunity for the student teacher to assume the appropriate responsibilities in the classroom by encouraging the student teacher to engage in activities which may include:
- One-to-one tutoring
- Evaluating and documenting student’s work
- Completing administrative tasks
- Creating bulletin boards and displays
- Supervising students
- Team teaching
- Leading discussions
- Obtaining resources
- Explains school safety protocols and the importance of never leaving students unattended
- Provides opportunities for the student teacher to successfully complete the field experience requirements
- Monitors the student teacher’s interaction and engagement with the students
- Shares the DCS teaching philosophy and best practices (i.e. Attendance, Time Management, Lesson Planning, Teacher Keys, Common Core Standards, Georgia Milestone requirements, and School Improvement Plan expectations).