Student Teaching Handbook

Teacher candidates will:

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

Teacher candidates will:

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

Teacher candidates will:

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

Teacher candidates will:

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

Teacher candidates will:

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

Teacher candidates will:

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

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

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

Application Process

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Responsibilities of the University and Teacher Candidate:

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

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

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

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

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

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

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

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

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

It is important that university supervisors, teacher candidates, and personnel in our cooperating public-school districts understand the official position of the university relative to teacher strikes and other job actions. The official position of the university is non-involvement.

The teacher candidate is a guest of the school district and, as such, should not participate in or openly advocate any position in cases of strikes or actions. In no case should the teacher candidate enter a public-school building or serve as a substitute teacher when the Teachers’ Association is officially on strike. Conversely, the teacher candidate should not serve on a picket line or overtly support the strike in any way.

If “Work to Rule” is in effect, teachers have decided to perform no more than their contract has stipulated; typically, they enter the building en masse at the contractually appointed moment (no earlier) and leave the building at the contractually appointed moment (no later), teaching only their required classes and performing only their required duties. This usually means that the teachers will not be participating in extra-class or after-school activities or in lesson preparation at home.

Coaching in after-school athletics seems to be an exception in schools involved in work slow-downs. The university has the obligation to provide the teacher candidate with a complete student teaching experience and, if necessary and feasible, the teacher candidate may be reassigned to another school district.

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

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

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

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

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

 School regulations and policies (handbooks, emergency procedures, classroom visitor’s policy)

• • Administrative forms (absence reports, health records, progress reports)
  • Classroom materials (textbooks, state and local curricula, library books)
  • Resource contacts (assistant principals, librarian, counselors)
  • Policies regarding responsibility for materials/equipment (teaching aids)

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

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

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

• The first week of the student teaching experience should be planned carefully by the mentor teacher, in consultation with the university supervisor, to meet the teacher candidate’s needs in establishing a pattern and policy that will be followed throughout the course of the experience.
• During the first day, the mentor teacher and the teacher candidate should confer about the day’s work and the activities for the remainder of the first week.
• The mentor teacher should assist the teacher candidate in planning a long-range program in accordance with the curriculum and the previous experiences of the pupils.
• The mentor teacher and the teacher candidate should agree on the period(s) or activities for which the teacher candidate will assume responsibility. The mentor teacher and the teacher candidate should meet with the university supervisor to discuss these plans and all written requirements as well.
• The teacher candidate’s first and second weeks of the experience should facilitate a smooth transition when the teacher candidate eventually assumes certain phases of teaching.
• During the remaining weeks, the teacher candidate should continue to observe and hold evaluative conferences with the mentor teacher and university supervisor.
• The teacher candidate is expected to continue to report to the assigned school until the last day of the student teaching session as prescribed by the SUNY Cortland Student Teaching Calendar .  

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

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

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

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

Unacceptable              Acceptable                 Target

Categories of Assessment:

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

EPP Disposition

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

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

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

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

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

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

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

 The following are used to determine the final grade:

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

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

The following grades can be assigned: 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Review of Professional Competencies in Teacher Education:  

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

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

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

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

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

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

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

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

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

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

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

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

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

• Complete the mentor teacher Evaluation of the college supervisor using the URL provided by the Watermark Manager. All parties to the student teaching process are evaluated through the STE and short surveys. Mentor teachers are evaluated by the student teacher and Supervisor.

• Observe the teacher candidate’s lesson implementation and interactions with students and provide daily feedback on the teacher candidate’s progress with performance, behavior, and attitude. At a minimum, this should include:
  1. Review of lesson plans
  2. Suggestions for teaching materials and resources to enrich lessons
  3. Observation and analysis of lessons taught  
  4. Praise of strengths accompanied by suggestions for improvement
  5. Encouragement of self-analysis and reflection on ways to improve and engagement of students  
  6. Feedback on interpersonal skills and rapport with students

• Provide periodic summative feedback on the teacher candidate’s progress and facilitate development of short-term and long-term goals for improvement. The conference should include a candid evaluation of the teacher candidate’s:
  1. Professionalism
  2. Lesson planning, preparation and implementation
  3. Classroom management and discipline
  4. Differentiating instruction to facilitate learning for all students
  5. Formal and informal assessment of student teaching outcomes
  6. Use of assessment data to inform instructional methodology

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

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

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

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

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

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

The mentor teacher:

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

Revised for Fall 2020/Spring 2021

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

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

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

or

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

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

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

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

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

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

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

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

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

Responsibilities of College and Teacher Candidate:

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

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

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

• Experience in school settings at appropriate levels
• Familiarity with New York State Teacher Certification requirements and learning standards
• Previous mentoring or supervisory experience
• Resume required via the hiring process

• Fulfillment of all responsibilities/duties of a supervisor and program/department mentor as outlined in department orientation, training and ongoing communications.
• Complete all FESP work in Watermark as identified on the STE information sheet for supervisors, by the due date (Placement Verification form, STE, MT Evaluation, Disposition forms and any other addendums or assignments as noted by specific programs).

Please note: The Placement Verification form is a method of verifying the placement and MT. It must be reviewed and approved by the Supervisor for accuracy, in a timely manner, in order for the FESP Office to begin the remuneration process for the correct MT.

• Be knowledgeable about the information and follow the policies and procedures presented in this Student Teaching Handbook.
• Make initial contact with their teacher candidates either before or at the beginning of the student teaching quarter.
• Meet with each mentor teacher either before or at the beginning of the student teaching quarter.
• Make initial contact with each principal and solicit their help in orienting the teacher candidate to the school.
• Make regular visits, including at least three written observation reports and be visible in all cooperating schools; follow building rules and regulations regarding visitors.
• Confer with each teacher candidate after each observation and provide both oral and written feedback during the post-observation conference; retain copies of all documentation and notes on discussions.
• Confer with each mentor teacher regularly and as needed.
• Submit the online Student Teacher Evaluation (STE) by the assigned due dates through Watermark. A Satisfaction Survey of Supervisors is completed by the student teacher candidate and the mentor teacher.
• Arrange and conduct mid-quarter and final three-way conference involving the teacher candidate and mentor teacher for each placement.
• Address student teaching problems and notify the program/department coordinator and the Field Experience and School Partnerships Office of serious problems as they arise.
• Assign the final grade for the student teaching quarter with input from the mentor teacher.
• Notify the program/department coordinator and the Field Experience and School Partnerships Office as early as possible of any teacher candidates who may possibly receive a final grade other than “S” for student teaching.
• Electronically submit completed final grades by deadline as stipulated by the Registrar's Office.
• Forward the completed Summary Record of Absence (PDF) form to each teacher candidate’s major department.
• Become familiar with the SUNY-wide compensation program for mentor teachers.
• Follow procedures regarding supervisory travel as detailed in a memo from the Field Experience and School Partnerships Office to each college supervisor at the beginning of each semester.
• In the event of a teacher strike or job action (please see Part II, Page 9), make clear the College’s position of teacher candidate’s non-involvement.
• Help promote cooperation and good will between the cooperating school and the College.

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