2021-Fall-FCSE 4012 Syllabus

Texas Tech University
College of Human Sciences™

Texas Tech University
Family and Consumer Sciences Education
FCSE 4012: Student Teaching in Family and Consumer Sciences – Fall 2021

University Supervisors & Faculty Information

Student Teaching Coordinator and Supervisor

Gencie Houy, M.Ed
Lecturer, Student Teaching Coordinator
Family and Consumer Sciences Education
Email: [email protected]
Phone: (806) 834-3394
Office: Human Sciences 267

Student Teaching Supervisors

Karen Alexander, Ph.D.
Program Chair, Graduate Program Coordinator, Associate Professor, CCFCS Interim Director
Family and Consumer Sciences Education
Email: [email protected]
Phone: (806) 834-2212
Office: Human Sciences 248

Cindy Miller, Ph.D.
Assistant Professor
Family and Consumer Sciences Education
Email: [email protected]
Phone: (806) 834-7179
Office: Human Sciences 269A

Kyle L. Roberson, Ph.D.
Assistant Professor
Family and Consumer Sciences Education
Email: [email protected]

Dates of Student Teaching:

Student teachers are expected to be at their assigned schools Monday–Friday (approximately
7:15 am – 4:30 pm) and must adhere to the attendance policies required of regular teachers at
their student teaching site.

 Dates of student teaching: Wednesday, August 18 – Wednesday, December 8, 2021

Student teachers will follow the school calendar (and holidays) of their assigned student
teaching school district rather than the calendar of the university, including spring
break.

 Student Teaching Seminar and EdTPA Boot Camp  TBD

The Student Teaching Seminar is a mandatory requirement and part of the student teaching
grade. ALL student teachers are required to come to Lubbock, TX to participate in the seminar
and are responsible for their own transportation, lodging, and parking.

*Note: Student teachers will also be excused from student teaching with approval from their
Cooperating Teacher to participate in a FCCLA competitive event including Region 1 events to
be held in Lubbock, TX.

COURSE DESCRIPTION

FCSE 4012: Student Teaching in Family and Consumer Sciences. (6:6:0). Prerequisites:
FCSE 4306, 4308 with a grade of C or higher. Supervised teaching in an approved secondary
family and consumer program. (Writing intensive).

TEXTBOOKS AND COURSE MATERIALS

Required:

1) Student Teacher e-Handbook: https://anyflip.com/hqdes/ltpk/
2) Texas Essential Knowledge and Skills

Optional:

1) Course materials from the Curriculum Center for Family and Consumer Sciences

To assist you during student teaching, the Curriculum Center has made available their online
curriculum and course materials to student teachers which can be accessed on their website
(www.CCFCS.org). These course materials will be available for your use only throughout
student teaching.

To access these course materials, student teachers must purchase a subscription to the
curriculum from the Curriculum Center for Family and Consumer Sciences. (The subscription
has been made available to student teachers at a discounted rate). Cost is $100.00.

To purchase the subscription:
- You may call Mrs. Becky Martinez at 806-742-3029 and give her your address, credit card

information, etc. so that she can email you the documents and materials needed to purchase
your subscription.

- You will need to provide the Curriculum Center with a list of the specific courses you will be
teaching. On your list of courses, you must have the signature of your cooperating teacher to
verify the courses. The signed list may be faxed to Becky Martinez at 806-742-3034. Your
subscription will not be available until you have provided a signed agreement and a signed list
of the specific courses you will be teaching during student teaching.

- Student teachers may submit their information to the Curriculum Center after meeting with

their cooperating teacher. The Curriculum Center will do their best to accommodate individual
needs. Some schools may have already purchased the Curriculum Center materials. Student
teachers should check with their Cooperating Teacher to see what resources are available from
the Curriculum Center. The subscription is non-refundable.

COURSE OBJECTIVES

Upon completing student teaching, the student will be able to:
• Demonstrate competencies required by beginning family and consumer sciences
teachers.
• Identify the Texas Teacher Proficiencies.
• Analyze local, state, and national educational issues and trends affecting family and
consumer sciences education.
• Prepare curriculum for family and consumer sciences courses including instructional
materials for students with varying abilities and from multicultural backgrounds.
• Design lessons or units of instruction based on objectives that are relevant and based
on the Texas Essential Knowledge and Skills.
• Develop competence in teaching skills that will enhance the learning process for
students in family and consumer sciences programs.
• Develop evaluation instruments and assessment procedures that are appropriate for
lesson objectives and content.
• Integrate technology into lesson planning and delivery.
• Utilize appropriate curriculum resources in lessons.
• Devise effective classroom management strategies.
• Implement management and organizational strategies for the effective management of
a family and consumer sciences program and classes.
• Utilize resources available to teachers in the student teaching setting.
• Demonstrate effective communication skills.
• Display ethical principles and practices in the student teaching setting.

• Prepare for career and professional development

NOTE: A final grade below C does not meet the minimum standards for teacher certification.

The expected learning outcomes for the course will be assessed through:

• Daily punctual and regular attendance at the student teaching site and also at
workshops, in-service trainings, faculty meetings and school activities.

• Attendance and participation in the student teaching seminar
• Daily lesson plans and Weekly Schedules
• Weekly reflections (Blackboard)
• Course assignments and projects
• Professionalism (appearance, communication, interactions with others)
• Ability to receive and utilize suggestions and criticism
• Formative and Summative evaluations from both the Cooperating Teacher & Supervisor

COURSE POLICIES

BACKGROUND CHECKS and IDENTIFICATION

1) Student teachers will be required to complete a background check for the school district
where they will be student teaching. Details will be given at the Orientation meeting.

2) Obtain a picture identification at the TTU Student Union ID Office. It will cost $ 2.00 and
should have your picture with the words, “FCS Teacher Education Candidate.” (This is the same
one you obtained for FCSE 2102). This identification should be worn while in the school during
student teaching and prior to student teaching during any visits to the assigned student teaching
site. (School districts may require their own identification and student teachers should follow the
procedures of their school).

WORKING DURING STUDENT TEACHING

During Student Teaching, the student is to focus solely on student teaching responsibilities.
Working, coaching, taking classes, and outside responsibilities (other than assisting with FCCLA
or TAFE, which are considered to be a part of student teaching) are HIGHLY discouraged. If it
is necessary to take a class or work, this must be indicated on the form in Appendix D of the
Student Teacher Handbook and discussed with both the University Supervisor and the
Cooperating Teacher. The Cooperating Teacher must sign the form prior to submitting the form
to the University Supervisor, indicating that the situation has been discussed.

ATTENDANCE

1) Attendance at the student teaching site is mandatory each and every day. It is expected that
student teachers will be punctual and will be present in the morning and remain at their school
according to the times designated for regular teachers. As a future teacher, punctuality is
imperative for success in one’s profession and in one’s classroom. Therefore, absences and
tardiness will negatively impact the course grade. (There will be one letter grade deduction for
any or each unexcused absence).

2) Student teachers are expected to attend any training sessions, in-service activities, parent-
teacher conferences, workshops, FCCLA meetings and faculty meetings that they are invited to
attend (including after school meetings) at their student teaching site. Student teachers should
attend a Student Teacher Orientation for their school or district if offered. Student teachers
should also attend pep rallies, assemblies, and other activities at their school.

3) The Texas Education Agency establishes requirements for teacher certification and requires
a minimum number of days and clock hours for all student teachers. However, these are the
minimum requirements and individual programs at TTU may require more than the required
number of days and hours set by the TEA. All student teachers must adhere to the requirements
for their own program and are responsible for “making up” days that they are absent. Student
teachers should discuss their plan to “make-up” missed days with their Cooperating Teacher
and University Supervisor.

4) Acceptable absences are for medical reasons or illness (which must be documented by a
medical doctor), death in the immediate family, or an absence due to religious observance.
Documentation should be provided within 2 days of the absence and provided to the
Cooperating Teacher to be given to the University Supervisor.

5) Illness-Based Absence Policy:
If at any time during this semester you feel ill, in the interest of your own health and safety as
well as the health and safety of your instructors and classmates, you are encouraged not to
attend face-to-face class meetings or events. Please review the steps outlined below that you
should follow to ensure your absence for illness will be excused. These steps also apply to not
participating in synchronous online class meetings if you feel too ill to do so and missing
specified assignment due dates in asynchronous online classes because of illness.

6) Student teachers will be permitted 1 professional/personal day (or 2 one-half days) to use
for reasons such as a job interview, job fair, a documented illness (see # 4 above for
documenting), or testing. (Personal reasons such as attending a wedding, personal travel,
family vacations, etc. will not be approved). Student teachers must give 5 days’ notice to both
their Cooperating Teacher and their University Supervisor. Otherwise, it will be counted as
unexcused.

7) Student teachers should notify their Cooperating Teacher if they are going to miss school as

soon as possible. They should also notify their University Supervisor as soon as possible,
especially if an observation has been scheduled on a day that the student teacher is sick.

8) For any days that the student teacher is absent (beyond the excused professional/personal
day(s), the day(s) must be “made up” after the end of student teaching. If a student teacher is
absent on a “teaching day” they must teach for an additional day (or days) after student

teaching ends (after December 8) to make up for the day or days absent.

9) Following a formal meeting with FCSE faculty, any student teacher who is absent without an
acceptable reason or who is consistently and chronically late will be dismissed from student
teaching. If a student teacher does not fulfill their responsibilities, they will not receive a passing
grade and at the discretion of the FCSE faculty, a decision will be made regarding dismissal
from the program.

POLICIES and RULES DURING STUDENT TEACHING

1) Classroom Management: The student teacher is expected to:
• determine appropriate student behavior and consequences for student misbehavior with
guidance based on school policies and with approval from their Cooperating Teacher.
• maintain appropriate classroom control at all times and enforce classroom rules.
• seek the help of the Cooperating teacher if problems arise.
• follow and model the rules that have been established for the classroom.

Student teachers will follow the technology rules and procedures that are present in the teacher
code of conduct document for your student teaching placement district. Failure to follow these
rules will result in consequences for the student teacher and a discussion with the University
Supervisor regarding the behavior will follow.

2) Appearance: Student teachers are expected to conform to the dress and grooming code
required of the faculty in the school to which they are assigned. Professional and appropriate
appearance is to be maintained at all times including “special dress” days. (This includes t-
shirts, hairstyle and coloring, tattoo’s, and body piercing.) Please research the dress code at
your school and talk to your Cooperating Teacher and ask for her/his approval regarding
questions that deal with appropriate dress.

3) Responsibility and attitude: Student teachers are expected to display a professional,
responsible, courteous, and mature attitude. Please read the “Standards, Ethics, and Practices”
section in the Student Teaching Handbook. A “Disposition Concerns” form will be completed
for any student teacher who does not display the collaboration skills and professional behavior
expected of teacher candidates at TTU. This will be followed with a meeting between the FCSE
faculty and the student teacher and may result in dismissal from student teaching.

4) Relationships with students: Student teachers are to maintain a professional relationship with

students at all times. This includes interactions with students and communication with students
(including e-mail) Student teachers should not post information on social media. Texting with
students is not acceptable. Students should tell their students to use their professional name.
In addition, student teachers are expected to address their C.T. and other teachers in the
building by their professional name. Student teachers should NOT have students in their
personal vehicles at any time or behind closed doors.

5) Relationship with your Cooperating Teacher: Create a respectful, open, and collaborative
relationship with your teacher. When in doubt, ask questions and seek advice after considering
your options. Be willing to accept suggestions and feedback as well as constructive criticism.
Student teachers are expected to implement suggestions provided by their Cooperating
Teacher. Student teachers should never criticize their Cooperating Teacher to anyone including
students, peers, or other teachers.

If a Cooperating Teacher dismisses a student teacher, it may result in dismissal from the FCSE
program, pending a decision of the FCSE faculty.

6) Observing your Cooperating Teacher: While the Cooperating Teacher is teaching, the
student teacher is expected to be in the classroom observing. Student teachers may work on
lesson plans during a planning period, unless this is used as a conference period to discuss
lessons or evaluations. Learn all you can from your Cooperating Teacher during this time.

7) Substitute Teaching: Student teachers are NOT to serve as a substitute teacher for their
Cooperating Teacher or any other teacher in the school unless a specific policy has been
adopted by the school district. (Notify your University Supervisor if any situation related to
substitute teaching arises and you are uncomfortable). When student teachers are sick or are
absent, they should prepare their lesson plans (or have their lesson plans prepared) for the
substitute teacher who teaches their class(es).

8) Student teachers should be supervised by the Cooperating Teacher who should be available
at all times. Student teachers should contact their University Supervisor if they feel their
Cooperating Teacher is not available.

9) Any student teacher who does not adhere to the policies, complete their assignments, fulfill
their responsibilities or does not represent Texas Tech University in a professional manner both
within the school (in relationships and behavior with students, teachers, administrators, and
staff) or out of the school (by obeying laws, or in communications and actions with others) will
be dismissed from student teaching. Specifically, any student teacher who breaks the law will be
immediately dismissed from student teaching and should contact their University Supervisor
immediately and not return to the school for any reason. Should the student teacher be
dismissed by their school district, he or she will be dismissed by the FCSE program at TTU.

INITIAL VISIT AT THE STUDENT TEACHING SITE

Student teachers are required to visit and observe their Cooperating Teacher for at least one
entire day prior to the beginning of student teaching. During the initial visit (to be determined
by the University Coordinator after permission has been approved by the school district,
principal, and Cooperating Teacher), student teachers should ask pertinent questions as stated
on the “Interview with the Cooperating Teacher” (found in the Student Teaching Handbook).
Student teachers SHOULD NOT go to their student teaching site before permission has been
granted and they have received approval from the University Coordinator. This initial visit may
be at the end of the school year (in May) for Fall student teachers, prior to the beginning of
student teaching (in August) or in December or January for student teachers who begin in the
Spring. Student teachers CAN NOT visit their school unless the Background Check for their
district has been completed or special permission has been granted.

OBSERVATIONS BY THE UNIVERSITY SUPERVISOR

Student teachers will be observed and recorded 4 times during student teaching for the
purposes of observing and evaluating the student teacher’s progress and teaching performance.
One visit may be unannounced but the other observations will be arranged in advance.

1st observation: The initial observation will be within the 1st few weeks of student teaching. The
purpose is to discuss the rules, policies, assignments, lesson plans, etc. with the student
teacher and the Cooperating Teacher. During this visit, the date for the 2nd observation is
determined.

2nd observation: Will occur during the 3rd – 4th week of student teaching. During this visit the
University Supervisor will observe the student teacher teaching and complete the evaluation
form used for student teachers (see form in the Student Teaching Handbook). Student Teachers
should have lesson plans, exams, etc. available and ready to discuss with the Supervisor.

Ideally, the Supervisor will meet with the Student Teacher and the Cooperating Teacher
separately and then meet with both to discuss the progress of the Student Teacher. The
Student Teacher and Cooperating Teacher will sign and be given a copy of the evaluation
completed by the University Supervisor. The date for the next visit will be set.

3rd observation: Will occur during the 6th – 8th week of student teaching. The Cooperating
Teacher and the student teacher should each have the mid-term evaluation form completed.
During this visit, the University Supervisor will observe the student teacher teaching and discuss
the mid-term grade and evaluation form with the Student Teacher and Cooperating Teacher.
Student Teachers should have lesson plans, exams, etc. available and ready to discuss with the
Supervisor. Ideally, the Supervisor will meet with the Student Teacher and the Cooperating
Teacher separately and then meet with both to discuss the progress of the Student Teacher.
The date for the next visit will be determined.

4th observation: During this Final Visit, the Student Teacher will be observed in the classroom
and the final evaluation will be completed. The final forms and paperwork to be submitted will be
discussed. All remaining projects and assignments will be evaluated during the observation.

* Note: A pre and post conference focused on the lesson(s) to be observed by the
University Supervisor is required and will be explained to the student teacher during the
initial visit. Additional conferences and/or observations will be scheduled as needed.

GRADING PROCEDURES

1) Weekly assignments: There will be assignments due to the University Supervisor on a weekly
basis. These should be submitted to your University Supervisor every week. Points will be
deducted if assignments are not submitted or are late. (Discuss due dates with your supervisor).

Weekly Assignments include:  The “Weekly Schedule” for the following week.

This should be completed then submitted to your University Supervisor by 5 pm on Fridays.

2) Weekly Reflections are to be submitted through Blackboard (at www.Blackboard.ttu.edu) so
that you can share your thoughts with both your University Supervisor and your classmates. The
topics to be addressed are provided to you at the end of the Syllabus. Weekly reflections count
as part of the student teaching grade.

3) Lesson Plans are to be submitted to the Cooperating Teacher at least 2 days prior to
teaching the lesson. They must be approved by the Cooperating Teacher before the lesson
can be taught. The lesson plan format used throughout student teaching must include all the
necessary components of a well-planned lesson. All lesson plans must be typed and include
enough detail so that a substitute teacher could teach the lesson. Include your name, class,

and date on each lesson plan (e.g., Monday, Nov. 12). Block scheduling will require
additional information.

 An “approved” form of lesson plan is required for EVERY LESSON taught!!!
 The TEKS should be identified for each and every lesson plan.

4) Lesson Plans are to be submitted to the University Supervisor after they are approved by the
Cooperating Teacher. Due dates will be in google classroom.

5. Projects: Various projects will be required throughout the semester. University Supervisors
will provide this information to student teachers. Student teachers are advised to gather and
keep artifacts to be included in a professional portfolio and to share at the student teaching
seminar.

6. Evaluations: Throughout student teaching, the Cooperating Teacher will complete written
weekly evaluations and discuss them with the Student Teacher.

There will be 2 “formal” evaluations; one formative evaluation of the student teacher’s
performance at mid-term and a summative (final) evaluation completed at the end of student
teaching. Student teachers should complete the T-TESS forms and include examples of how he
or she is meeting each standard prior to the Midterm and the Final conferences. The final grade
will be a cooperative decision determined by both the Cooperating Teacher and the University
Supervisor.

ACADEMIC INTEGRITY

Academic integrity is taking responsibility for one’s own class and/or course work, being
individually accountable, and demonstrating intellectual honesty and ethical behavior. Academic
integrity is a personal choice to abide by the standards of intellectual honesty and responsibility.
Because education is a shared effort to achieve learning through the exchange of ideas,
students, faculty, and staff have the collective responsibility to build mutual trust and respect.
Ethical behavior and independent thought are essential for the highest level of academic
achievement, which then must be measured. Academic achievement includes scholarship,
teaching, and learning, all of which are shared endeavors. Grades are a device used to quantify
the successful accumulation of knowledge through learning. Adhering to the standards of
academic integrity ensures grades are earned honestly. Academic integrity is the foundation
upon which students, faculty, and staff build their educational and professional careers. [Texas
Tech University (“University”) Quality Enhancement Plan, Academic Integrity Task Force, 2010]

 NOTE: Please add your name to all PowerPoint presentations, handouts, teaching
aids, etc. that you develop. (As a student teacher, we would like to see your creativity and
resourcefulness without continually utilizing pre-made resources that may not be appropriate for
your lesson objectives or the needs of your students).

All ideas and/or materials incorporated into lesson plans and other assignments, including those
from websites, curriculum companies, and the TTU Curriculum Center that are not original
work must be cited and credit must be given to the company or Curriculum Center. Credit
must also be given to the Cooperating Teacher when lesson plan ideas or teaching ideas
are obtained or developed by the CT. (To do this, state at the bottom of the lesson plan,
handout, PowerPoint, etc. “Idea (or materials) created by …..”). This is a matter of integrity
and honesty. Please cite the CCFCS website for any materials used from the Curriculum
Center.

DISABILITY CONCERNS – ADA Compliance Statement

Any student who, because of a disability, may require special arrangements in order to meet the
course requirements should contact the instructor as soon as possible to make any necessary
arrangements. Appropriate verification from Student Disability Services must be provided as
instructors are not allowed to provide classroom accommodations to a student until appropriate
verification from Student Disability Services has been provided. For additional information,
students may contact the Student Disability Services Office in 335 West Hall or 806-742-2405.

RELIGIOUS HOLY DAY STATEMENT:

"Religious holy day" means a holy day observed by a religion whose places of worship are exempt from
property taxation under Texas Tax Code §11.20. A student who intends to observe a religious holy day
should make that intention known in writing to the instructor prior to the absence. A student who is absent
from classes for the observance of a religious holy day shall be allowed to take an examination or complete
an assignment scheduled for that day within a reasonable time after the absence. A student who is
excused under section 2 may not be penalized for the absence; however, the instructor may respond
appropriately if the student fails to complete the assignment satisfactorily.

COURSE POINTS

Assignment Points

Attendance during the Student Teacher Seminar 50

(25 points for attending the seminar & being punctual)

(25 points for the presentation to the FCSE classes)

Information Form (Must be submitted the 1st week to Supervisor) 15

Disposition Concerns Form Signature 15

Interview with my Cooperating Teacher Form 15

Observing my Cooperating Teacher 10

Profile of my Students 10

My Classroom Rules 10

Responsibilities Outside of Student Teaching (Only if applicable)

Weekly Schedules (5 pts. for each week) 14 x 5 70

Weekly Reflections via Blackboard (10 pts. per week) 120

Lesson Plans (25 points per week) (25 x 14) 350

Projects, assignments and portfolio 115

University Supervisor Points/Evaluation 200 (earned through assignments, daily

duties, feedback from Cooperating

Final Documents: Teachers, misc. responsibilities &

- Out of Class Experience(s) 5 positive communications).

- Information Sheets for Graduates 5

- Letter to next semester’s student teacher 10

----------------------------------------------------------------------------------------------------------

Total Points 1000

*Note: Lesson plans will be evaluated on the following: punctuality in submitting them to
the Supervisor, TEKS and objectives, content, learning experiences, and overall quality
and creativity. Lesson plans will be graded and student teachers will receive comments
from their University Supervisor.

Student teachers who do not submit a lesson plan for approval within the required 2-day
period prior to teaching the lesson, will not be permitted to teach the lesson and will lose
their daily points for the lesson plan.

*Note: Showing a video is not considered an acceptable teaching strategy unless other
learning experiences are incorporated into the lesson along with the video to further

extend the lesson information. In addition, showing a video beyond one class day is
not appropriate for a student teacher during the student teaching experience.

Any assignment turned in after the designated time will automatically be penalized
points and may not be accepted.

ORAL and WRITTEN COMMUNICATION

As a professional, student teachers are responsible for accuracy and professionalism in
their oral, written and electronic communications. Work throughout student teaching will
be evaluated for professional appearance and for accuracy in grammar, spelling,
punctuation, etc. Any student needing help with writing and expression of ideas should
contact the University Writing Center, 175 English/Philosophy Building, 742-2500, ext.
282.

The following must be submitted by the student teacher at the end of student
teaching:

- Projects, assignments, and portfolio
- Out of class experience(s)
- Information sheet for graduates
- Letter to next semester’s student teachers

The following must be submitted by the Cooperating Teacher at the end of
student teaching:

- Attendance Record
- Record of Units taught (with the assistance of the student teacher)
- Statement of Completion of Work
- Final Evaluation

Schedule for Assuming Teaching Responsibilities Fall 2021

Below is a schedule for assuming teaching responsibilities. Student teachers must have full responsibility for all
assigned classes for a minimum number of weeks. The student teacher must assist the Cooperating Teacher
and be present for all other classes. The Cooperating Teacher along with the University Supervisor will decide
how fast or slow the student teacher will assume responsibilities for teaching other class sections after
evaluating her/his ability to complete lesson plans correctly and after observing the student teacher. The student
teacher should be consulted about the decision to assume more sections of the same class.

Schedule for Assuming Teaching Responsibilities

According to Texas Tech University, College of Education Guidelines, and TEA Guidelines, the student
teacher must teach “solo” for a minimum number of weeks.

Week 1: Prepare lesson plans, weekly schedules, and observe all classes taught by the Cooperating Teacher.
(Discuss plans with the Cooperating Teacher for the following week.)

Week 2: Teach first class/subject this week. Assist with planning, team-teaching, and observing.
(*Note: More than 1 section of the same subject may be taught),

Week 3: Continue to teach only one class/subject
Assist with planning, team-teach in the second class, observe.

Week 4: Begin to teach the second class/subject so you are now teaching 2 different classes.
(*Note: More than once section of the same subject may be taught).

Week 5: Continue to teach two classes/subjects, team-teach in third class, and observe the other classes.

Week 6: Begin to teach the third class/subject. (*Note: More than one section of the same subject may be
taught). Complete mid-term evaluation.

Weeks 7-8: Continue teaching 3 classes

Week 9 - Make plans to assume responsibility for teaching all sections of classes with approval from the
University Supervisor.

Weeks 10-14: Teach all classes for the entire day.

Weeks 15-17 – through the end of student teaching: Begin returning classes to the Cooperating Teacher
based on approval from the University Supervisor starting with the one taught the longest. Complete the final
evaluation.* Student teachers should continue teaching their last class up until the last 2 days of student
teaching which should be used to finish and finalize grades, return materials to the C.T., clean out their desk,
etc. During the last 2 days, student teachers may observe in other classes in the school as arranged by the
Cooperating Teacher.

Adjustments to this schedule may be needed for block scheduling and will be addressed by the University
Supervisor as will teaching schedules that don’t adhere to this schedule for assuming teaching responsibilities.

Cooperating Teachers should co-teach at least one section (or one class) until the time that the student teacher
assumes responsibility for all classes. This allows the student teacher to see another teaching style and other
ways of presenting a lesson.

SCHEDULE FOR ASSUMING CLASSES: FALL 2021

Weeks Responsibilities
1st Week – Beginning August 18
Observe your teacher, prepare lessons and
(Observation Week) the weekly schedule for next week. Complete
2nd Week – Beginning August 23 1st week assignments.
Begin teaching 1st class. Observe your teacher
(First week of teaching) and continue to plan and team-teach.
3rd Week – Beginning August 30 Continue to teach your 1st class. Observe your
4th Week – Beginning September 6 teacher and continue to plan, etc.
5th Week – Beginning September 13 Begin teaching your 2nd class (and continue
teaching your 1st class).
6th Week – Beginning September 20
7th Week – Beginning September 27 Continue teaching 2 classes. Observe your
teacher, team-teach in 3rd class if appropriate,
and continue to plan.
Begin teaching your 3rd class (as well as your
other 2). Continue to plan.

Continue teaching 3 classes. Mid-term
evaluation is to be completed by you as well
as your Cooperating Teacher.

8th Week – Beginning October 4 Continue teaching 3 classes
Make plans to assume responsibility for
9th Week – Beginning October 11 teaching all sections of your assigned classes
 NOTE: Spring Break vacation will be (*Lesson plans must be completed for all 3 classes)
sometime during these next few weeks.
Teach all classes for the entire day.
10th Week – Beginning October 18

11th Week – Beginning October 25 Teach all classes for the entire day.

12th Week – Beginning November 1 Teach all classes for the entire day.
13th Week – Beginning November 8 Teach all classes for the entire day.
14th Week – Beginning November 15
Teach all classes for the entire day.

Give back one class to your C.T. based on

15th Week – Beginning November 22 approval from your University Supervisor. Continue
 Thanksgiving Holiday teaching the others.

Give back another class to your C.T. based on

16th Week – Beginning November 29 approval from your University Supervisor. Continue
teaching the remaining classes.

Continue teaching your last class. Complete

assignments and assist your teacher in finalizing

17th Week – Beginning December 6 grades, etc. Complete the final evaluation with the
Last Day December 8 C.T. and the University Supervisor. Observe other
classes & complete miscellaneous responsibilities

as requested.

If the program has more than one section of the same course, consideration can be given for the

student teacher to teach several sections.

14

DISCUSSION TOPICS FOR WEEKLY BLACKBOARD ASSIGNMENTS

Directions: Each week you are to answer a specific question and submit your answer into the
“Discussion Board” in Blackboard. You will be graded on your answer and must submit it by a
designated time. Your answer should be thoughtful and reflective. The discussions will help you
to connect with your fellow student teachers as you go through student teaching. (10 pts. each)

#1) Reflections from your 1st week: Describe your experiences and challenges during
your 1st week of student teaching.

# 2) Classroom rules: Describe the rules that you have established for your classroom.
How did you present your rules to your students and how do you enforce your rules?
What are consequences for those students who don’t follow the rules?

# 3) An Effective Lesson: Describe a lesson you taught recently that you were very proud
of and one that the students enjoyed. Describe this lesson, why it was effective, and what
strengths you displayed as a teacher.

# 4) Classroom Misbehavior: What has been your biggest challenge with regard to
student misbehavior? (You may describe an incident using fictitious names and how you
handled the situation(s).

# 5) Stress during Student Teaching: Describe a stressful situation you have
encountered during student teaching. Explain how you reacted and what was most
effective in helping you overcome your feeling of stress.

# 6) Goal: Describe a goal for yourself to work on during the remainder of the student
teacher experience (i.e., teaching skills, time management, discipline, etc.)

# 7) What are you most proud of: Describe one of your strengths, something that you
feel you are improving on as a teacher, or something that you are most proud of as a
teacher.

# 8) Accommodating your students’ needs: Describe how you accommodate students
who have specific learning needs in your classes (i.e., teaching strategies, assessments,
etc.)

# 9) Time management: How have you learned to manage your time and your work so
that you are efficient? (Example: Do you get to school early or stay late? Do you have a
system for completing lesson plans? etc.)

# 10) Teaching as a Profession: What have you learned about being a classroom teacher
that surprised you during student teaching?

# 11) Classroom Management: Describe something you have learned about classroom
management that you will continue to do after you obtain your first job? (i.e., classroom
seating, how to be efficient, organization, classroom routines, rules, consequences, etc.)

# 12) Reflections from student teaching: Now that student teaching is almost over, what
was the most important thing you have learned?

FCSE 4012: Student Teaching Points (Fall 2021)
(This is mainly a checklist for you to keep track of your assignments!)

NAME OF STUDENT TEACHER

#1 2 3 45 6 7 8 9 10 11 12 13 14 15 16
Information Form -Points(15)

Disposition Concerns (15)

Interview with My CT (15)

Observing my CT (10)

Profile of My Students (10)

Classroom Rules (10)

Outside Responsibilities
(Only if applicable)

Projects & Portfolio (115)

Weekly Schedules-(5 pts/week
14 X 5 = 70 points total) (70)

Discussion Board 10 pts/week
12 X 10 = 60 points total) (120)

Lesson Plans:
- Overall quality

- TEKS & objectives

- Content

- Learning experiences

- Punctuality

Lesson Plans – For All
Courses  (25 pts/week =

25 X 14 = 350 pts total) (350)

Student Teacher Seminar (50)

Out of class experiences (5)

Info sheet for grads (5)
Letterstudent teachers (10)

Supervisor’s Evaluation (200)

ABSENCES – Documented
Dates of Absences

TOTAL POINTS – 1,000

FCSE 4012: Student Teaching in Family & Consumer Sciences

Evaluations for Lesson Plans

Student Teacher: Week # Dates of Week:

Course

Criteria
(5) Quality: (Rationale, Introduction, Closure, Check for

understanding, Time Plan, and Contingency Plans)

(5) TEKS and Objectives (uses correct TEKS and

behavioral verbs that are appropriate for the lesson)

(5) Content (Facts) (Incorporates all the facts to be

taught during the lesson & are clearly connected with
the objectives).

(5) Learning Experiences (Provides creative ways to

accommodate the needs of learners, includes more
than 1 activity within the lesson, includes how, why, &
what questions, are described in detail, actively engage
the learners & align with the facts to be taught).

(5) Punctuality (submitted to CT & Supervisor at the

designated times)

TOTAL POINTS (Possible = 25)

Comments:

Family and Consumer Sciences Education
Texas Tech University

FCSE 4012: Student Teaching in Family & Consumer Sciences
Receipt of Syllabus

By signing this form, I acknowledge that I have been provided with the syllabus for
FCSE 4012: Student Teaching in Family and Consumer Sciences. I also acknowledge
that I have been advised of and understand the rules, policies, expectations and
consequences for not adhering to the above responsibilities during student teaching and
I agree to follow all of the above.

Student’s Name (Please print legibly) (Date)

Student’s Signature (Date)