Hunter College School of Education The City University of New York

Undergraduate & Graduate Programs Adolescent Education Grades 7-12 & Special Subjects Pre K-12

HANDBOOK FOR STUDENT TEACHERS

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TABLE OF CONTENTS

Introductory Letter to Students.

Hunter College School of Education Conceptual Framework

4-5

Guidelines for Student Teachers.

Student Teaching Schedule..

6-7

Student Teachers Responsibilities..

8-9

Student Teaching Protocols

Supervision.

10-11

Evaluation ....

12-13

APPENDICES I. School of Education Contact Information II. Requirements for New York State Certification III. Administrative Forms Student Teacher Time Sheets EPASS Guidelines Frankfort Digital Video project IV. Safety Information

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Dear Student Teacher, You are about to begin one of the most important phases of your preparation for full-time teaching. Student teaching provides you with an opportunity to apply the theories and methods discussed in your courses to the challenge of teaching, while gaining experience with diverse student populations and learning about yourself as a teacher. This handbook is intended to guide you toward a successful student teaching experience. You must follow the rules and accepted procedures of both the College and your assigned schools. In addition, specific regulations governing Provisional New York State Certification have been established by the State Department of Education and must be adhered to strictly. Please keep the following instructions in mind as you begin this experience: Read the student teaching procedures outlined in this handbook carefully, along with the NYCDOE handbook for student teaching posted on the School of Education Adolescent and TESOL website on Blackboard. Read the suggested travel safety tips. On the first day of your student teaching assignment, please give a copy of the Cooperating Teacher Handbook and your seminar course outline to your cooperating teacher(s). Provide us with the contact email address(es) of your cooperating teacher(s) so that the Office of Educational Services can correspond with them during the semester regarding student teacher performance, and to obtain the information needed to provide them with a tuition waiver. Actively participate in the classroom. Demonstrate initiative and responsibility. Do keep in mind, however, that the cooperating teacher is the person in charge. Attend the weekly seminar with your Hunter College instructor, as well as the teacher candidate to teacher professional workshops and activities during the semester. Work closely and respectfully with your field supervisor. Keep track of your classroom contact hours on the Time Record Sheet included in this handbook and submit a copy of it to your seminar instructor. Fulfill the evaluation requirements listed in this handbook using EPASS. Make plans regarding the route to NY State Certification (See SOE website) I am confident you will keep in mind that you are a professional, a representative of Hunter Colleges teacher education program, and a role model to your students. Please contact me during the semester if you have any questions or concerns. Best wishes for a successful student teaching experience. Sincerely, Kenney Robinson Director of Adolescent Clinical Experiences E-mail: Kenney.Robinson@hunter.cuny.edu Tel: 212-772-4038

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Hunter College School of Education Conceptual Framework

Vision Statement We envision a School of Education in which candidates are immersed in research-based, clinically grounded, culturally competent and technology-rich programs. We are focused on enabling these candidates to achieve substantive learning gains for the students and schools they will serve. Goal Our goal is to prepare candidates who will demonstrate, through their professional commitments and practices, those multiple competencies that promote effective learning.

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EvidenceBased Practices The School of Education grounds its course content in the best field-based research and practice. Faculty review findings from their respective disciplines to provide our candidates with the strategies needed for effective instruction. Our candidates master the theory and practice of effective pedagogy in their subject areas, and acquire the tools to reflect on and improve their professional work. They achieve a solid foundation in the history, philosophy, psychology, sociology and methodology of education, which enriches their teaching. Candidates gain expertise in analyzing and using assessment of student performance to guide their instruction and create optimal learning environments for students.

Integrated Clinical Experiences The School of Education ensures that its candidates understand and experience the realities of school contexts. We establish strong connections with partnering schools in New York City and surrounding areas. We provide extensive fieldwork with supportive supervision in these schools. Our candidates engage in carefully sequenced and comprehensively assessed clinical experiences prior to their graduation.

Educating a Diverse Student Population The School of Education provides its candidates with the critical skills and understanding necessary to respond to the multiple challenges of all learners: students with a wide range of backgrounds, cultures, abilities and prior knowledge. We teach candidates to create humane and ethical learning communities in their classrooms and schools. They gain the ability to collaborate successfully with parents, families, community members, school faculty and staff in order to provide this support.

Use of Technology to Enhance Learning The School of Education prepares candidates with the practical and theoretical knowledge of effective and judicious uses of technology in a variety of school settings and for a broad spectrum of learners. Formative and summative assessments of our candidates technology competencies are a critical component of preparing them for tomorrows schools. We believe that appropriate uses of educational technology enhance learning, assessment and communication.

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GUIDELINES FOR STUDENT TEACHERS The student teaching experience is the capstone experience in your entire teacher preparation program and will likely influence your future success more than any other experience in formal education. Hunter Colleges teacher preparation programs provide teacher candidates with a variety of field and student teaching experiences in diverse settings. Through these experiences teacher candidates acquire and refine the teaching skills needed to become effective urban educators. The student teaching program at Hunter College strives for the highest professionalism. It provides student teachers with intensive supervision and feedback as they encounter the challenges of teaching, and affords them numerous opportunities to reflect upon their experiences at the school site. Student teachers should strive to take full advantage of their experiences as a novice in New York City public schools.

STUDENT TEACHING SCHEDULE Student teachers are responsible for a minimum of 64 full days of student teaching at an assigned school (determined in collaboration with, or assigned by, the Hunter College Director of Adolescent Clinical Experiences). They must also satisfactorily complete a student teaching support seminar at Hunter. Two-hour seminars are held every week as listed in the course schedule found on CUNYfirst. Student teachers are also strongly encouraged to attend several professional development workshops during the semester. Adolescent education is a 7-12 program. Adolescent student teachers teach at grade level (7-9) and work with a class at another level (10-12), or vice versa. Student teachers who work in middle school may work with a 7th or 8th grade teacher in their subject only. Dance and Music are Pre K-12 programs. Dance and Music student teachers spend a minimum of 32 days at an elementary school and a minimum of 32 days at a secondary school during one semester.

Fall 2013 Schedule: Single Placement

First day: September 3 Last day: December 13

Dual Placement (two participating schools) usually only Dance and Music
Assignment One First day: September 3 Last day: October 25 Assignment Two First day: October 25 Last day: December 13

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Punctual attendance and participation by the student teacher at the assigned school is required from the first day through the last day on the student teaching calendar. Student teachers report to their assigned schools five days per week, for full workdays (6.5 hours daily/ 32.5 weekly minimum) and follow the Department of Education (not the Hunter College) calendar. Therefore, student teachers may need to report to their assigned public schools on days when the College is closed, but public schools are in session. NYCDOE Calendar Hunter College Academic Calendar

Punctuality and Attendance One of the most important responsibilities of a teacher is to be punctual and prepared to teach. Student teachers are required to arrive at the school punctually and stay at the school for the required time. Student teachers should arrive at the school at least 15 minutes before the beginning of their first period. You are expected to be at the school Monday through Friday, for full-time workdays (6.5 hours daily minimum). You will typically follow the schedule (including extended hours, staff development, and parent-teacher conferencing, whenever possible) of your cooperating teacher or a schedule set by the school administrator designated to work with student teachers. In case of an unavoidable absence or lateness, the school, your cooperating teacher and the Director of Clinical Experiences must be notified. Planned absences require prior approval of the cooperating teacher(s), the school and the Director of Clinical Experiences. The student teacher will be required to make up absences in excess of 2 days. Absences exceeding 2 consecutive days require medical documentation. Four absences may result in the student teacher being removed from placement and withdrawn from the student teaching seminar. Student teachers may wish to exchange email and phone numbers with their cooperating teachers to notify them in a timely manner of any absence or lateness. Generally, student teachers are not to serve as substitute teachers (on either a paid or unpaid basis). They are to teach, observe, or assist in teaching. In some instances, if a student teacher holds a valid per diem teaching license issued by the NYC Department of Education, they may agree to serve as a paid substitute for their cooperating teacher, for a day or two with school administration approval. Such paid time would not count toward fulfilling the student teaching requirement and would have to be made up as unpaid supervised teaching following the completion of the official student teacher calendar.

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Time Record Sheet Keep track of the contact hours on the Time Record Sheet provided in the appendix to this handbook. (Be sure to make additional copies of the record sheets). Contact hours are time spent at the school, including, but not confined to, actual teaching time. You may also include time spent at school-based or Hunter College sponsored professional development workshops in your final tally. STUDENT TEACHERS RESPONSIBILITIES Hunter Colleges collaborating schools usually provide an orientation to the school building, school policies and curriculum, and to the classroom where the student teachers will be assigned. Please ask your cooperating teacher to provide this orientation. In the first few days of their assignment, student teachers should discuss the nature of their work in the classroom and a phase in/phase out plan with their cooperating teachers. They should understand what the cooperating teachers expectations are for teaching and assessment of classroom assignments, along with the sequence that they will follow as they gradually take responsibility for at least one class period a day. Student teachers should not have primary responsibility for more than two class periods on a regular basis. Student teachers should:

Work with individual learners, in small and large groups; Observe the cooperating teacher and discuss the observed lessons with him or
her;

Plan, implement and evaluate a variety of pedagogical and curricular activities,

such as field trips, instructional units, audiovisual presentations, etc.; Discuss and plan classroom lessons and activities with the cooperating teacher on a regular basis; Teach full period lessons as soon as the student teacher and cooperating teacher agree that the time is appropriate to do so; Discuss and reflect upon his or her lessons in regular conferences with the cooperating teacher. Prepare for your leaving by planning a phase out process Leave all grades and records with your cooperating teacher. Return all borrowed equipment and items.

As a student teacher, you are expected to write detailed lesson plans for every class that you teach. Ask your cooperating teacher to review your plans and make suggestions for revision. You should keep copies of your lesson plans in a binder. You must give a copy of your lesson plan to your Field Supervisor at least two to three days prior to being observed, and, if revisions are necessary, have a revised lesson available for him or her on the day of the observation. Cooperating teachers may request to review your lesson plans at any time. Student teachers should visit other teachers classrooms, and attend school professional development workshops, faculty meetings, parent teacher conferences and after school activities. Be sure to ask your cooperating teacher or school administrator for permission to attend these important activities.

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Suggestions for Enhancing the Student Teaching Experience The more you participate in the life of the school, the more you will learn about yourself, students and teaching. Be an active member of the school community. Attend meetings and events, perform duties as required, participate and volunteer. Meet with your cooperating teacher(s) on a regular basis. Visit classrooms in your own discipline, but also those of teachers in disciplines with which you are not familiar. Check out the Guidance or College Office as well (be sure to obtain the consent and approval of the cooperating teacher and/or school administrator before doing so). You should also learn as much as you can about the neighborhoods and communities in which your students live and in which the school operates. This knowledge will assist you in working with students and parents, and will increase your skills in making school relevant to the lives of the students with whom youll be working in your teaching career. Make sure you review the cooperating teacher handbook so you are aware of the expectations and responsibilities of your cooperating teacher as well so you both can hold one another accountable.

STUDENT TEACHING PROTOCOL Dress and Appearance Student teachers are in a professional setting and should dress accordingly. Your attire and grooming should not be distracting to your students, and should generally conform to the style of dress of the faculty in your assigned school. Professional Demeanor Student teaching requires your sincere effort and full time attention to your work in the school. Student teachers should maintain a respectful attitude toward their students, cooperating teacher, other faculty, and other school personnel. It is important that you learn how to engage in professional conversations with staff and administrators at your assigned school. You should be able to navigate minor issues or disagreements with your cooperating teacher(s) as you would with any adult at the appropriate time. However, if you have a major disagreement with your cooperating teachers methods or other areas, you should reserve your comments until you can discuss these concerns with your Hunter College field supervisor, seminar instructor or the Director of Clinical Experiences. Discussion of students, personnel, and school business should only be conducted in a private and professional manner. Chain of Command for Student Concerns All concerns about student teacher placement sites and cooperating teachers and/or school administrators should be discussed with your seminar instructor, field supervisor and the Director of Clinical Experiences. The seminar instructor, field supervisor or student will then confer about the matter with the Director of Clinical Experiences. They will determine whether the concern warrants further referral. All issues should be documented in the event we need to refer to them at a later time.

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Student Teacher Termination Student teachers can be removed from their student teaching placement if it is documented that they are not demonstrating satisfactory progress or that their actions may be detrimental to students, school staff, and/or the school site. Student teachers removed from their placement will have to withdraw from the student teaching seminar and may possibly be removed from the program and not receive a recommendation for certification from the School of Education after an investigation. SUPERVISION OF STUDENT TEACHERS The cooperating teacher should be available to the student teacher on a daily basis, and should provide frequent feedback and support for the planning and learning process. Student teachers should be supervised at all times. The student teacher should know how and where to get assistance at all times. Hunter College student teaching supervisor (field supervisor) also mentor and support the student during student teaching along with serving as a liaison between the school and the College by observing the student teacher and meeting with school personnel as needed. The evaluation of the student teachers competencies in the field setting is the primary responsibility of the college supervisor. Your assigned field supervisor is expected to meet the cooperating teacher and if necessary the public school Principal and administrative personnel early in the semester to ensure the appropriate placement of student teachers. The supervisor is also responsible for monitoring the students progress and will observe at least four lessons (three on site and one by video) for Adolescent student teachers. The field supervisor will then come to observe the lesson and provide the student teacher with a rubric-based score for the lesson as delivered. Written commentary will also form a part of the observation report. A post-observation conference will be conducted, either immediately after the lesson, or during a free period shortly after the observed lesson. The field supervisor will send the completed observation rubric and written summary via email to the student, seminar instructor, and Director of Clinical Experiences at atrubric@hunter.cuny.edu within a week of the observation. The field supervisor will provide the student teacher with formative and summative assessments and feedback, and will consult with the cooperating teacher as needed. Your field supervisor will contact you sometime during the third or fourth week of the semester and conduct the first observation in late September or early October, the second in late October or early November, the third in November prior to the Thanksgiving holiday and a final following Thanksgiving break in early December. Either the third or final observation must be videotaped. It is usually best to complete the third one by videotape. Please contact the Director of Clinical Experiences if your field supervisor does not contact you by the end of the fourth week.

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Cooperating Teachers Responsibilities Cooperating teachers work closely with student teachers and Hunter College staff members throughout the student teaching assignment. The cooperating teacher should be available to the student teacher on a daily basis, and should provide frequent feedback and support for the planning and learning process. Student teachers must be supervised at all times. We expect you to meet with your cooperating teacher at the start to review the expectations and responsibilities each of you must execute to ensure a smooth collaboration. There is a handbook for cooperating teachers that we expect each student teacher to provide to the cooperating teacher on the first day of the assignment.

Included among the activities that we require cooperating teachers to engage in are:

Providing student teachers with an orientation to school structure, class attendance, and
discipline policies; Providing students with a phase in/phase out plan; Providing student teachers with a copy of their weekly teaching schedule; Notifying student teachers of extracurricular activities, such as staff development workshops and parent-teacher conferences; Providing student teachers with instructional and curricular advice; A willingness to model best practices; Providing student teachers with constructive feedback on their lessons, once they have begun full class instruction on a regular basis no later than the fourth week; Communicating with the field supervisor during site visits, and providing him or her with updates on student teacher progress; A willingness to share your classroom space and your students attention; A willingness to offer explanations through modeling because a demonstration can sometimes be more effective than a conversation; A willingness to allow the student teacher to make mistakes and learn from them; Contacting the Hunter College Director of Clinical Experiences regarding problems with student teacher attendance (absences exceeding two) or behavior; Getting to know the student teacher well enough so that you can have insight into their strengths, the areas in which they need improvement, and their needs; Completing an online evaluation and survey near the end of the semester.

Cooperating Teacher Incentives In recognition of the service that cooperating teachers provide to the Hunter College School of Education, each cooperating teacher receives a tuition waiver for a three-credit course at any CUNY College. The voucher will be valid for one year starting after one semester has passed since the semester of service. We will send the voucher to the cooperating teacher via email. Since the student teacher will submit the name and email address of cooperating teachers to the Office of Clinical Experiences, it is important that cooperating teacher(s) provide you with this information in a timely manner. Voucher information must be received by November 30th in the Fall and April 30th in the Spring.

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EVALUATION Student teaching is a graded experience. Evaluation of the student teacher in the field is a collaborative process involving the college supervisor, the cooperating teacher, and the student teacher. Each individual will evaluate the student teacher on the Ten Dimensions of Teacher Candidates Development across the Teacher Education Programs of Hunter College. It is to your benefit to become familiar with the expectations for your performance and the criteria for each. Copies of evaluation forms will be distributed during orientation. The field supervisor will complete a rubric for each visit, and return them to the seminar instructor for inclusion in the student teachers grade:

Student Teaching/Practicum Observation Rubric- Copies of the rubric can be obtained

online here

The field supervisor in the post-observation conference that follows each observation
fills out this multi-page form. Students receive a copy of this completed form via email after the observation. (60% of final seminar grade)

LINK TO RUBRIC

The student teacher will complete the following forms on EPASS: For student teaching and practicum courses, you are required to complete a series of evaluation forms. Information is entered into a system called EPASS. EPASS will open for submissions in December in the Fall and in May in the Spring. Helpful information to get started with EPASS: 1. EPASS is available via hunter.cuny.edu/epass. 2. EPASS log-in net id and password are the same as those used to log-in to Hunter email. 3. Student teachers need to enter: -a self-evaluation -an evaluation of their cooperating teachers(s) -an evaluation of their site(s) 4. Practicum candidates need to enter: -a self-evaluation

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5. Instructors and supervisors will be able to view your self evaluation, but will not be able to view evaluations of student teachers' cooperating teachers and sites. 6. Detailed student step-by-step instructions are available here. 7. For technical issues that are not described in the step-by-by step instructions, contact the EPASS helpdesk at epass@hunter.cuny.edu. In your message, make sure to include your first and last name, course/section number, and evaluation form name. You should copy your seminar instructor and Director of Clinical Experience in your inquiry to the helpdesk so those individuals are aware there is an issue.

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Appendix to the Hunter College Student Teaching Handbook

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School of Education (Abridged Listing of Personnel)

David Steiner Dean of the School of Education 772-4622 W1000 Carla Asher Associate Dean Carla.Asher@hunter.cuny.edu Gess LeBlanc Chairperson of Educational Foundations Department GLeBlanc@hunter.cuny.edu 772-4621 W1000 772-4710 W1016 772-4686 W1023 772-4667 W1002 772-4629 W1003 772-4038 W1004 W1000

Jenny Tuten
Chairperson of Curriculum &Teaching Department
jtuten@hunter.cuny.edu

Ileana M. Infante Director of Childhood (Grades 1 6) Clinical Experiences Ileana.Infante@hunter.cuny.edu Christina Kim Advisement Center Coordinator and Certification Officer Christina.Kim@hunter.cuny.edu Kenney Robinson Director of Adolescent Clinical Experiences Kenney.Robinson@hunter.cuny.edu Adrian Adorno Senior Assistant for the Director of Adolescent Clinical Experiences aa1364@hunter.cuny.edu Ashley Oliver Secretary for the Office of Educational Services Aoliver@hunter.cuny.edu

772-4624 W1000

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Field Supervisor Information Your field supervisor will contact you after the second week of the semester to arrange the observations of your teaching. Please write his or her name, and relevant contact information, below: Field Supervisor Name: _______________________________________ Telephone: _________________________ E-mail: ____________________________ Except in unavoidable emergencies (such as an illness), field supervisors should be notified of any observation schedule changes at least 72 hours prior to an observation date. FINGERPRINTS Every candidate for a New York State Teaching Certificate must be fingerprinted. Every candidate student teaching in a New York City public school, whether traditional district school or charter school must be fingerprinted prior to reporting for student teaching and bring proof of being fingerprinted with them when they report. Teacher candidates who require fingerprints can obtain a letter to take the NYCDOE at 65 Court Street in downtown Brooklyn on the NYCDOE student teaching registry.

STUDENT TEACHING REGISTRY Candidates must register on the New York City Department of Education Student Teaching Registry here. Keep your password in a safe place because you will need to log back in to enter your placement school. If you encounter issues registering, please call the NYCDOE student teacher network coordinator on the hotline at 718-935-2516 or email us at studentteachercoordinator@schools.nyc.gov for assistance. Once placement is confirmed, go into the registry and enter your assigned school into the system. Forward a copy of the email to the director of clinical experiences at atforms@hunter.cuny.edu along with printing a copy of it to take with you when you report to your placement. You should also take a moment to familiarize yourself with the NYCDOE handbook for student teaching posted on the Adolescent website site.

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NEW YORK CITY EMPLOYMENT AND LICENSING

A workshop on this important topic will be held during the semester. Students may also consult the following website for information on application and other procedures here. Make sure you check in with Career Development Services to find out about employment fairs and workshops scheduled during the semester. You can also find employment information at the School of Education link here.

NEW YORK STATE CERTIFICATION PROCEDURES

Links to the New York State certification web page can be found by visiting the above website. Hunter has also set up a useful certification web page here.

TEACHER RESOURCES
UFT Teacher Center Classroom Management Teaching Channel Job Search engines and sites www.indeed.com www.idealist.org Teacher networking sites: Educators 4 Excellence EdPeople

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Hunter College School of Education Time Sheet (Duplicate As Needed)

Name: ____________________________________Course Number: _____________ School: ____________________________________Class (grade/type):_____________ Cooperating Teacher: ________________________ WEEK OF: Monday Time-In Time-Out Tuesday Time-In Time-Out Wednesday Time-In Time-Out Thursday Time-In Time-Out Friday Time-In TimeOut

Total Hours: Total Hours This Week: ___________

Total Hours:

Total Hours:

Total Hours:

Total Hours:

Total Days This Week: ___________ Cooperating teachers signature

WEEK OF: Monday Time-In Time-Out Tuesday Time-In Time-Out Wednesday Time-In Time-Out Thursday Time-In Time-Out Friday Time-In TimeOut

Total Hours: Total Hours This Week: ___________

Total Hours:

Total Hours:

Total Hours:

Total Hours:

Total Days This Week: ___________ Cooperating teachers signature

WEEK OF: Monday Time-In Time-Out Tuesday Time-In Time-Out Wednesday Time-In Time-Out Thursday Time-In Time-Out Friday Time-In TimeOut

Total Hours: Total Hours This Week: ___________

Total Hours:

Total Hours:

Total Hours:

Total Hours:

Total Days This Week: ___________ Cooperating teachers signature

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WEEK OF: Monday Time-In Time-Out Tuesday Time-In Time-Out Wednesday Time-In Time-Out Thursday Time-In Time-Out Friday Time-In TimeOut

Total Hours: Total Hours This Week: ___________

Total Hours:

Total Hours: Total Days This Week: ___________ Cooperating teachers signature

Total Hours:

Total Hours:

WEEK OF: Monday Time-In Time-Out Tuesday Time-In Time-Out Wednesday Time-In Time-Out Thursday Time-In Time-Out Friday Time-In TimeOut

Total Hours: Total Hours This Week: ___________

Total Hours:

Total Hours: Total Days This Week: ___________ Cooperating teachers signature

Total Hours:

Total Hours:

WEEK OF: Monday Time-In Time-Out Tuesday Time-In Time-Out Wednesday Time-In Time-Out Thursday Time-In Time-Out Friday Time-In TimeOut

Total Hours: Total Hours This Week: ___________

Total Hours:

Total Hours:

Total Hours:

Total Hours:

Total Days This Week: ___________ Cooperating teachers signature COOPERATING TEACHER:

Total Hours For Practicum/Student Teaching: ___________ Total Days For Practicum/Student Teaching: ___________

Signature of Teacher Education Candidate: ________________________________Date:_______ Signature of Cooperating Teacher/Administrator: ___________________________Date: _______

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FRANKFORT DIGITAL VIDEO PROJECT

Frankfort Center Borrowing Policies

Borrowing policies: The Frankfort Center for Video and Educational Technologies offers regular borrowing hours between 3:30pm and 6:30pm, Monday Thursday. During these hours, the Frankfort Center will strive to have at least one person available and in the office to assist the needs of students and faculty who wish to borrow VAT Kits or other equipment. Outside of these hours, we are happy to loan equipment if we are able to do so. The best route, if the borrower is unable to visit during office hours is to make an appointment so that we can coordinate our schedules and ensure that we are able to accommodate you. What to expect when borrowing SOE equipment: All borrowers should bring their Hunter ID card as well as the course number for which the equipment will be used. Borrowers will sign a document stating that they take full responsibility for the cost of replacing or repairing equipment if it is damaged while in their care. Borrowers will also promise to return the equipment by the equipments due dat . Students: Students are eligible to borrow Video Analysis of Teaching (VAT) camera kits from the Frankfort Center in HW 1026. Students may keep their VAT kit for one week. Only students registered in a student teaching seminar or practicum class are eligible to borrow VAT kits. Students may borrow one VAT kit at a time, but may borrow more than once. In order to accommodate all students, students must put at least one borrowing day between their VAT kit return and new borrow. ****The Frankfort Center is not able to help troubleshoot issues arising from use of personal equipment. Hunter College School of Education podcasts: There are several podcasts created by Professor Laura Baecher and several other faculty members that you may find helpful to learn more about video observations along with useful practices that can be utilized to hone your skills and add to your tool kit. You can find the video observation training series along with the other podcast at the link here.

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SAFETY TIPS ON TRAVEL TO AND FROM SCHOOLS

Conduct on the Subway 1. Use the subway entrance where there is a token booth clerk on duty. Wait for the train in the designated waiting area. 2. BE ALERT. Do not stand near the edge of the platform as trains enter and leave the station. 3. AVOID THE LAST CAR, and when possible try to ride in the car with the conductor during non rush-hour 4. Do not display flashy jewelry. Wear chains or necklaces inside your blouse, sweater or shirt. 5. Avoid sitting next to the train door. Travel To and From Destination 1. Plan your travel route in advance. 2. Use busy streets and avoid walking close to buildings, alleyways or shrubbery. Walk near street curbs. 3. AVOID SHORTCUTS through poorly lighted and deserted areas. 4. BE ALERT. Observe who may be near or walking behind you. 5. Maintain your distance from strangers in cars that stop and ask for directions. 6. When traveling to and from your field site, be aware of your surroundings and be mindful of your bags, purses and wallets. 7. Purchase a Metrocard in advance and have it in hand when entering the subway system. BE CAREFUL. PLAN AHEAD. STAY ALERT! IMMEDIATELY REPORT ANY INCIDENT CONCERNING YOUR PERSONAL SAFETY WHEN TRAVELING TO AND FROM THE FIELD SITE TO YOUR STUDENT TEACHING SUPERVISOR AND THE DIRECTOR OF ADOLESCENT AND TESOL CLINICAL EXPERIENCES.

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