8/5/04

Queens College Education Unit Principles

Discipline Specific Competencies: Know subject matter in both depth and breadth; use discipline-specific knowledge in the educative process; and engage in personal professional development to enhance student learning

Learning & Development: Understand learning and development and their effect on student achievement; apply major theories of learning and human development; and design educational experiences grounded in research-based theories of learning and development

Families and Urban Communities: Understand the role of family and community in student learning; engage in partnerships with families and urban communities; and facilitate family and community involvement in the education of students

Diversity & Inclusion: Democracy & Social Justice: Comprehend that democratic schools foster respect and support learning for all; teach the value of diversity and practice democracy and social justice; and create learning environments that function democratically

Language & Literacy: Understand that common characteristics of communication vary across communities; adapt communication effectively in various settings; and promote academic literacy skills while respecting students’ communicative cultural repertoire.

Curriculum, Instruction & Assessment: Know curriculum, instruction and assessment practices applicable to student success; use a variety of instructional and assessment approaches; and select instructional and assessment practices to ensure student learning

Technology: Understand that technologies motivate and promote student learning; select and use technology to motivate instruction and learning; and incorporate instructional and assistive technologies to advance the knowledge and abilities of students.

. . . committed to promoting excellence, equity, and ethics in urban schools and communities

Field Work Overview

Prior to student teaching, the Department requires their teacher candidates to have written documentation of their prior experience with children. This requirement can be fulfilled in a number of settings including daycare, after and before school programs, camps, religious instruction, etc. Also in each course required for initial certification there is some type of field assignment attached to it. Below is a chart that outlines the field component(s) in each prerequisite course.

Course Category	Field Assignment*	Type of Supervision
Foundations	Observation; reflective essay	Campus supervision
Educational Psychology	Case study	Campus supervision
Language &Literacy	Mini-lesson	Campus supervision
Curriculum	Lesson plans/unit	Campus/site supervision
Technology	Integrated portfolio; video analysis	Campus/site supervision

NOTE: · All assignments and assessment rubrics will be provided by your course instructor.· Campus supervision means that your assignment will be evaluated on campus by the course instructor.

· Site supervision means the assignment will be evaluated based on work executed in the field.

Student Teaching Objectives

Upon completion of field experience, the candidate will have developed the following understandings and professional skills:

1. Children as learners have individual differences. This will be demonstrated through:

a. using a variety of interaction and observation strategies to get to know children as individuals;

b. speaking on children’s vocabulary level and at a speed that children can comprehend;

c. adapting responses to children to support development and learning, based on progress and identified needs;

d. identifying individual differences in development and learning using informal and formal assessment tools; and

e. being sensitive to parental concerns and aware of the ways in which cultural values and lifestyles of families influence children’s participation in school activities.

2. Professional attitude is important in teaching. This will be demonstrated through:

a. separating personal conflicts from professional performance;

b. having an awareness of own impact on children and adults in professional interactions and behavior;

c. seeking constructive feedback on own professional experiences;

d. collaborating with peers to strengthen professional development; and

e. articulating emerging professional values that are shaping interactions and curriculum plans.

3. Classroom management is critical to quality education. This will be demonstrated through:

a. recognizing the impact of lesson planning;

b. maintaining orderly procedures when guiding class in regular routines throughout the day;

c. using supportive techniques in social control and behavior management; and

d. displaying resourcefulness in guiding management activities.

4. Curricular activities determine what is to be learned and the quality of that learning. This will be demonstrated through:

a. preparing and implementing teaching activities in accordance with local, state and national learning standards;

b. developing, implementing and evaluating effectiveness of activity designs that address different goals in different curriculum areas:

(1) new learning,

(2) practice activities, and

(3) application of new knowledge and skills through projects, mini-units and thematic frames;

c.   engaging and sustaining children’s attention in diverse activities, adjusting instructional strategies, provision of materials and timing/ pacing to support different goals.

d. capitalizing on teachable moments;

e.   seeking a balance between teacher-led and child-centered activities; and

f.   providing for individual, small group and class instruction as driven by particular topics.

Roles and Responsibilities of the Professional Participants

The Director of Field Placement:

- Submits a request to the appropriate public school official for teacher candidate placement;

- Clarifies with the building administrator the objectives of the field experience and clarifies the duties and responsibilities of the university and the schools;

- Arranges with faculty supervisors the assignment of the teacher candidates taking into consideration such factors as proximity to school site. Placement of the teacher candidates is the sole responsibility of the Field Placement Director. Candidates are not allowed to make their own arrangements; and

- Is responsible for distribution of tuition waivers to the cooperating teachers and letters of appreciation to school administrators and cooperating teachers.

The University Supervisor:

- Contacts school administrator on the initial and final visits and maintains communication concerning the teacher candidate;

- Meets with cooperating teachers and teacher candidates during first week of the semester to clarify their responsibilities;

- Establishes procedures for visitations and the development of student teaching portfolios;

- Reviews and evaluates lesson plans;

- Schedules weekly seminars, makes three formal teaching observations, confers with participants after each observation; and provides a written account of observations.

- Fosters candid communication among those involved in field experience;

- Acts as a resource person and provides appropriate materials and information;

- Provides evaluation documents to be placed in teacher candidate’s file; and

- May, at her discretion, write a letter of reference for the teacher candidate.

The Cooperating Teacher:

- Serves as mentor to the teacher candidate by sharing her expertise and experience in pedagogical knowledge, skills and attitudes;

- Includes teacher candidate in planning for class;

- Provides a balanced set of activities for teacher candidate turning over increasing responsibility during the course of the assignment;

- Provides feedback, maintains requirements and encourages individual reflection and development of teacher candidate;

- Contacts University Supervisor immediately if she has concerns about a teacher candidate’s performance or suitability for the profession; and

- Provides evaluation documentation to be placed in teacher candidate’s file.

The School Administrator:

- Selects capable cooperating teacher with no less than 2 years successful teaching experience;

- Ensures that teacher candidate is made aware of the school philosophy, policies and procedures, organization of school day, use of school records, and daily attendance reports; and

- Contacts the University Supervisor and the Director of Field Placement if any serious problems arise with the teacher candidate.

The Teacher Candidate:

- Participates in a full range of activities;

- Gains awareness and understanding of what it means to be a teacher, the satisfactions and demands of teaching, the role of the teacher within the whole school program, and the administrative and pedagogical skills required;

- Increases her ability to observe and analyze the skills and teaching strategies used by her cooperating teacher and gains familiarity with the curricula, instructional materials and media and the various ways of motivating students;- Becomes aware of the importance of being a positive role model for students, establishing rapport with students, and creating a classroom environment conducive to learning and student performance; and

- Meets the expectations for the clinical experience as set forth by the Department.

Policies Related to the Field Experience

Attendance: The teacher candidate is expected to be punctual and regular in attendance throughout the field assignment.

If at any time the teacher candidate finds it necessary to be absent because of illness, the teacher candidate is responsible for notifying her cooperating teacher and University Supervisor at the earliest possible time. The Field Placement Office at Queens College also should be notified. Please note that the teacher candidate will be required to make up missed days.

The teacher candidate is expected to follow the same schedule (reporting to and leaving school) as her cooperating teacher. If tardiness or attendance problems occur, the cooperating teacher will report them to the University Supervisor.

The teacher candidate is expected to attend professional development workshops and after-school or evening activities, including parent/teacher conferences.

The Attendance Sheet: The EECE teacher candidate's record of attendance must be kept daily, indicating arrival and departure times. At the completion of the field experience the Attendance Sheet must be signed by the cooperating teacher and given to the University Supervisor with the cooperating teacher’s evaluation. This will become part of the teacher candidate’s file.

Holidays and Vacations: During the field experience, the teacher candidate will observe the holidays and vacations of the school in which she is assigned. Attendance at on-campus classes, however, will be governed by the Queens College calendar.

Seminars: Weekly seminars are conducted throughout the field experience. Teacher candidates are required to attend each seminar session as directed by the University Supervisor. [See section on Seminars for topics]

Teaching observations: Generally there are 4-5 visits made by each University Supervisor, 3 of which are formal observations lasting from 30-45 minutes in length. Written and oral feedback on the observation is offered in a follow-up conference.

Classroom Responsibilities: Teacher candidates are expected to assume the responsibility of the cooperating teacher to the fullest extent possible however, at this point in their professional development, they are not permitted to take on the role and duties of substitute teacher.

Grades: Student teaching grades are based on observed performance/competency in classroom teaching, cooperating teacher feedback, journals and assignments, and participation in seminars. All grades are assigned by the University Supervisor and, once recorded, stand as final. Please note the following appeals process.Appeals Process: Those candidates who wish to appeal an earned grade should first discuss their grade with their University Supervisor. If dissatisfied, the candidate may submit a written appeal to the Department Chair. If the matter is still unresolved, the candidate may appeal to the Dean of the Division of Education. If further appeal is necessary, please refer to the Appeals process stated in the appropriate Queens College Bulletin.

Difficulties Encountered During the Field Experience: Most difficulties encountered during the Field Experience can be resolved adequately by the cooperating teacher and the teacher candidate. If, however, this is not the case, please contact the University Supervisor who in turn will contact the Field Placement Director to discuss the situation.

Orientation/Seminars

Orientation: Each teacher candidate is assigned to a student teaching team consisting of a University Supervisor and a number of teacher candidates. The University Supervisor from that team will contact the candidates regarding the date of an orientation session to be held prior to your student teaching semester.

Topics to be covered at Orientation:

§       University Supervisor’s expectations of the teacher candidate

§       School assignments and previsit information about the field site

§       Field experience policies

§       Professionalism

§       Teacher well-being

§       Curriculum guides, lesson plans, etc. will be discussed

§       NYS and NYC performance standards

§       Questions/concerns

§       Know Your School sheet

Seminars: Weekly seminars of 1-1½ hour in duration are conducted throughout the student teaching experience. These are designed to consider issues related to the field experience. Attendance at these seminars is mandatory and will be recorded.

Topics to be covered (individual University Supervisors may vary topics according to teacher candidates’ needs):

Learning about neighborhood and school community

§       Resources for children with special needs

§       Other community resources

Lesson plans

§       How to write objectives

§       Content

§       Model lesson plans (see appendix for sample lesson plan)

Classroom management

§       Physical space, materials and room arrangement

§       Discipline

Cooperative learning strategies

Observation skills

Developing questioning skills

Reflection on teacher candidates’ experiences during the week

Parent Conferences

§       Preparation

§       Arrangements for

§       Role playing

§       Developing positive relationships with parents

Keeping abreast of current education issues

Understanding legal regulations related to childcare

Job Search

§       Portfolio

§       Resume

§       Job Interview

Candid Advice to Teacher Candidates

1. Think of yourself as a beginning teacher, not as a fellow student.

2. Remember that you are a professional and are expected to conduct yourself accordingly. Your performance during the field experience can have an impact upon future employment as a teacher.

3. Dress appropriately.

4. Remember that you are a guest of the school.

5. Try to avoid becoming involved in internal school politics or local controversies.

6. You will meet professionals whose philosophies of education differ from yours. Learn from this. Professional growth occurs when teachers openly discuss their individual teaching styles and respect each other’s differences.

7. If you wish to innovate, discuss this with your cooperating teacher first to get the benefit of her experience.

8. Lesson planning is critical to the field experience - not just the thinking about, but the writing of the plan. It is wise to overplan and have alternative plans. It is essential that you share lesson plans with the cooperating teacher a few days before the lesson is taught.

