student handbook

Academic Advising is an integral part of undergraduate education. The goal of all aca- demic advising is to assist students in taking responsibility for developing meaningful educational plans compatible with their career and personal goals. Advising is more than imparting specialized knowledge; it includes helping students formulate important questions about the nature and direction of their education and helping them find answers to those questions. This process often involves the advisor directing the student to university publications and other university offices for answers to questions in order to allow the student to take ownership of their college experience and function as an adult. Advisors will confer with students about course schedules and educational experiences, but students themselves are responsible for selecting the content of their academic program and making progress toward an academic degree.

New UTeach students may decide, after the first or second semester, that they no longer want to pursue teacher certification. This is fine since the first course (and even the 2nd course) is designed to let you try out teaching. Students who no longer wish to pursue teacher certification should inform their advisor in the UTeach office (PAI 4.02 or advisor@uteach.utexas.edu).

UTeach students are required to be advised each semester either in person or by completing the online advising worksheet. Each semester, well before registration, students assigned to a UTeach advisor are sent an email, generally in September during fall semesters and February during spring semesters, requesting that they submit an on-line pre-advising worksheet (https://utdirect.utexas.edu/ns/). Students assigned  to  advisors  outside  of UTeach  should  follow  the  registration advising process established by their advisor.  New students who have never met with a UTeach advisor are required to schedule an advising session; these students should complete the worksheet, and then schedule an appointment with an advisor. Do not wait until the week before registration to complete the worksheet and/or try to get an appointment, as advisors are usually booked through registration by then and may not be able to clear an advising bar in time for registration.

Nondiscrimination

The University of Texas at Austin and the UTeach Natural Sciences Program are committed to an education and working environment that provides equal opportunity to all members of the University community. In accordance with federal and state law, UTeach Natural Sciences prohibits unlawful discrimination on the basis of race, color, sexual orientation, religion, national origin, gender, age, disability, citizen- ship, and veteran status.

UTeach is designed to assist students in becoming certified to teach math, science, computer science or engineering without adding any additional time at UT Austin. Students can major in one of our UTeach degrees in biology, chemistry, physics or computer science, or they can pursue any major at The University and complete our requirements for certification.

Teaching majors take most of the same content courses as their peers in the same major, exceptthat teaching students may take one or two professional development courses each semester. A UTeach advisor will go over teaching major requirements generally in thefirstadvisingsession. Degree Requirement Checklistsareavailable in the UTeach office in PAI 4.02 and on the UTeach website: http://uteach.utexas.edu.

Certification Areas

Middle School Certification (grades 4 - 8)

• Mathematics (certified to teach math only)
• Composite Science (certified to teach biology, chemistry, physics and geology)

High School Certification (grades 7 - 12 or grades 6 - 12 for MPSE)

• Computer Science (certified to teach computer science only)
• Composite Science (certified to teach any of biology, chemistry, physics or geology)
• Life Sciences (certified to teach biology only)
• Mathematics (certified to teach math only)
• Mathematics, Physical Science and Engineering (MPSE, certified to teach math, physics, chemistry and engineering)
• Physical Science (certified to teach chemistry and physics only)
• Physics/Math (certified to teach physics and math only)

NOTE: Students take the Professional Development Sequence (UTeach courses) in addition to content courses for their area of certification. A grade of at least a C- is required for all courses in the Professional Development Sequence AND content courses counting towards certification.

Coursework

Pedagogy Training (Professional Development Sequence or PDS)

Prerequisites are enforced for all students. If you are registered for a class for which you do not meet prerequisites, you will be dropped from that class. It is your responsibility to check prerequisites for all classes. Advisors are available to help clarify any questions.

1. UTS 101 & 110: Step 1 and Step 2

The aim of these STEP courses is to attract students to careers in math & science teaching. Master teachers introduce students to examples of high-quality inquiry- based les- sons and model the pedagogical concepts to which they are being introduced. In STEP 1 students prepare and teach 4 lessons in elementary classrooms, and in STEP 2 students prepare and teach 3 lessons in middle school classrooms.

Prerequisite: For students with less than 80 hours: UTS 101-Step 1 must be taken before UTS 110-Step 2. Students with at least 80 hours should take Step 1 and Step 2 concurrently. See the UTeach Academic Advisor for further information about taking these courses concurrently.

1. EDC 365C: Knowing and Learning

This course expands the prospective teacher's understanding of current theories of learning and conceptual development. Students examine their own assumptions about learning. They critically examine the needs of a diverse student population in the classroom.

Prerequisite: Students must have credit or be registered for UTS 101-Step 1 or UTS 110- Step 2 in order to take Knowing and Learning (EDC 365C). Students with at least 80 hours and taking both UTS 101 and 110, should also take EDC 365C their first semester in the program as part of the four-semester sequence.

1. EDC 365D: Classroom Interactions (CI)

This course moves from a focus on thinking and learning to a focus on teaching and learning. Prospective teachers are introduced to the way in which curriculum and technology are used in classroom settings to build interrelationships among teachers and students. They are taught how content and pedagogy combine to make effective teaching.

Prerequisites: Students must earn a C- or better in UTS 101-Step 1, in UTS 110-Step 2, and EDC 365C Knowing and Learning in Math and Science and have at least a 2.5 GPA in order to take Classroom Interactions (EDC 365D).

1. EDC 365E: Project-Based Instruction (PBI)

In this course, students aim to master new technologies for problem-based investigations in math and science classrooms. Students also discuss the use of assessment to improve student learning. Students teach project-based lessons to high school students.

Prerequisites: Students must earn a C- or better in Classroom Interactions and have at least a 2.5 cumulative GPA.

1. EDC 651S: Student Teaching

Students are immersed in the schools to prepare them to confidently assume a teaching position. In the seminar, students reflect on their student teaching experiences and examine contemporary critical issues in education.

Prerequisites:

• EDC 365E with a grade of C- or better
• Research Methods with a grade of C- or better
• Perspectives with a grade of C- or better
• A passing score on the preliminary portfolio
• A cumulative UT GPA of 2.5
• An application. Apply here: http://www.edb.utexas.edu/feld/pds.html
  • Spring Apprentice Teachers must apply by October 1.
  • Fall Apprentice Teachers must apply by March 1.
  • Students will receive a formal admission offer, through DocuSign, their student teaching semester before classes begin. Students must complete the admissions offer accepting formal admission in order to begin student teaching.
  • Attend an orientation session in the semester before you intend to apprentice teach. For further details and to sign up for the mandatory apprentice teaching orientation, students must reply to an email from the Student Teacher Coordinator, Pamela Elias.

The deadlines for the application and attendance at an orientation session are firm due to the degree of coordination and planning required; students who miss this deadline or who do not attend an orientation may have to postpone student teaching.

1. UTS 170: Special Topics Seminar

Students reflect on their student teaching experiences and examine contemporary critical issues ineducation.

Prerequisite: Concurrent registration for EDC 651S: Student Teaching and an overall UT GPA of 2.5.
Supporting Coursework

1. BIO 337 / CH 368 / PHY 341: Research Methods

Students perform four independent inquiries and learn to combine skills from mathematics and science in order to solve research problems.

Prerequisite: You may ignore published prerequisites, but that class should be taken after your first semester in the program.

1. HIS/PHL 329U: Perspectives

Faculty in History and Philosophy introduce students to the historical, social, and philosophical implications of mathematics and science through investigation of five significant episodes in science history.

Prerequisite: Upper-division standing (60 credit hours).

Application Process

Undergraduate students are officially admitted at student teaching. Degree holders must be admitted before starting any UTeach classes. You will receive a formal admission offer through DocuSign. You must respond with acceptance into (or rejection of) the UTeach Program and student teaching.

Applying for Student Teaching

October 1st deadline for Spring student teachers, and March 1st deadline for Fall student teachers. To apply for student teaching you must:

1. Create a TEAL Account (REQUEST NEW USER ACCOUNT)

(https://pryor.tea.state.tx.us/TSP/TEASecurePortal/Access/LogonServlet)

Instructions: https://secure.sbec.state.tx.us/SBECOnline/TEAL_End_User_Training_ECOS…

1. Apply for Student Teaching on the COE website PDS Application BEFORE March 1,

2021 (https://education.utexas.edu/about/college-offices/field-experiences) Quick Link “Apply to the PDS”

You do not have to see an advisor before applying! You can answer yes to “have you seen an advisor?”.

1. Complete the Orientation Information Form on the UTeach website(https://apps.uteach.utexas.edu) “Orientation Information Form”

Select your Orientation Time (WRITE IT DOWN SO YOU DO NOT FORGET)

Include your TEA ID Number (that you get from completing #1 above) in this online form!!!

CRITCAL NOTE: All Student Teachers will have to pass a thorough Criminal Background Check prior to Student Teaching. Any criminal activity may prevent you from participating in Student Teaching and you may need to alter your degree plan if you wish to complete your degree from UT Austin without completing certification requirements. It is critical that you are honest all on criminal background questionnaires. It is better to explain an extenuating circumstance than to be accused of falsifying an official document.

Student Teaching Semester

The student teaching experience is a 35-40 hour minimum per week field commitment where you will teach two courses autonomously. Your first day in the publicschools is the Monday AFTERthe firstweek of UTclassesforthe semester. During the firstweek of UTclassesforthesemesteryou ONLYattend theevening seminar.Once intheschools - The firstweek in theschools is observational, thesecond weekyoubegin teaching the first of two classes, the third week you begin teaching the second of two classesandretainthosecoursesuntilthelast UTclass day.This isthe idealschedule but can be adjusted for individual constraints.

The student teaching seminar meets in Painter on the fourth floor from 6 – 7:30 p.m. once a week. The seminar will be on Wednesday evenings throughout the semester. You will need to sign up for both the pass/fail student teaching class (EDC 651S STU TCH SEC SCH: SCIENCE if you are a science student EDC 651S STU TCH SEC SCH: MATHEMATICS if you are a math or computer science student) AND the one hour graded seminar class (UTS 170 Student Teaching Seminar – SCIENCE if you are a science student and MATH if you are a mathematics or computer science student) for a total of 7 hours. These classes have restricted enrollment and only students who have attended an orientation, have a minimum 2.5 GPA, and a passing score on their preliminary portfolio will be allowed to take the courses.

A passing score on the PRELIMINARY PORTFOLIO is required prior to student teaching. Deadlines vary, so check the portfolio page. Usually, the deadline in the fall semester is close to the Thanksgiving break and toward the beginning of April in the spring semester. The deadline is firm. Missing it may mean delaying your student teaching semester for a least a semester. External evaluators review portfolios and results will be sent to you by the last week of class.

IMPORTANT NOTE: Complete all of your coursework before Apprentice Teaching or complete your coursework in the summer.Taking a course in the summer can affect your ability for a school district to hire you since school districts start before university summer coursework officially ends. Even taking a first summer session course limits your employment opportunities since those grades do not officially post until the END of the summer.You must complete a formal appeal and be approved to take any courses while student teaching.

There may be scholarship opportunities that allow you to devote your time exclusively to student teaching during the semester. Please talk with an Academic Advisor in PAI 4.02 about these. The AISD Scholarship is a wonderful monetary opportunity for all students who have at least a 2.5 GPA. There is no teaching commitment for this scholarship; in a sense it is FREE MONEY to help support you during the semester. You will have clothing and traveling expenses during student teaching and this monetary opportunity is a wonderful way to help offset these expenses. Sign the very short application in PAI 4.02 by the deadline to receive these funds. The money is released after the 12th class day of the semester.

Responsibilities

Everyone involved in the student teaching program--you, your cooperating teacher, your university facilitator--has well-defined responsibilities. We want to do everything we can to make certain that these expectations are met so that everyone enjoys a positive experience. If you have concerns about your student teaching experience, you should make them known to your cooperating teacher and your university facilitator. You should also contact Pamela Elias or Kelly Allen, your student teaching coordinator at elias@uteach.utexas.edu or allen@uteach.utexas.edu if you have concerns that may require additional assistance. Of course, all of your concerns will be kept confidential.

The teachers and mentors associated with student teaching are highly professional and competent. But unforeseen problems may arise from time to time, and it is important that you let someone know about your concerns so that they can be dealt with right away. Do not wait until the end of the semester to seek assistance with a lingering problem or misunderstanding.

Responsibilities of Student Teacher

1. Meet the principal and assistant principal and become familiar with the school climate and culture.

2. Know and follow the rules, regulations, and policies of the school. This includes the use of any confidential information you may obtain through student records, conversations, etc. Uphold school safety standards and understand school emergency response procedures.

3. Maintain an ethical and professionalattitude toward allmembers of the school community. In part, this means holding in confidence your personal opinions about people with whom you interact (students, teachers, staff, parents, and administrators). Read and sign an agreement to abide by the Texas Administrative Code 247, Educators Code of Ethics.
4. Recognize andaccept thatthe cooperating teacher has the ultimate responsibility forwhat you may or may not do in the classroom.
5. Make yourself available for regular planning and feedback sessions withyour cooperating teacher and universityfacilitator.
6. Make adequate lesson plans in advance of teaching assignments and share copies with the cooperating teacher and university facilitator. Make revisions as recommended by your cooperating teacher and obtain final approval prior to lesson implementation.
7. Attend all required student teaching and related seminars.
8. Dress in a professional manner.
9. Assess your growth as a teacher throughout the semester.
10. Integrate technology-learning tools to enhance instruction and learning, and to support your own pre-professional growth.
11. Demonstrate professionalism through punctuality and accurate, courteous communication.

Responsibilities of Cooperating Teacher

1. In all interactions, treat the student teacher as a professional.
2. Introduce the student teacher to the class on the first day of attendance.
3. Acquaintthestudentteacherwithmaterials and resources available in the school on the first day or soon thereafter.
4. Require lessonplans fromthe student teacher in advance ofthe actualteaching. Review these plans carefully, recommend revision as needed, and approve final plans prior to implementation.
5. Allow thestudent teacherto assumeresponsibilities assoon asthe studentteacher exhibitsthe readiness to do so. Early in the semester, work with your student teacher to develop a Student Plan to pace and scaffold increasing teaching responsibilities.
6. Encourage the student teacher to be creative and to try new teaching strategies.
7. Require lesson plans from the student teacher in advance of the teaching assignments.
8. Conduct regular cooperative planning sessions with the studentteacher. There should beone session at the beginning of the semester followed by weekly and/or daily sessions.
9. Observe the student teacher teaching on a regular basis and provide a written copyof your observation to both the student teacher and university facilitator.
10. Provide an organized feedback session for each observation (in addition to incidental observations and remarks) and provide the student teacher and university facilitator with a written summary of the feedback session.
11. Complete twostudent teachingevaluation forms, the Formative Assessment atmid-semester and the Summative Assessment at the end of the semester. Cite specific examples of the observed behaviors as supporting evidence and submit the form electronically. Discuss each evaluation with the student teacher. At mid-semester, concrete suggestions for improvement should be identified and then communicated in writing to all parties involved.

Responsibilities of University Facilitator

1. Assist in the placement of student teachers, as specified by the Director of Education Services or the UT coordinator.
2. Provide an orientation meeting for all student teachers under your supervision. Provide and/or attend an orientation for your cooperating teachers.
3. Conduct aminimum ofthree student teaching seminars.Establish equitableprocedures for scheduling observations andconferences.
4. Review the Student Plan for appropriate pacing and scaffolding of broad planning and teaching experiences to promote increasing self-directions and competence. Provide guidance to both the student teacher and cooperating teacher with respect to the pacing of experiences and steady development of the student teacher’s professional competencies.
5. Observe each student teacher on aregular basis and provide the studentteacher and the cooperating teacher with a written account of your observations.
6. Monitor the progress of each student teacher and maintain regular communication with each cooperating teacher.
7. Conduct anindividual feedbacksession for each observation made andprovide thestudent teacher and cooperating teacher with a written summary of the results.
8. Help student teachers with any problems that may arise in their student teaching assignments. If problems arise contact Pamela Elias or Kelly Allen, your student teaching coordinator at elias@uteach.utexas.edu or allen@uteach.utexas.edu.
9. Conduct a three-way mid-term and final three-way conference with the cooperating teacher and student teacher to discuss the evaluation of the student teacher.
10. Complete the Formative Assessment at mid-semester and the Summative Assessment at the end of the semester. Cite specific examples of observed behaviors as supporting evidence. Discuss each evaluation with the student teacher. At mid-semester, concrete suggestions for improvement should be identified and then communicated in writing to the student teacher and cooperating teacher.
11. Keep a file of memos, announcements, and all communication pertaining to the responsibilities of a university facilitator. Maintain communications by checking your e-mail and telephone messages daily and responding promptly. The university facilitator must be available for communications and meetdeadlines.
12. Communicate with your coordinator on a regular basis to ensure that you are both up-to-date on your student teacher’s progress in the schools.

Your Assignment

Your student teaching assignment has been made with much care and attention to the suitability of your placement. Changes in assignments are not made after student teaching begins except in highly unusual circumstances. If you experience what seem to be insurmountable problems with your placement, please notify your facilitator at once.

It is important for you to recognize that you are a guest in the school, and that your cooperating teacher bears the responsibility of determining what is best for her or his students. It is up to the classroom teacher to determine what responsibilities you will assume and when. If you demonstrate competence, responsibility, and tact, you will likely have many opportunities to begin teaching early in your experience and to try innovative teaching strategies. If you experience any problems, be sure to inform your university facilitator as soon as possible.

Personal Liability

As a student teacher, you are entitled to the same protection of law accorded to the cooperating teacher and the principal in the school where you are assigned. This protection does not apply in cases where there is use of excessive force in the discipline of students or negligence resulting in bodily injury to students. Nor does the protection apply to the operation or use of any motor vehicle.

The University has not provided you with liability insurance and you may want to look into insurance coverage offered by organizations such as ATPE and TCTA. This means that in the weeks before Total Teach, you should not be left alone on a regular basis with your class for extended periods of time (small pull-out groups are fine). In addition, you should not be left alone on a playground or field trip with a group of students without a licensed teacher within “shouting distance.” These rules are for your own protection and it is important that you alert your university facilitator immediately if they are being violated. If you have been approved as a substitute teacher in the district in which you are student teaching, you are protected with liability insurance by the school district on days you serve as a substitute. However, it is still recommended that you consider the purchase of additional health and liability coverage.

Different school districts have different policies when it comes to permitting student teachers to serve as substitutes. Make certain thatyouunderstand what your district’s particularpoliciesarebeforeyou get involved in whatcould be a“sticky”situation.When in doubt, check with your university facilitator.

Calendar

University regulations require that all instructors follow the University Course Schedule as printed unless all students in a given course agree at the beginning of the semester to a modified schedule. There may be times when the University has a holiday, and the schools are in session. You cannot be required to attend your student teaching assignment on these days. However, for many of you this break in your contact with the classroom could interfere with a sequence of instruction. In these cases, you may wish to proceed with your student teaching. If you do take the University holiday, then you are required to provide the cooperating teacher with lesson plans for these days so that your absence will not be detrimental to the children. For those days on which the school district has a holiday and the University is in session, your university facilitator may require you to attend sessions on campus. No student teachers will be excused on these days. If the school or school district is conducting in-service sessions on staff development days, then you are expected to attend these sessions unless your university facilitator notifies you that the school district or campus principal has specifically indicated that student teachers should notattend.

Absences

Perfect attendance during student teaching is expected. If you must be absent, you will need to contact both your cooperating teacher and your university facilitator as soon as possible. Days that you miss will be made up at the end of the practicum and student teaching experiences unless your university facilitator approves another arrangement. Student teachers are responsible for preparation, planning, teaching and debriefing during school days. Student teachers should plan to mirror their cooperating teachers' hours as closely as possible. Lateness is inexcusable.

If you are scheduled to teach on a day that you will be absent, you should send lesson plans and/or materials to the school for your cooperating teacher. Failure to notify the specified individuals in the case of an absence may result in the termination of your assignment. It is the responsibility of each student to notify your university facilitator and cooperating teacher, in advance, that you will be absent from class on a religious holiday and to receive, in advance, their approval for scheduling make-up time and work.

Absences are to be made up. If you request an absence to attend an out-of-town job interview, then you must make-up the absence. If you are absent because of illness, then you are expected to make up the absence. Arrangements for making up absences are to be made in consultation with your university facilitator. If at any time, in the judgment of your university facilitator and/or cooperating teacher, your absences are excessive, your assignment may beterminated.

Student Teaching Evaluation

A copy of the student teacher Summative Assessment form will be given to you at the start of the semester. This form will be completed by both your University facilitator and cooperating teacher at the end of the semester. You should become familiar with this form and seek feedback from your university facilitator and cooperating teacher throughout the semester with respect to the categories included.

At the end of the semester, you will review these evaluation forms and submit them electronically. Your signature indicates that you have reviewed the forms, not that you necessarily agree withthem.

You can usually expect that the evaluation by your university facilitator will vary some- what from that of the cooperating teacher. They will have seen you at different times doing different things so they likely may develop some different impressions.

Outside Responsibilities

Outsideactivities (e.g., employment, sports, sororities, fraternities) should be held to a minimum during student teaching. During this period of time, your first responsibility is to thestudentsyouteach. Outside responsibilities should not interfere with your student teaching responsibilities.

RULE §247.2Code of Ethics and Standard Practices for Texas Educators Enforceable Standards.

1. Professional Ethical Conduct, Practices and Performance.
   1. Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process.
   2. Standard 1.2. The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage.
   3. Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay.
   4. Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage.
   5. Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service.
   6. Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so.
   7. Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other state and federallaws.
   8. Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications.
   9. Standard 1.9. The educator shall not make threats of violence against school district employees, school board members, students, or parents of students.
   10. Standard 1.10. The educator shall be of good moral character and be worthy to instruct or supervise the youth of this state.
   11. Standard 1.11. The educator shall not intentionally or knowingly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment.
   12. Standard 1.12. The educator shall refrain from the illegal use or distribution of controlled substances and/or abuse of prescription drugs and toxic inhalants. (M) Standard 1.13. The educator shall not consume alcoholic beverages on school property or during school activities when students are present.
2. Ethical Conduct Toward Professional Colleagues.
   1. Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law.
   2. Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school system
   3. Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel.
   4. Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizen- ship rights andresponsibilities.
   5. Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation.