Student teaching is an extended, guided field experience linked to a seminar. It is an intense experience that 
requires hard work and on-going reflection. Seminars may take place at the field site or on the Rider campus 
depending on the supervisory situation. Attendance at all seminar meetings is mandatory. 

The student teaching experience is 15 weeks long. This extended time period permits student teachers to get to 
know their students’ strengths, needs, and interests as well as school and community expectations so that they 
are able to respond appropriately in their planning and teaching.

CLUSTER SITES

Beginning in 2010, we began using the Cluster Model for placing student teachers. A cluster consists of four to five student teacher candidates working in the same school, each in a different classroom with a cooperating teacher. Cooperating teachers are essential members of the cluster. Working collaboratively, experienced and novice teachers converse, investigate and explore topics related to teaching and learning. A Rider University supervisor is assigned to the cluster and provides materials and resources based on the interests, needs and educational goals of the cluster. To enhance learning and productivity, the cluster functions as a professional learning community (PLC), utilizing the NJDOE model. With the support of school administrators, experienced and novice teachers meet regularly as a team, and when appropriate, observe each other at work in the classroom.

Finally, and most importantly, this extended experience allows each student teacher, cooperating teacher, and 
Rider supervisor to build the trust and familiarity necessary for all participants to work together. This 
cooperative effort is critical to the development of a reflective professional and is, therefore the centerpiece of 
the student teaching experience.

PILOT TESTING FOR THE PRAXIS PERFORMANCE ASSESSMENT FOR TEACHERS (PPAT) BY ETS

Rider University is considering their participation in a pilot on the Praxis Performance Assessment for Teachers (PPAT) conducted by ETS Teacher Licensure and Certification division. According to ETS, "the PPAT is comprised of four tasks that are aligned with the InTASC Model Core Teaching Standards."  

Task 1:  Knowledge of Students and the Learning Environment is a formative assessment that requires candidates to get to know the students they teach in the context of their school, district and community.  Requiring four artifacts to demonstrate this knowledge and skills, candidates are asked to identify the individual learning needs of their students, consider differentiation and understand the implications for instruction and student learning.

Task 2: Assessment & Data Collection to Measure & Inform Learning is a summative assessment which requires candidates to demonstrate their ability to understand, analyze and apply data to inform student learning. Requiring four artifacts, candidates are asked to reflect on their practice, use data to inform whole class and individual learning needs.

Task 3: Designing Instruction for Student Learning is a summative assessment which requires candidates to develop instruction to facilitate individual and whole class learning.  Again, candidates will collect four artifacts for submission.

Task 4: Implementing and Analyzing Instruction to Promote Student Learning requires candidates to plan and implement instruction.  Candidates are asked to use research-based instructional strategies when adapting their lessons for individual learning needs, provide a 15-minute video of themselves teaching along with a written reflection/commentary and three other artifacts that demonstrate their ability to implement and analyze instruction to promote student learning.

The pilot would take place in spring 2014 during the candidates' 15-week clinical experience.  

Click here for the Student Teaching Handbook

Click here for Student Teaching Forms and Applications

COOPERATING TEACHER SELECTION PROCESS

With over 25 years in the education profession, our Director of Field Placement, Dr. Suzanne Gespass, has built professional relationships with principals and teachers in our P-12 community.  She and her assistant director divide area schools and visit each placement individually, providing valuable training and information to the teaching staff and principals.  The personal visits, principal interviews and individual selection of cooperating teachers circumvent the need for a traditional application process.  Our selection process is very personal and detailed. In interviews with principals, we clearly state that we are looking for teachers who are teacher leaders in their schools, maintaining both effective evaluations and demonstrating best practices in teaching.  Below is an outline for the selection process:

Contact made with District/Information about cluster model for student teaching

Contacts made with districts using best practice/network from supervisors and administrators

Visits to schools…faculty meetings, meetings with principals

Placement requests sent to districts/schools by beginning of March

Discussion with principals about cooperating teacher expectations and ability to mentor prospective teachers

Cluster leadership meeting to discuss program assessment and roles of cooperating teachers 

Student teaching assignments made

Check with rating sheet (see attached below) and supervisors regarding placements and selection of cooperating teachers

Supervisor meetings to turn-key working with cooperating teachers/use of assessment instruments

On-going communication with supervisors regarding placements

Cluster leadership meetings at the close of the semester

Attached is a letter to principals that is sent out before a visit is made to a prospective school.