9. Organize your personal and professional time.

10. Becoming a teacher is a developmental process. Your cooperating teacher will allow you to assume teaching duties at your personal and professional rate of development. Gradualism is important.

11. Take the time to interact and share with peers.

12. Most studies indicate that student teaching may turn out to be the best college course you will ever take, so be open, flexible, and give it your best energies.

LEARN AND ENJOY

Student Teaching Information for Paraprofessionals in the LEAP Program

In recognition of her experience as a paraprofessional in an elementary school classroom for at least one full year, she will receive a waiver of one of the required supervised field placements. To establish eligibility for such a waiver, the paraprofessional must submit an application for a partial waiver signed by the appropriate school administrator that states the grade level at which the paraprofessional has participated. A second letter from the school administrator needs to indicate their intent to provide a placement for the paraprofessional at the alternate grade level. If the paraprofessional has had experience at the lower level, then the supervised experience needs to be at the upper grade level or vice versa. A placement for the supervised experience may not be a Special Education, Hospital setting or outside of the certification range (Grades 1-6).

All forms must be on file before a waiver or supervised student teaching can be arranged. Intention to apply for the supervised student teaching experience must be received by October 1 for the Spring Semester or April 1 for the Fall Semester. The paraprofessional should inform the school administrator that she needs to be in the designated classroom for the entire semester, for the same time frame as the mentor/cooperating teacher.

Candidates should have completed all college requirements for graduation as well as the co-major before they begin the final student teaching semester.

Paraprofessionals who are unable to arrange for a placement within their home school will be assigned to a participating EECE school by the Field Placement Office.

Observations and follow-up conferences will be of the same number as for non-paraprofessionals. Weekly seminar participation will also be expected at times/places designated by the University Supervisor.

Frequently Asked Questions

Can I arrange my own placement?

No. All placements are arranged through the Office of Field Placement.

Is Student Teaching ever waived?

No. If you want Queens College to nominate you for certification, you must fulfill the student teaching requirement. If you already hold New York State Certification in the appropriate area, you can produce such document and replace the student teaching credits with electives.

How are placements decided?

The Field Placement Director assigns candidates within a group to cooperating schools based on the relative proximity of the group to the schools.

Can I change my placement once it has been arranged?

No. Only under exceptional circumstances can candidates be reassigned by the Field Placement Director.

How long is the clinical experience?

The length of the field experience varies according to the particular program. Most student teaching placements are between four (4) and five (5) days a week.

In which grades will I be placed?

All candidates are placed in both a lower and upper setting within their certificate area.

Which vacation/holiday schedule will I follow with regards to student teaching?

With regards to your student teaching time, you will follow the schedule of the public school. With regards to on-campus classes, you will follow the schedule of the College.

Will I have to make up for absences during student teaching?

Yes. That is to be arranged with the University Supervisor and the participating school. No more than two absences are permitted.

How am I oriented to the school?

You will meet with your University Supervisor prior to the beginning of student teaching to receive information regarding your placement.

Will I be required to develop a portfolio?

Yes. It highlights your performance and progress and is considered in your final assessment.

Am I required to have a lesson plan for every lesson?

Yes. You are required to have a written lesson plan for every lesson that you teach. Your cooperating teacher should approve your lesson plan before you implement it. After the lesson you will receive valuable feedback from your University Supervisor and cooperating teacher. In this way, you can refine your teaching skills continually.

Can I substitute teach while student teaching?

No. As a full-time student, you cannot work in the schools fulltime. This is a New York State Education Department policy.

Code of Ethics[1]

American Federation of Teachers, AFL-CIO

I. Teacher-Student Commitment

a.    The Teacher works to develop each student’s potential as a worthy and effective citizen.

b.    The Teacher works objectively to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals in each of his students for their advancement.

c.    The Teacher works to develop and provide sound and progressively better educational opportunities for all students.

II. Teacher-Public Commitment

a.    The Teacher believes that patriotism in its highest form requires dedication to the principles of our democratic heritage.

b.    The Teacher shares with all other citizens the responsibility for the development of sound public policy and assumes full political and citizenship responsibilities.

c.    The Teacher has the privilege and the responsibility to enhance the public image of his school in order to create a positive community atmosphere which will be beneficial to education.

III. Teacher-Profession Commitment

a.    The Teacher believes that the quality of his service in the education profession directly influences the nation and its citizens.

b.    The Teacher exerts every effort to raise professional standards, to improve a climate in which the exercise of professional judgment is encouraged, and to achieve conditions which attract persons worthy of the trust to careers in education.

c.    The Teacher urges active participation and support in professional organizations and their programs.

IV. Teacher-District Commitment

a.    The Teacher strives to do the job for which he was hired to do with honesty and to the best of his ability.

b.    The Teacher pledges to communicate this code, along with a positive attitude toward it, to all teachers.

c.    The Teacher discourages the breaching of this code and requests that all charges be presented in writing to the union Executive Board for their deliberation and judgment.

The Student Teaching Portfolio

Teachers are often referred to as life-long learners. Professional development is a continuing process and teachers are “works in progress”. The professional portfolio is an invaluable guide in your journey as a teacher.

Please remember that the professional portfolio is not a scrapbook of memorabilia but a record of your achievements.

You may use the portfolio process as a guide to further professional development for it allows you to note easily the gaps in your knowledge. It is an invaluable resource when seeking employment because it allows the interview team insight into your development as a teacher thus far.

The portfolio highlights your achievements as you complete student teaching. Documents in this portfolio may include:

Evidence of prior experience with children
Evidence of completion of training seminars on substance abuse, child abuse, maltreatment and abduction, school violence, safety education, fire and arson prevention (Contact the Continuing Education Department at 997-5700 for information regarding seminar offering dates)
Statement reflecting your beliefs about teaching
Transcripts and resume
Example of curriculum taught (lesson plans, charts, a videotaped lesson, photographs, etc.)
Evidence of collaborative efforts (provide sample)· Evidence of responding to the needs of students (provide sample)
Example of assessment tools used (student work samples, tests, etc)
Evidence of working with parents (provide sample)
A self-assessment
Recommendations of cooperating teacher and University Supervisor
Evidence of professional growth opportunities (memberships in organizations, workshops, etc)
Other

Sample Lesson Plan

Planning Effective Instruction

(Adapted from Getting Started in the New York City Public Schools: A manual for new teachers. Millennium Edition, p. 138-140)

When preparing your lessons ask yourself the following questions:

What do I want students to learn?

How should I present it?

What materials and activities should I use?

How will I assess student learning?

Sample Lesson Plan

There are various ways to construct an effective lesson plan. The following is a sample and is a logical place from which to start.

1. Aims and objectives:

(What are your aims and objectives? List them.)

2. Interesting and appropriate motivation:

(Think about your students’ ages, needs and interests. What do you think will motivate them for this particular topic?)

3. Students activities and experiences:

(What kind of activities do your students need to engage in and what kinds of experiences do you want them to have to achieve your aims and objectives? Are the activities and experiences appropriate for your particular students and the topic?)

4. Varied and suitable materials for instruction:

(What materials or hands-on materials can help make this lesson more meaningful for your students and, at the same time, help you accomplish your aims and objectives?)

5. Appropriate questions to encourage discussion and thinking:

(What kinds of questions do you need to ask to encourage children’s thinking and discussion to ensure that they understand the topic, can relate it to their experience and will motivate them to seek further information?)

6. Provision for an assignment and for following up the lesson:

· Summarizing the lesson

(What activity can you have students do to show you that they know and understand what you have taught and which will, at the same time, reinforce the concepts?)

· Methods for evaluating the lesson

(What activity can you have your students complete to show you what they have learned and to indicate to you where reteaching is necessary. How can you teach this topic more meaningfully and meet your aims and objectives even more effectively next time?)

TEACHER CERTIFICATION INFORMATION

Steps In Applying For NYS Certification ThroughThe Office of Teacher Certification

Undergraduate Students submit a diploma card in the semester you are completing your program according to deadlines posted in the QC Bulletin.

Graduate Students submit an audit for certification during the semester you are completing requirements for certification (usually the semester you are completing your student teaching)

Complete State-approved seminars (given through Continuing Education Office, Kiely Hall, Room 111) in the following areas:

Child Abuse (also offered on-line)

School Violence (also offered on-line)

Substance Abuse

School Safety

*seminars are offered 2 or 3 times a semester

Complete State exams

Liberal Arts and Sciences Test (LAST)

Assessment of Teaching Skills-Written (ATS-W)

Content Specialty Test (CST multi-subject)

Fingerprinting for New York State Certification (when you pick up the packet and application for New York State Certification pick up a Fingerprinting Packet in the Teacher Certification Office – Delany, Room G-10

If you are not a citizen of the United States, Initial Certification requires that an application for a Letter of Intent has been filed with the Immigration Services – Professional Certification requires citizenship.

Pick up the NYS certification packet and application in the Teacher Certification Office, Delany, Room G-10. Be sure to follow the instructions in the packet and return the completed application to the Teacher Certification Office.

PLEASE NOTE THE STATE IS PLANNING TO IMPLEMENT AN ON-LINE PROCEDURE FOR CERTIFICATION. PLEASE CHECK WITH THE CERTIFICATION OFFICE FOR MORE INFORMATION.

Frequently Asked Questions Regarding New York City Licensing*

Why do I need a city license in addition to a state certificate?
New York City has historically had its own license, with its own requirements for teachers. As the state’s certification standards have increased, the city has changed its own requirements. While you can teach temporarily as a regular substitute, you need a city license to be appointed as a public school teacher.

What is an appointed teacher?
An appointed teacher fills a permanent teaching position, has more job security and can reach a higher salary than a PPT or CPT.

How do I get licensed and appointed?
First, you must qualify by having your provisional state certification. Then, you must file a separate application for each license area you want by going to the Board of Education’s Office of Personnel Assessment and Licensing (OPAL), Room 102, 65 Court St., Brooklyn, NY 11210, or to an OPAL satellite office located in many local school district offices. You’ll also need a medical exam and fingerprint clearance, if you haven’t already taken care of these as a regular sub. Next, if you already have a teaching position, go to your principal and ask him or her to conduct the oral interview required for you to get a license. If you pass this interview, your district must approve your license. Once that approval is processed, the board will send you a city license and, simultaneously, appoint you to the position you now hold. At that point, you will be licensed and appointed "in place." If you are not currently working, you must first seek a position from a community school district or high school superintendency. You will be sent to a principal for an interview for both licensing and appointment.

Will I have to do anything else after I get appointed?
Yes, a few very important things.
Unless you have already done so, you must complete six special education credits and meet the human relations course requirement within two years of your date of appointment. The UFT’s educational programs offer these and other graduate-level courses after school at convenient locations. See the UFT’s course catalogs, which are issued each term.

You also must successfully complete your probation — generally three years, unless you get credit for years you taught prior to your appointment.

And you must obtain your permanent state certification before your provisional certificate expires — in five years.

See Riding the NYC Licensing Subway and the Regular Sub’s Handbook for details.

What if I have more questions?
You can call TeacherLine or visit OPAL at Board of Education headquarters. Your chapter leader and UFT borough offices are also valuable sources of information.

Website Resources

Valuable information can be found at the following websites:

Queens College Main website: www.qc.edu

Departmental information: www.qc.edu/EECE

Department of Education at http://www.nycenet.edu(includes NYC Performance Standards)

New York State Education Department at http://www.nysed.gov

Exam Study Information: www.nyctce.nesinc.com for Framework/Samples and www.CertEd.com for sample tests

Workshops on-line at: www.childabuseworkshop.com and www.violenceworkshop.com

Teaching Opportunities Available at www.nyUrbanTeachers.org and www.teachnyc.net

www.mapquest.com - for travel directions

Note: the ‘google’ search engine is an excellent resource for assistance with preparation of lesson plans/classroom activities and searching for various publications/research, etc.

REFERENCES

Charles, C.M. Building Classroom Discipline. (8^th Edition). Pearson Education, Inc. (2005). ISBN 0-205-41257-2.

Charles, C.M. and Senter, Gail W. Elementary Classroom Management (4^th Edition). Pearson Education, Inc. (2005). ISBN 0-205-41266-1

Charney, Ruth Sidney. Teaching Children to Care: Classroom Management for Ethical and Academic Growth, K-8. Northeast Foundation for Children (2002). ISBN 1-892989-08-5.

Cruickshank, Donald R., Jenkins, Deborah Bainer and Metcalf, Kim K. The Act of Teaching (4^th Edition). McGraw Hill (2006). ISBN 0-07-298207-1.

Guillaume, Andrea M. K-12 Classroom Teaching: A Primer for New Professioanls (2^nd Edition). Pearson Merrill Prentice Hall (2004). ISBN 0-13-049694-4

MacDonald, Robert E. AS Handbook of Basic Skills and Strategies for Beginning Teachers: Facing the Challenge of Teaching in Today’s Schools. Longman (1991). ISBN 0-8013-0608-6.

Moffatt, Courtney W. and Moffatt, Thomas L. Handbook for the Beginning Teacher: An Educator’s Companion. Pearson Education, Inc. (2003). ISBN 0-205-34372-4.

Ornstein, Allan C. and Lasley, Thomas J. Strategies for Effective Teaching (4^th Edition). McGrawHill (2004). ISBN 0-07-256428-8.

Reed, Arthea J.S. and Bergemann, Verna E. A Guide to Observation, Participation, and Refletion in the Classroom (5^th Edition). McGraw Hill (2005). ISBN 0-07-287492-9.

Robb, Laura. Teaching Reading in Social Studies, Science, and Math: Practical Ways to Weave Comprehension Strategies Into Your Content Area Teaching. Scholastic (2003). ISBN 0-439-17669-7.

Roberts, Patricia L., Kellough, Richard D and Moore, Kay. A Resource Guide for Elementary School Teaching: Planning for Competence (6^th Edition). Pearson Merrill Prentice Hall (2006). ISBN 0-13-119612-X

Ryan, Mark. Ask The Teacher: A Practitioner’s Guide to Teaching and Learning in the Diverse Classroom. Pearson Education Inc. (2003) ISBN 0-205-37076-4.

Shalaway, Linda. Learning to Teach...not just for beginners: The Essential Guide for All Teachers. Scholastic (1997). ISBN 0-590-25105-8.

Wandberg, Robert and Rohwer, John. Teaching to the Standards of Effective Practice: A Guide to Becoming a Successful Teacher. Pearson Education Inc. (2003) ISBN 0-205-34407-0.

Important Numbers at Queens College

Office	Room		Phone
Elementary/Early Childhood Main Office	Powdermaker Hall 054	997-5300
Bursar	Jefferson Hall 200	997-4500
Registrar	Jefferson Hall 100	997-4400
Financial Aid	Jefferson Hall 202	997-5100
Undergraduate Admissions	Jefferson Hall 117	997-5600
Graduate Admissions	Jefferson Hall 105	997-5200
Dean of Education	Powdermaker Hall 100	997-5220
Office of Teacher Certification/Placement	Delaney G10	997-5545
Continuing Education (seminars)	Kiely Hall 111	997-5723

FIELD WORK AND CLINICAL EXPERIENCE

HANDBOOK

Office of Field Placement

The Department of Elementary

The Director of Field Placement:

The University Supervisor:

The Cooperating Teacher:

The School Administrator: