Overview
The essence of the fieldwork experience, whether the candidate is working or placed as a student teacher, is the same. Student teachers, assistants and head teachers can expect support in their efforts to:

• Reflect deeply on teaching practice,
• Integrate professional and personal development,
• Integrate theory and Bank Street coursework into their classroom practice, and
• Become increasingly able to articulate a personal educational philosophy.

• Become very familiar with all aspects of their classroom(s) and the functioning of the classroom,
• Be supportive and collaborative, and
• Challenge and maintain the highest of expectations for each advisee's continued personal reflection and professional development.

Students completing a year of SFW/A will have placements totalling thirty weeks, beginning the first day of public school; students are encouraged to start even earlier, in order to participate in the "set up" of the classroom. Any days missed during the course of SFW/A must be made up.

Areas of Focus and Goals of Supervised Fieldwork
The following is a partial list of areas of focus and goals for students in SFW/A. Graduate students and advisors are encouraged to review this list - noting areas of strength and competence - and then to identify areas in which the advisee is in need of further development, including individually developed goals.

Mid-year student evaluations, completed in January of the SFW/A year (or mid-semester evaluations for single semester SFW/A experiences) provide an opportunity for formal reassessment of goals, assessment of the student's progress to date, and the revision and addition of goals and areas of focus for the remainder of the SFW/A experience.

Communication
Graduate students will demonstrate effective and respectful nonverbal and verbal communication with students, families, colleagues, advisors, instructors, cooperating teachers and others, as demonstrated by their ability to:

• Communicate clearly, effectively and respectfully
• Listen actively and carefully
• Use developmentally appropriate language
• Adapt language appropriately
• Demonstrate openness to differences in communication styles
• Be knowledgeable with regard to language difference, diversity and disorder

Relationships
Graduate students will develop and demonstrate the ability to establish appropriate relationships that promote engagement, respect, trust and collaboration in their interactions with all students, families, colleagues and administrators.

In the context of their interactions with children from a range of backgrounds and experiences, graduate students will demonstrate awareness of the relationship between their own behavior as teachers and their students? achievements.

Towards these ends, graduate students in supervised fieldwork will demonstrate the ability to:

• Relate appropriately and productively with all students
• Work effectively with parents and families
• Collaborate effectively with colleagues and administrators
• Participate effectively on educational teams
• Take on leadership responsibilities successfully
• Understand and be involved in the school community

Assessment
Graduate students in SFW/A will apply knowledge of child development and developmental variations within the context of family and culture, to assessment and instructional decisions.

Graduate students will apply skills in observing children, using task analysis and formal and informal assessment techniques for planning, implementation and evaluation of ongoing instructional practices.

Towards these ends, graduate students will demonstrate:

• Knowledge of child development
• Skill as observers of children
• Understanding of and the ability to apply standards
• Knowledge of informal assessment techniques
• Knowledge of formal assessment instruments and techniques

Instruction and Curriculum
Graduate students will develop and implement curricular content and instructional strategies that support individual students? needs and interests and promote active engagement. Curriculum design will demonstrate knowledge of and responsiveness to NY State and City curriculum standards and IEP/IFSP goals and objectives. Curriculum planning and instruction will demonstrate sensitivity to and understanding of the needs of English Language Learners.

Graduate students will develop and implement lesson plans that make effective use of instructional time, materials, activities, transitions and classroom routines in order to facilitate learning and generalization of skills across learning environments.

Towards these ends, graduate students will demonstrate the ability to:

• Use a variety of instructional strategies
• Use task analysis
• Effectively facilitate group work
• Individualize instruction
• Work with standards
• Implement IEP (Individualized Education Program) and IFSP (Individual Family Service Plan) goals
• Use technology effectively
• Work with curriculum mandates
• Make good use of books and materials
• Develop curriculum
• Adapt and modify curriculum for individual students
• Implement an integrated curriculum

Management
Graduate students will design, develop or maintain a safe and supportive classroom environment. They will demonstrate the ability to use a variety of effective strategies for managing learning environments and promoting student behaviors that result in positive social interactions and academic achievement.

Toward the end of creating a successful classroom environment for all learners, graduate students will demonstrate the ability to make use of:

• Classroom organization and predictability
• Seating and grouping
• Scheduling and managing transitions
• Behavior management strategies
• Rules and routines
• Record keeping
• Clear and positive feedback

Personal and Professional Development
It is important for graduate students to be able to work within collaborative teams. They will need to apply knowledge of cultural/linguistic diversity and of the significance of socio-cultural contexts in making decisions about student learning, curriculum development, instructional methodology and/or social interactions within the classroom. During SFW/A, graduate students will need to demonstrate the ability to be self-reflective, to accept and give feedback on teaching practice including the results of instruction, and to engage in self-evaluation and goal setting.

Graduate students will be expected to apply knowledge of local and federal laws, learning standards, and the CEC Code of Ethics to their practice and to develop an understanding of professional conduct, competence and integrity in the teaching profession. It is anticipated that graduate students will develop an understanding of the particular school structure/system they are working in and demonstrate ways to best navigate that system in order to meet their personal professional development needs and the needs of students in the classroom.

Towards these ends, graduate students will demonstrate the ability to:

• Work with special education law, procedures, and documentation
• Complete IEPs
• Apply knowledge of child development
• Observe children skillfully
• Participate in inquiry and research
• Integrate Bank Street coursework into their classrooms
• Use technology effectively
• Supervise assistants, paraprofessionals and others as appropriate
• Understand issues related to diversity
• Be flexible, organized, self-aware and continually reflective of their practice.

General Requirements for Supervised Fieldwork/Advisement
As a graduate student in SFW/A, you will be required to:

• Fill out and hand in to your advisor a completed Fieldwork Student Information Form [link] for each placement.
• Be on time and to follow the schedule of your SFW/A placement or employment site.
• Establish a regularly scheduled weekly meeting with your cooperating teacher (if a student teacher or assistant teacher).
• Be prepared for a half-day visit at least once/month (at least 8 times/year) by your Bank Street advisor.
• Notify your cooperating teacher, supervisor and/or principal whenever your Bank Street advisor is scheduled to visit.
• Participate in three-way meetings with your advisor and cooperating teacher, at least once at each placement (if you are a student teacher or assistant teacher).
• Participate (as appropriate) in teaching-related activities, such as parent-teacher conferences, curriculum nights, class trips, staff meetings, preparation of materials and lessons, etc. (See ?Flow of Expectations for the Student Teaching Year? [link].)
• Request a written evaluation from your cooperating teacher at the end of each placement (if a student teacher or assistant teacher). (See sample form [link].)
• Complete the Mid-year Evaluation of Students in Advisement form [link] in collaboration with your advisor. (See sample form [link].)
• Complete the Student Evaluation of the Advisement Process form [link] at the end of the advisement year. (See sample form [link].)