Student_Teaching_Handbook

STUDENT TEACHING HANDBOOK

COLLEGE OF LIBERAL ARTS AND SCIENCES
Northern Illinois University

Exemplary Educator Program

The NIU Community of Learners builds on knowledge, practice, and reflection to produce Exemplary Educators. The Community encompasses scholars, education professionals, and pre-service teachers in an interaction that develops the strengths that embody excellence in education. These strengths include creative and critical thinking, scholarship, and caring. Application of these strengths emerges through the collaborative efforts of a diverse community which supports lifelong learning.

Table of Contents

I. Introduction and Overview

II. Clinical Experiences

III. Student Teaching

IV. CLAS Policies

V. Final Steps: Certification and Job Search

Office of Clinical Experiences
CLAS-NIU

Phone: (815) 753-0325
Fax: (815) 753-8052

Exemplary Educator Programs

Teacher Certification
College of Liberal Arts and Sciences
Northern Illinois University

Biology Chemistry English Foreign Languages Geology/Earth Science

History Mathematics Physics Social Sciences

I. Introduction

As members of the Northern Illinois University Community of Learners, the Exemplary Educator Programs in the College of Liberal Arts and Sciences are built upon the central tenets of Knowledge, Practice, and Reflection. The Exemplary Educator teacher certification programs in the College of Liberal Arts and Sciences are based upon the belief that effective teachers must be exceptionally knowledgeable of the subject matter they teach; possess a solid foundation in pedagogy; demonstrate dispositions appropriate to the teaching of students from diverse cultural, social, and economic backgrounds; and show a willingness to continually develop teaching skills through self-analysis, receptiveness to constructive criticism, and engagement in professional development activities.

The College of Liberal Arts and Sciences offers teacher certification in the areas of biology, chemistry, English, foreign languages, geology/earth science, history, mathematics, physics, and social sciences. The programs are coordinated by the Dean of the College and administered by faculty within the discipline-specific departments. The CLAS teacher certification programs share a common commitment to develop secondary teachers with excellent content knowledge and pedagogical skills.

KNOWLEDGE:

Candidates in the Exemplary Educator Programs in the College of Liberal Arts and Sciences are required to demonstrate proficiency in content knowledge in their major discipline (and, where applicable, in cognate fields). All CLAS Exemplary Educator Programs require a minimum of 32 hours in the teaching field. Many CLAS teacher certification programs require a major in the teaching field. (Requirements for majors range from 34 to 54 hours.)

Candidates also must demonstrate proficiency in general knowledge. Candidates must complete the General Education course work required for the baccalaureate degree at NIU (or other accredited college or university, as determined by the undergraduate or graduate admissions department).

CLAS Exemplary Educator Program candidates are required to demonstrate excellent communication skills which will allow them to function at a high level of proficiency in the teaching field. All candidates must demonstrate the ability to communicate clearly in speech and writing. Most programs require a grade of “C” or better in writing and speech courses; most programs require candidates to pass the Illinois Test of Basic Skills before admission. Candidates whose oral and/or written communication skills are deemed to be deficient are required to either improve their skills to an appropriate level or are dismissed from the program.

Outcomes (Knowledge)

Upon completion of the Exemplary Educator Program, candidates will be able to:

1.      Demonstrate comprehensive knowledge of one or more discipline(s).

2.      Demonstrate the competencies characteristic of an individual who has a strong liberal education background.

3.      Communicate this knowledge effectively to students, parents, administrators, and the community at large.

PRACTICE:

Exemplary Educator Programs require candidates to complete course work and experiences that provide them with strategies and skills to become effective practitioners. Upon completion of the required professional education course work and clinical experience sequence, candidates are expected to demonstrate:

an understanding of the variety of ways students learn
a willingness to actively engage students in their own learning
the ability to plan effective lessons
the ability to create and maintain a productive and positive learning environment
the ability to assess student learning through multiple means.

Exemplary Educator Programs require candidates to demonstrate meeting of INTASC, NCATE, ISBE, and national professional organization standards. All candidates must complete at least one course in the methods of instruction in the teaching field (some programs require two methods courses); a three-semester clinical sequence which includes seminars that deal with topics related to pedagogy and provide candidates the opportunity to apply teaching skills and strategies in secondary classrooms; and a student teaching experience (ranging from 10 to 16 weeks, depending on the program) which focuses on the application of the content knowledge and pedagogy learned over the course of the entire certification program.

Outcomes (Practice)

Upon completion of the Exemplary Educator Program, candidates will be able to:

1.      Plan and execute lessons that are well paced, logically sequenced, and focused in accordance with clearly stated objective and course goals.

2.      Implement a variety of teaching strategies that reflect current and relevant educational research to meet the needs of diverse learners.

3.      Integrate assessment and instruction while utilizing a variety of assessment instruments.

4.      Create and maintain a productive, respectful, and positive learning environment.

5.      Incorporate educational technology into classroom practice to meet instructional objectives and goals.

REFLECTION:

Exemplary Educator Programs seek to instill the value of reflection as a means of continually improving one’s teaching effectiveness. Beginning with the first clinical experience and continuing throughout the clinical and student teaching experience, candidates are expected to evaluate their own suitability for the teaching profession. Candidates are introduced to the diversity of student populations in today’s schools and are expected to develop attitudes and behaviors that are non-judgmental and that demonstrate respect for the backgrounds and abilities of all students. Exemplary Educator Programs emphasize the importance of the teaching profession and require candidates to learn and maintain standards of professional conduct.

Outcomes (Reflection):

Upon completion of the Exemplary Educator Program, candidates will be able to:

1.      Perform duties in a professional manner to improve the overall learning environment for students.

2.      Reflect upon past and present performance with an eye toward continued professional growth.

3.      Develop sensitivity to community and cultural norms.

4.      Understand the value of students’ varied talents and perspectives.

5.      Respect students as individuals with differing personal and family backgrounds.

The College of Liberal Arts and Sciences offers secondary certification in biological sciences, chemistry, English/language arts, foreign languages, geology/earth science, history/social sciences, mathematics, and physics. Students’ primary advisors throughout their teacher certification program are listed below. They are available to discuss any questions or concerns you may have concerning the student teacher or the program requirements.

Discipline Coordinators and Departmental Advisors for Teacher Certification

Discipline	Coordinator/Advisor	Telephone/e-mail
Biology	Dr. Jon Miller Coordinator	(815) 753-7828 jsmiller@niu.edu
Chemistry	Dr. Jon Carnahan Coordinator	(815) 753-1181 carnahan@niu.edu
English	Judith Pokorny Coordinator	(815) 753-6609 jpokorny@niu.edu
Foreign Languages	Dr. Michael Morris Coordinator Robert Walsh Advisor	(815) 753-6449 mmorris@niu.edu (815) 753-6449 rwalsh3@niu.edu
Geology	Dr. Kathleen Kitts Coordinator	(815) 753-5990 kkitts@niu.edu
History/Social Sciences	Dr. J.D. Bowers Coordinator Kathryn Maley Advisor	(815) 753-6655 jbowersi@niu.edu (815) 753-5903 kmaley@niu.edu
Mathematics	Patricia Reisdorf Coordinator	(815) 753-6746 reisdorf@math.niu.edu
Physics	Dr. Augden Windelborn Coordinator	(815) 753-6416 augden@niu.edu

II. Clinical Experiences

All Exemplary Educator Programs require three semesters of clinical experience and at least one (in some disciplines, two) course(s) in discipline-specific teaching methods.

Clinical Experience Course Work

Clinical Experience course numbers:

ILAS 201, ILAS 301, ILAS 401 (or BIOS 401, ENGL 482, FLMT 401, GEOL 401, MATH 401, PHYS 401)

Teaching Methods, Discipline-specific, course numbers:

Biology – BIOS 400

Chemistry – CHEM 495X

English – ENGL 404 and 480

Foreign Languages – FLMT 491

Geology – GEOL 495X

History – HIST 496

Mathematics – MATH 410 and 412

Physics – PHYS 495X

Social Sciences – (according to major) ANTH 496X, ECON 496X, GEOG 496X, POLS 496X, PSYC 496X, or SOCI 496X.

Clinical Experiences

Clinical observation and participation in the secondary schools are among the most important experiences teacher candidates will have while pursuing their degree and completing their teacher certification program. The knowledge, skills and dispositions required to become an exemplary educator are complex and varied, and take time to develop. Teaching skills and dispositions develop most fully in real-world classroom settings. For this reason, candidates in the Exemplary Educator Programs participate in three semesters of practical secondary school experience under the supervision of qualified public school personnel. For undergraduates, these experiences occur simultaneously with intensive preparation in the content field. The candidate entering his/her first clinical is still at a very early stage in the major course of study and may have had no experience working with secondary level students. Thus, expectations in ILAS 201 (Introductory Clinical) are much different than expectations in ILAS 401 (Final Clinical). Candidates gradually move from the role of novice observer to one of beginning practitioner during this three-semester sequence.

In ILAS 201, candidates are primarily observers and interviewers who are expected to actively gather information on and insights into the teaching profession and the student population they will be teaching. In ILAS 301, candidates (who are now further along in their program of study) are asked to begin to participate in the classrooms to which they are assigned. All candidates in ILAS 301 are required to prepare and teach at least one lesson. By the time they enroll in ILAS 401, candidates are ordinarily in their final semester of study for the degree and/or certification. Thus, they are expected to be prepared to take on greater responsibility in their assigned classrooms. Candidates enrolled in ILAS 401 are expected to take initiative and to enthusiastically become involved in teaching (assisting and tutoring students, grading, and preparing lessons).

The clinical sequence is designed to ensure that all Exemplary Educator Program candidates visit a variety of schools. By the conclusion of the clinical sequence, students should have had experiences in a rural setting, a large school urban/suburban setting, and a school with a diverse cultural population. They also will have had experiences at both the middle school and high school levels.

ILAS 201

Clinical hours: 20 hours (10 in high school and 10 in middle school)

Number of Cooperating teachers: variable

Subject areas: Candidates will observe both within and outside their major discipline.

Site: high school and middle school, often in a rural setting

ILAS 301

Clinical hours: 25 hours in a high school, 25 hours in a middle school

Number of Cooperating teachers: Usually 1-2 per school

Subject areas: All 50 hours are in the student’s major discipline.

Sites: Both clinical sites are diverse in terms of culture, language, race, ethnicity and/or socio-economic background.

THIRD CLINICAL EXPERIENCE

BIOS 401, ENGL 482, FLMT 401, GEOL 401, ILAS 401, MATH 401, or PHYS 401

Clinical hours: 40-60 (or more) hours in the same school where the candidate will student teach the following semester

Cooperating teachers: Usually 1 or 2

Subject areas: All or most of the 40-60 hours are usually with the prospective cooperating teacher(s) for student teaching.

Course overview: ILAS 401 and its departmental equivalents is the final discipline-based clinical experience preceding student teaching and takes place in the school in which the candidate will student teach the following semester. The course prepares candidates for the student teaching experience by allowing them to familiarize themselves with their cooperating schools and to gain experience in preparing and presenting lessons to secondary-level students. Candidates develop an understanding of their school and their subject area department and establish a professional working relationship within that department. Teacher candidates become familiar with their cooperating teacher’s expectations, the school’s rules and regulations, and the curriculum, enabling them to begin student teaching at the beginning of the semester with some knowledge of the school at which they are teaching.

The final clinical experience gives candidates the opportunity to put into practice theories on creating and managing productive classroom environments, working with diverse populations, and engaging students in active learning. We encourage all of our students to be active participants during this clinical experience rather than passive observers, because certification candidates who interact regularly and meaningfully with both teachers and students in this context more easily make the transition to student teaching. In this final clinical experience, each discipline coordinator designs activities for his or her teacher candidates and links these requirements to the teaching methods course in which the candidates are simultaneously enrolled.

Students in the final clinical will simultaneously enroll in the methods course appropriate to their discipline. In this course they will be exposed to ideas about teaching and learning and to specific instructional methodologies and practices. The clinical allows students to use the secondary classroom as an “observation laboratory” for the methodology course, so that the course might move beyond theory to practice to prepare the student teachers for success in the classroom.

Students in the final clinical will be expected to complete a number of activities that will require them to observe and reflect upon a variety of aspects of teaching and learning. The clinical will also give cooperating teachers and students an opportunity to become acquainted with the clinical student prior to the beginning of student teaching. Teacher candidates will become familiar with their cooperating teacher’s expectations, the school’s rules and regulations, and the curriculum, enabling them to begin student teaching at the beginning of the semester with some knowledge of the school at which they are teaching.

Final Clinical Experience Course Objectives:

Note: These are the general objectives for the course. Each discipline may differ in the way in which the course objectives are realized. Students should share a copy of the course syllabus with their cooperating teacher early in the semester, so that the two can plan together for fulfillment of course assignments.

Students in the Final Clinical will:

1.      Further develop a philosophy of teaching.

2.      Identify and observe learning and teaching styles in their major field.

3.      Observe and develop ways to motivate students to learn and apply concepts in the subject area to be taught.

4.      Observe strategies for establishing a positive and productive learning environment.

5.      Observe how lessons are adapted to meet the needs of students’ different learning styles.

6.      Observe and, if possible, practice classroom management techniques.

7.      Establish a professional working relationship with colleagues.

8.      Observe uses of technology in the classroom.

9.      Become familiar with the school’s curriculum and the particular subject matter most likely to be taught during student teaching.

10. Acquaint themselves with the department’s/school’s general policies and rules of procedure concerning attendance, cheating, classroom disruptions, and the like.

11. In consultation with the cooperating teacher, develop and present several mini-lessons (15 minutes or less) and/or one full-length lesson in their discipline.

12. Reflect on their reasons for and interest in a career in teaching and the personal consequences resulting from their making a commitment to teaching.

List of Suggested Activities, Final Clinical Experience

The following activities are suggested as representative of experiences in which a clinical candidate might be involved. While it is not intended that every candidate have all of the suggested experiences, this list can serve as a guide for the candidate and the classroom supervisor as they plan for involvement in the classroom. We would hope that the certification candidate would have direct contact with students approximately 70% of the time. The remaining time should be spent becoming acquainted with other tasks and responsibilities associated with classroom teaching.

1.      Work with an individual student or group of students on a special problem.

2.      Assist the teacher in administering a test.

3.      Supervise small group work.

4.      Using a class roster, keep a careful check of verbal activity in the classroom. Two columns might be used to indicate when questions, directions, commands, etc. are initiated by the teacher or by students.

5.      Help individual students with make-up work.

6.      Check understanding of individual students or groups for clarification of assignments.

7.      Set up learning centers or exhibits related to current units of instruction.

8.      Teach the whole class for short periods under the supervision of the classroom teacher.

9.      Plan and execute a teaching activity which calls for collaborative learning groups.

10. Assist informally, and with the permission of the cooperating teacher, in preparing students for speech, dramatic, athletic, or other academic contests.

11. Read school manuals and policy statements regarding such issues as attendance, student behavior, and curriculum. Later, discuss these thoroughly with the cooperating teacher.

12. Correct tests, daily papers/homework, worksheets, or essays. Discuss grading policies with the cooperating teacher and become familiar with whatever record keeping procedure is in place.

13. Attend a school board or faculty meeting.

14. Tour the building and meet with support staff such as the media coordinator, computer lab supervisor, guidance director, dean of students, school nurse, assistant principal and principal.

15. Operate duplicating equipment; make transparencies; use the overhead projector.

16. Spend time with the special education professionals in your building; learn how to adapt materials for diverse student needs.

17. Find and read the school “report card”. Ask appropriate questions if you are uncertain as to the significance/interpretation of the information included in that document.

III. Student Teaching

The Purpose of Student Teaching

Student teaching is the culminating experience of the Exemplary Educator Program. It is designed to provide candidates for certification with the opportunity to complete the development of their teaching skills and content knowledge and to apply their skills and knowledge in a middle or high school setting. Student teaching also provides the candidate with a multitude of experiences upon which he/she can augment his/her personal knowledge base tied to the practice of teaching. The acquisition of this knowledge base is an essential step in the teacher candidate’s maturation into a Reflective Practitioner. Graduates of the Exemplary Educator Program are expected to be effective teachers upon completion of the program. They also are expected to be lifelong learners who will continue to grow and improve as teachers throughout their teaching careers.

The student teaching experience takes place within the wider community of learners which includes NIU faculty and staff, and staff from public schools throughout the northern Illinois region. The student teaching team most importantly includes the candidate, one or more cooperating teacher(s), and a university supervisor. The education professionals on the team are chosen because of their experience and ability to help the novice and their dedication to the concept and practice of quality education.
Duration of Student Teaching

The actual starting and ending dates for the student teaching experience will be determined according to the needs and/or desires of the cooperating teacher(s), in consultation with the student teacher’s discipline coordinator. The starting and ending dates will be delineated in the “Student Teaching Visit Report to Confirm,” which will be completed the semester prior to student teaching. This form is to be signed by the cooperating teacher, a school administrator, the student teacher and the student’s discipline coordinator.

The duration of the student teaching experience can be anywhere from 10-16 weeks, depending on the program. Check with the CLAS program coordinator for your subject area for the duration of your student teaching experience.

Goals of Student Teaching

Upon completion of the Exemplary Educator Program in the College of Liberal Arts and Sciences at Northern Illinois University, initial teacher certification candidates will be able to:

1.      Demonstrate the competencies characteristic of an individual who has a strong liberal education background and comprehensive knowledge of one or more discipline.

2.      Communicate this knowledge effectively to students, parents, administrators, and the community at large.

3.      Plan and execute lessons that are well-paced, logically sequenced, and focused in accordance with clearly stated objectives and course goals.

4.      Implement a variety of teaching strategies that reflect current and relevant educational research to meet the needs of diverse learners.

5.      Integrate assessment and instruction while utilizing a variety of assessment instruments.

6.      Create and maintain a productive, respectful, and positive learning environment.

7.      Incorporate educational technology into classroom practice to meet instructional objectives and goals.

8.      Perform duties in a professional manner and uphold the standards of confidentiality and conduct expected in the public schools.

9.      Reflect on teaching performance with an eye toward continued professional growth.

Roles and Responsibilities of the Student Teaching Team

The experience of student teaching increases the ability of the candidate to perform all the duties of the professional teacher successfully. In order to ensure this success, it is essential that the responsibilities of each member of the student teaching team be clearly understood and that each member become directly involved in the process. In addition to the following general responsibilities, participants should familiarize themselves with each department’s specific guidelines.

Student Teacher Expectations and Responsibilities

Student teachers are expected to be dependable, enthusiastic, and cooperative. They need to demonstrate initiative, flexibility, and emotional maturity. They must have a strong background in subject content, educational philosophy and theory as well as a strong commitment to meeting the needs of all learners. Student teachers must recognize the importance of establishing and maintaining lines of communication between themselves and their cooperating teachers and between themselves and the university supervisor.   Successful student teachers:

*     attend pre-student teaching conferences and seminars as deemed appropriate by the school or district.

*     learn about the various physical facilities of the school building, the resources available in the school system and the resources of the community as they relate to the student teaching assignment.

*     prepare adequate lesson plans and submit them to the cooperating teacher for approval well in advance of actual classroom teaching and to the university supervisor as required.

*     are prompt in reporting to class and are regular in attendance. [All absences should be cleared by the cooperating teacher and/or university supervisor, especially in the case of extended absence.]

*     become familiar with school policies and procedures, especially as they relate to behavior of students.

*     communicate honestly, openly, and regularly with the cooperating teacher and with the university supervisor.

*     maintain a high level of professionalism in areas of dress, speech, and behavior.

*     participate in professional activities such as staff meetings, committee meetings, and parent conferences.

*     discuss possible participation in extra-curricular activities with both the cooperating teacher and the university supervisor well in advance of formal commitment.

*     understand the role of other professionals in the building or district such as the guidance counselor, dean of students, special education teacher, reading specialist, principal, and assistant principal.

In summary, exemplary student teachers arrive at school well in advance of the students and leave with the rest of the faculty at the end of the day. They listen carefully to the suggestions of their cooperating teacher and university supervisor. They prepare their lessons thoroughly and try to provide variety in their instructional approach. They collaborate, when appropriate, with colleagues, administrators, and parents to meet the needs of their students. And perhaps most important, they are reflective practitioners who are not afraid to admit shortcomings and to adjust plans and behavior accordingly.

Cooperating Teacher’s Responsibilities

The cooperating teacher’s willingness to encourage, to advise, to support, and to share   ideas helps form the student teacher’s view of the profession. It is the cooperating teacher’s responsibility to work with the student teaching team in designing an experience which best prepares the candidate to be a professional teacher while maintaining instructional quality. Therefore, the cooperating teacher is expected to:

*     ensure adequate continuity, class contact and supervision of the student teacher.

*     explain clearly the nature and scope of the student teacher’s duties and responsibilities. In particular, the cooperating teacher should clarify his/her expectations regarding the writing of formal lesson plans, the securing and organizing of instructional materials, and the evaluating of student work.

*     ensure that the student teacher’s induction into actual teaching is at a rate that seems appropriate for that student teacher.

*     conduct regularly scheduled conferences to keep the student teacher informed of his/her progress and to offer suggestions and constructive criticism.

*     alert the student teacher to the importance of keeping student information and records confidential.

*     participate in regular, honest, and open communication with the university supervisor regarding the progress of the student teacher.

*     assist the student teacher in setting goals for continued growth and development during beginning, middle and final stages of student teaching.

*     encourage the student teacher to develop the teaching style best suited to the individual.

*     arrange a time for the university supervisor to talk to the student teacher before or after each observation, and a time to talk to you, the cooperating teacher.

*     complete the final evaluation (and interim evaluations, if requested to do so) and inform the student teacher of its contents.

*     facilitate video-recording of student teacher if required by his/her program or if candidate is nominated for the Exemplary Student Teacher award.

During the early weeks of student teaching, cooperating teachers should observe frequently and give plenty of feedback. Once student teachers have taken on a full load, however, they need to be left alone with their classes on a routine basis. If the cooperating teacher feels unwilling to leave the classroom, undoubtedly the student teacher has not made sufficient progress and the university supervisor needs to be contacted immediately.

Early in the semester, the cooperating teacher will be mailed an Exemplary Student Teacher nomination form from the College of Liberal Arts and Sciences. If the cooperating teacher believes that the student teacher is performing at a particularly high level and appears to be well on the way to a remarkably successful student teaching experience, he/she is invited to nominate the student teacher for one of the Exemplary Student Teacher Recognition Awards sponsored by the College. The university supervisor will be able to supply additional information and answer questions about this award as well as other matters relevant to individual programs.

University Supervisor’s Responsibilities

The university supervisor is the third member of the student teaching team. The supervisor and the cooperating teacher will need to confer regularly throughout the semester to establish common goals and to monitor the progress of their student teachers. The university supervisor is expected to:

*     assist the student teacher and cooperating teacher in the planning and administration of the student teaching assignment which will generally include the videotaping of at least one lesson.

*     hold periodic meetings with the student teacher and cooperating teacher so that issues of mutual concern may be addressed.

*     observe the student teacher once every two weeks and confer with him/her as soon as possible after the observation. Observation reports, which should evaluate the teaching observed and make suggestions for improvement, should be made available to both the student teacher and the cooperating teacher.

*     nominate the student teacher for recognition as a CLAS Exemplary student teacher, if appropriate.

*     act as a liaison between the student teacher and the university by keeping him/her informed of university meetings, conferences, and policies that may directly affect the student teacher’s certification or future employment.

*     complete a final evaluation form (and interim evaluation, if applicable) and discuss its contents with the student teacher.

*     designate the grade (satisfactory or unsatisfactory) at the completion of the student teaching experience.

Visits by the university supervisor are arranged in advance. Student teachers should take responsibility for making mutually satisfactory arrangements for these visits. Visits will generally take place at two-week intervals. For these visits, the student teacher should supply the university supervisor with detailed lesson plans, tests, quizzes, and other materials needed for the lesson.

Guidelines for the Student Teaching Team

Because there are many individual differences in student teachers and many variations in the settings to which they are assigned, an exact timetable of experiences appropriate for all student teachers cannot be specified. The following guidelines are, therefore, not to be construed as an inflexible agenda to be observed for every student teacher, but they do reflect a desirable model based on past experience.
Each student teacher is expected to adhere to the “cooperating teacher’s school day” for his/her school. In general, this means being at school at least 20 minutes before the first period and staying at least 30 minutes after school dismissal for the day. Student teachers must act and dress in a professional manner at all school functions.

Development of a Phase-In and Phase-Out Strategy
[Note: Each content-area program has its own set of guidelines for length of the student teaching experience and for the specific schedule to be followed for phasing in to student teaching. What follows is a set of general guidelines that apply to most student teaching experiences in the College of Liberal Arts and Sciences. Please refer to the Program Guidelines page for information on your particular program.]

Transition from Final Clinical Experience to Student Teaching:

All Exemplary Educator Programs feature a final clinical experience (minimum of 40 hours) in the school to which the candidate has been accepted for student teaching. This final clinical experience is the beginning of the phase-in process. As the candidate becomes familiar with the school, department, and students in his/her student teaching assignment, he/she should begin to participate in classroom activities. During the first several weeks of the final clinical, the student teacher candidate’s primary responsibility should be to observe the cooperating teacher and to learn class procedures and the students’ names and personalities. The student teacher candidate should take notes about specific students with special needs to discuss later with the cooperating teacher. The cooperating teacher and student teacher candidate should discuss the objectives and methods for each lesson and how the lesson fits into the long-term plan.

Toward the last half of the final clinical experience, the student teacher candidate should become actively involved by assisting during small-group activities or by tutoring individual students who are experiencing difficulty.

Phase-In Period:

Student teachers should begin the process of “phasing-in” to teaching the first preparation as soon as possible. It is also helpful for the student teacher to do some mini-teaching involving enrichment, remediation, or regular instruction before taking over the entire class. The student teacher and cooperating teacher should also construct a tentative schedule to follow as the student teacher progresses from teaching one class to a full load. The university supervisor should be informed of this schedule as quickly as possible to facilitate the arrangement of class visitations.

When the student teacher takes over the primary responsibility for a class, he or she may choose to distribute a written statement of his/her academic and behavioral expectations to the students. Student teachers should discuss these statements carefully with their cooperating teachers in order to prevent abrupt changes in teaching styles, procedures and policies that may detract from learning. This procedure should be repeated for each preparation assumed.

As student teachers grow more confident, they should take on another class until reaching a full load, which is defined as five classes with three distinct preparations. [Note: If your school is on a block schedule, a full load will be defined as two to three classes per day, to be determined by the cooperating teacher and university supervisor.]    In addition, student teachers may also be expected to assume one additional duty period, such as study hall.

Full Load:

Student teachers are expected to set objectives, develop lesson plans, correct homework, develop quizzes and tests, and evaluate student performance. If “departmental tests” are used in a school, then a student teacher might develop a review quiz for practice. The cooperating teacher should remain in the classroom for each period until the day that he/she feels comfortable leaving. You might begin by leaving the classroom during the last minutes of the period, then progressing to leaving the room for the entire hour while remaining nearby. Try to remain out of the students’ sight consistently for at least one week to give the student teacher the opportunity to learn to handle both in-class and between-class matters without your assistance, which is very important in helping develop a sense of responsibility on the student teacher’s part. During this time, encourage your student teacher to ask questions about everything, and give advice and feedback, both written and oral, freely.

STUDENT TEACHERS PLEASE NOTE: The classes being taught are the responsibility of the cooperating teacher. The cooperating teacher has been generous to share the teaching of classes with the student teacher, but the end result is that the cooperating teacher is held responsible for the material the classes will be taught and for the final evaluation of the students.

Phase-Out Period:

Toward the final weeks of student teaching, the student teacher should begin to shift teaching responsibilities back to the cooperating teacher. These shifts should occur at obvious breaking points in the content. This period should also provide additional opportunities for the student teacher to see other teaching and learning situations at their school or “feeder” schools. Student teachers should take advantage of the phase-out period to observe other classrooms both in and outside their fields of expertise. Classes taught by a school’s exemplary teachers are appropriate for observation, provided that the teachers consent.

EVALUATION

1. Informal evaluation (Feedback and Constructive Criticism)

Student teachers need to have feedback, both complimentary and critical, from those who observe them. Feedback and constructive criticism should be given on a regular basis. The cooperating teacher should make his/her expectations clear to the student teacher at the beginning of student teaching, and should continue to do so throughout the student teaching experience. It is important that the lines of communication be kept open at all times to avoid misunderstandings. If any difficulties arise between the cooperating teacher and the student teacher, the university supervisor should be notified immediately so that he/she can work with the appropriate student teaching team members to help resolve the problem(s).

2.   Formal evaluation

Evaluation should occur continuously throughout the student teaching experience. The primary purpose of all evaluations during the experience should be to identify the student teacher’s areas of strength and to analyze where continued growth is needed. Evaluation should be related not only to performance but to planning, attitudes, and personal characteristics of the student teacher. Student teachers are evaluated on both a formative and summative basis.

Formative evaluations:

Formative evaluations include the Visitation Reports that are completed at each of the University Supervisor’s visits. This report evaluates the observed teaching and makes appropriate suggestions for improvement. In addition, most programs request that both the university supervisor and the cooperating teacher complete one or more interim evaluations.

The student teacher should be encouraged to continually evaluate his or her own growth as a teacher. Opportunities to discuss this growth and areas of strength and weakness should be provided throughout the semester with both the cooperating teacher and the university supervisor.

Summative evaluation:

One of the most important (and often difficult) responsibilities of the cooperating teacher and of the university supervisor is making a final evaluation of the student teacher’s performance as a teacher. The Final Evaluation is completed by both the cooperating teacher and the university supervisor. Taken in combination, these evaluations reflect the combined judgment of those who have been responsible for the student teacher’s professional growth throughout the semester.

The Final Evaluation should be the most positive evaluation possible for the student teacher. Any weaknesses mentioned in it should be classified as to whether they are due to lack of experience or are symptomatic of a general weakness that would continue to affect the teacher’s performance in the future. Both the cooperating teacher’s and the university supervisor’s final evaluations will become a permanent part of the student teacher’s credential/placement file.

Note: The Final Evaluation is to be typed. It may be returned to the university supervisor at the final visit, or may be mailed to the university supervisor. THE FINAL EVALUATION MUST BE COMPLETED BY THE END OF THE NIU SEMESTER. The student teacher’s credential file is incomplete until both the university supervisor’s and the cooperating teacher’s final evaluations have been submitted.

The student teacher will have access to both the university supervisor’s and the cooperating teacher’s final evaluations once they have been placed in the credential file.

IV. CLAS Policies related to Student Teaching

A.    Policies relating to student teaching assignment

       1. Student teaching placement policies: The College of Liberal Arts and Sciences at NIU offers a variety of student teaching placements throughout northern Illinois. Every effort is made to place student teachers in schools which best meet their needs. Students are not to attempt to make their own arrangements with schools for student teaching assignments; this leads to misunderstanding among all parties involved. Also, except in unusual circumstances, students will not be allowed to student teach in a school from which they have graduated or a school in which a relative is a student, staff member, or board member.
       2. Criminal Background Check: NIU requires all initial certification students who will be placed in a school for a clinical or student teaching experience to submit to a criminal background check. The criminal background check is performed by the Illinois State Police, and results are forwarded to the University Office of Teacher Certification. As of January, 2002, no NIU student will be placed in a clinical or student teaching school site unless the results from a state of Illinois criminal background check are on file at NIU.

      NIU will not place a student in a clinical or student teaching experience if the student has been convicted of any one of the offenses enumerated in the Illinois School Code, prohibiting the employment of any person convicted of committing or attempting to commit one or more of a number of offenses. At present, offenses include first-degree murder; any Class X felony; juvenile pimping; soliciting for a juvenile prostitute; exploitation of a child; obscenity; child pornography; harmful material; criminal sexual assault; aggravated criminal sexual assault; criminal sexual abuse; aggravated criminal sexual abuse; offenses set forth in the Cannabis Control Act; and crimes defined in the Illinois Controlled Substances Act.

    For reasons of confidentiality, NIU may not share the results of any student’s criminal background check with a third party.

        3. Pre-Student Teaching Testing Requirement: The Illinois State Board of Education (ISBE) and NIU require all student teachers to pass both the ICTS Basic Skills Test and the appropriate ICTS Content-Area Test prior to the beginning of student teaching.

        4. Payment: The Illinois State Board of Education (ISBE) does not allow student teaching to be a paid experience.

        5. Substitute teacher responsibility:   School districts where the student teacher is placed are not to use the student teacher as a substitute teacher. If the cooperating teacher is absent for any reason during the student’s period of student teaching, the district is responsible for finding, and paying for, an appropriate substitute teacher.

      6. Extra responsibilities: Student teachers are responsible for the cooperating teacher’s classroom assignment. The district may not assign student teachers responsibilities other than those in the regular classroom teacher’s job description.

        7. Working/taking courses: While student teaching, the student’s primary responsibility should be the student teaching assignment. Student teachers are strongly discouraged from holding employment or taking any additional coursework during the semester of student teaching.

        8. Calendar: During the student teaching semester, the student follows the school district’s calendar regarding breaks and holidays, NOT the NIU calendar.

        9. Mismatch between Student Teacher and Cooperating Teacher: Should the cooperating teacher or the student teacher suspect a personality “mismatch” or other potential problem, the university supervisor should be contacted immediately. A successful student teaching experience is based upon having a good working relationship between the cooperating teacher and the student teacher.

        10. Absences, Cooperating teacher:    No one is immune from a required absence, so communication is the key. When the cooperating teacher is absent, the student teacher should be notified and the certified substitute teacher becomes the supervisor for the student teacher. If the cooperating teacher has a prolonged absence (more than two consecutive days of absence) or frequent absences, the university supervisor must be notified in order to maintain the integrity of the experience for the student teacher.

        11. Absences, Student teacher: If the student teacher is absent, notification must be given to the cooperating teacher and to the university supervisor if a visit is scheduled for that day. If the absences during the student teaching experience are excessive (number of days to be determined by the program coordinator), make-up time or other necessary steps will be mandatory.

        12. Temporary disability/medical condition during student teaching: If a student teacher’s classroom performance is affected by a temporary disability or medical condition (i.e., physical, mental, emotional), the university supervisor shall consult with the cooperating teacher, the major department, and any other outside experts necessary to determine the disposition of the case. Should the decision be made to terminate the student teaching experience, the professional opinions of the cooperating teacher and university supervisor should be discussed with the major department before termination.

        13. Class responsibility of Cooperating Teacher: The classes being taught are the responsibility of the cooperating teacher. The cooperating teacher has been generous to share the teaching of the classes with the student teacher, but the end result is that the cooperating teacher is held responsible for the material the classes will be taught and for the final evaluation of the students.

        14. Definition of School Day: Student teachers are expected to adhere to the cooperating teacher’s school day. In general, this means being at school at least 20 minutes before the first period and staying at least 30 minutes after school dismissal for the day. However, the schedule at the cooperating school takes <>precedence, if it is longer. Student teachers are expected to attend department and faculty meetings, parent conferences, institute/in-service days and other such activities. Student teachers must act and dress in a professional manner at all school functions.

        15. Extra-curricular activities: A student teacher’s primary responsibility is to the classroom. Interested student teachers may help with extra-curricular activities if they continue to meet their classroom responsibilities and if their help is desired. A student teacher’s participation in extra-curricular activities is optional (at the discretion of the student teacher) and cannot be made mandatory for a student teacher. At no time should a student be paid for his/her extra-curricular activities.

        16. Harassment: Harassment must be taken seriously. If any hint of harassment is noted by any of the participants, it must be reported immediately. This may mean the student teacher reporting harassment by a student or another teacher; it may mean the student teacher reporting harassment between students or between students and adults to school authorities.

        17. Litigation involvement during student teaching: If a student is involved in litigation of any kind that may impact on his/her ability to perform as a student teacher, he/she will be requested to submit a written statement regarding such litigation to his/her discipline coordinator. After review of the written statement by the discipline coordinator, the student will be given an opportunity to make an oral statement concerning the litigation if appropriate. The student’s discipline coordinator, in consultation with the NIU legal counsel and the student’s major department, shall decide whether the student teacher will be allowed to continue student teaching at that time.

        18. Striking public schools: In the event that a work stoppage action is taken by some or all of the school employees during the time when students are assigned to the school, students will be encouraged to assume the role of neutral persons.

          o Students shall not be required by any union to participate in picketing or other work stoppage actions.

          o Students shall not be required by the school district to cross picket lines or to report for work when such action would constitute a breaking of the work stoppage.

          o If, in any event, the student participates on either side of the work stoppage, such participation shall be as an individual, not as a university agent, and Northern Illinois University disclaims any liability or responsibility for any action or the consequences of any action taken by such individual as a result of his/her participation.

        o Students placed in school districts where such a work stoppage has occurred are required to notify their discipline coordinators as soon as they receive notice of the work stoppage. It is the student’s responsibility to maintain contact with the discipline coordinator regarding the ongoing status of any such work stoppage.

        o In the event that the work stoppage continues for a week or more, the university may make arrangements for an extended experience or an alternate placement.

        19. Liability insurance for student teachers: Illinois statutes expressly include student teachers in both indemnification and insurance provisions for school personnel. 150 ILCS 5/10-20.20 provides that the board has a statutory duty to “indemnify and protect student teacher against civil rights damage claims and suits, constitution rights damage claims and suits, and death and bodily injury and property damage claims and suits” when such claims arise out of alleged negligent or wrongful conduct committed in the scope of employment or under the direction of the board. Student teachers should not be placed in schools that do not carry liability insurance that covers student teachers.
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B. Policies relating to student teaching as an NIU course

    1. Registration: Students must register and pay tuition and fees for student teaching just as for any other course. Permits must be obtained before students register for student teaching. Any questions about student teaching registration should be directed to the major department’s discipline coordinator.

    2. Refunds for student fees during student teaching: Students whose course of study requires absence from campus for the entire term may, upon proper application, receive refunds of activity, busing, and athletic fees. Residence and location of all university instruction must exceed 15 miles from campus. The application for such refunds must be made prior to the tenth class day following the first day of regularly scheduled classes; applications may be obtained from the Bursar’s Office. Students who return to campus for seminars or who take a night class on campus at any time during the semester of their student teaching do not qualify for the above refund. This is a policy of the Board of Trustees and is subject to change without notice. For further information, consult the NIU Undergraduate Catalog.

    3. Housing: Students are encouraged not to commute long distances to their schools. An attempt will be made to place student teachers in locations convenient to them; however, the primary concern in making an assignment is the quality of the learning experience. If the student has an off-campus student teaching assignment, he/she may be released from a dormitory. The student must obtain a letter confirming his/her assignment from the College of Liberal Arts and Sciences. The student must submit this document to the Office of Student Housing Services as soon as the student teaching assignment is finalized. No reduction in charges will be made until the student officially checks out to the residence hall, removes all belongings from the residence hall room, and turns in his/her meal ticket. For further details, please see the residence hall agreements or contact the Student Housing Office at (815) 753-1525.

    4. Transportation: Students are responsible for their own transportation to their student teaching sites.

    5. Insurance: Students who have paid full-time fees have $250,000 maximum benefit accident and illness coverage while student teaching. Any questions regarding coverage and benefits offered under this package should be directed to the Student Insurance Office at (815) 753-0122.

    6. Tuberculosis testing: All NIU student teachers are required to demonstrate freedom from the communicable disease tuberculosis. Testing for tuberculosis is available through the University Health Service, (815) 753-1311.

    7. Criminal Background Check: NIU requires all initial certification students who will be placed in a school for a clinical or student teaching experience to submit to a criminal background check. The criminal background check is performed by the Illinois State Police, and results are forwarded to the University Office of Teacher Certification. As of January, 2002, no NIU student will be placed in a clinical or student teaching school site unless the results from a state of Illinois criminal background check are on file at NIU.

      NIU will not place a student in a clinical or student teaching experience if the student has been convicted of any one of the offenses enumerated in the Illinois School Code, prohibiting the                       employment of any person convicted of committing or attempting to commit one or more of a number of offenses. At present, offenses include first-degree murder; any Class X felony; juvenile               pimping; soliciting for a juvenile prostitute; exploitation of a child; obscenity; child pornography; harmful material; criminal sexual assault; aggravated criminal sexual assault; criminal sexual abuse;           aggravated criminal sexual abuse; offenses set forth in the Cannabis Control Act; and crimes defined in the Illinois Controlled Substances Act.

    For reasons of confidentiality, NIU may not share the results of any student’s criminal background check with a third party.

V. Final Steps: Certification and Job Search

As you are completing your Student Teaching experience, you must complete the following steps to apply for your Teaching Certificate, apply for Secondary and Middle School Endorsements, and set up your Credential File at Career Services.

Follow these directions carefully as you apply for your Initial Teaching Certificate. Complete your Endorsement Sheets and your Transcript Request Form. The Transcript Request Form is to be sent directly to Registration & Records, and the Endorsement Sheets are to be sent to your Discipline Coordinator.

    A. ISBE (Applying for Initial Teaching Certificate)

        1. Application for the Initial Secondary (6-12) Teaching Certificate is done on-line through the Educator’s Certification System (ECS) at https://sec1.isbe.net/ecs/. Set up your account now so you can complete the application process once Registration & Records verifies that you have completed all the requirements. Setting up an account allows the state to prepare your certificate in advance.

    PROCESS FOR COMPLETING YOUR APPLICATION FOR THE ILLINOIS TEACHING CERTIFICATE (Apply for Certificate)

   The Educator’s Certification System (ECS) is a web-based process that will allow you to apply for your initial teaching certificate. If you have completed an Illinois approved teacher education program, you may use ECS to submit your application for the certificate. You will need your MasterCard or Visa credit card to pay your fees at this time. Your account will allow you to view all certification information on file with the State Board, including the status of certification requests, testing history, and documents received.

        2. Registering your certificate:

               The ISBE will mail your certificate to the address you provide on the ECS system. Once your certificate has been received, you will need to register it at the Regional Office of Education for the area in which you will, or hope to be teaching.

    B. Registration and Records (Transcript Request & Endorsement Applications)

        1. Transcript Request

               Print off and follow the directions for the Transcript Request (we recommend you request 3 copies – one for your use, one for you to use to register your teaching certificate and one to give to the district where you get a job) from http://www.reg.niu.edu/regrec/transcripts/requesttranscripts.shtml and send with a check for $5.00 per transcript to Registration & Records as soon as possible. If you are going for both a B.A. or B.S. degree and certification, indicate both “after degree is posted” and “after certification comments are posted.”   If you are just seeking certification, then indicate “after certification comments are posted.”

              Also, request an official transcript from each college/university you attended to send to the Illinois State Board of Education (ISBE) at:

              ISBE
              Division of Certification and Professional Development
              100 North First Street
              Springfield, IL 62777-0001

            * Keep all official transcripts you receive sealed so they remain official.

           2. Endorsement Applications

                Print off & complete both the Middle School and Secondary Endorsements Sheets. You need to complete these endorsement sheets even if you only check your main subject area on them. Go to www.teachercertification.niu.edu. Click on “Endorsement Applications” in left-hand bar. On the next page in the section titled, “Middle Grade Endorsements,” click on your main subject area to view the Middle School Endorsement Application. Click “Print” at the top of the page. Fill out the form. Make sure that you check both your main subject area and any other endorsement areas for which you are applying. If you have completed or think you have completed any endorsements besides your main subject area, check that box so that Registration & Records will tell you what you still need to take, if anything.

                On the previous page (“Secondary and Middle-Grade Endorsement Application Instructions”), click on the link for “Secondary Endorsements” to view the Secondary Level Endorsement Application. Click “Print” at the top of the page. Fill out the form. Make sure that you check both your main subject area and any other endorsement areas for which you are applying. If you have completed or think you have completed any endorsements besides your main subject area, check that box so that Registration & Records will tell you what you still need to take, if anything.

                Make sure Registration & Records has official transcripts for any courses you wish to count towards Middle School or Secondary endorsements. Make sure you sign the forms at the top, next to “Student Signature.” Drop off or mail the completed forms to your Program Coordinator as soon as possible. Your coordinator will sign them and forward them to Registration & Records.

            3. Undergraduate Fee Payment

                If you are completing a B.A. or B. S. degree, the Undergraduate Fee Payment form will be sent to you separately. Please complete that form and send the appropriate check to NIU ASAP. Make sure R&R has your correct degree date. Any change in the degree date must be done in writing.

                Please complete #1 ASAP, and #2 and #3 by the dates required so that the completion of your certification/degree process goes smoothly.

            4. Out-of-State Certification

                During the procedures leading to certification, it may be necessary to look into requirements in other states. The website which gives certification requirements in all 50 states can be found at www.uky.edu/Education/TEP/usacert.html. It must be noted that certification candidates must receive their Illinois teaching certificate through an ROE office in Illinois before they are eligible in another state using the “reciprocity” agreement with Illinois.

                For up-to-date information, visit the ISBE website at www.isbe.state.il.us. In the section labeled “Certification” (http://www.isbe.net/certification/default.htm), a great deal of information can be found.

            5. Early Clear Procedure

                Registration and Records’ Early Clear Procedure allows a student who has received a job offer and has completed all the certification requirements to begin the job prior to or shortly after the end of the semester. When a student receives a job offer from a school district and the starting date is prior to or shortly after the end of the semester of student teaching, the following steps will result in an Early Clearance and will allow the candidate to obtain his/her teaching certificate.

                a. After the job offer, the school’s principal or an administrator in the school district office in which the offer has been made must send a letter on school or district letterhead stating exactly what type of position is being offered and the approximate starting date of the position. The letter must request an early clear for the student.

              Copies of this letter should be sent to:

                (1)    Ms. Mary Ann Rose, Teacher Certification, Registration and Records, NIU, DeKalb, IL 60115-2871

                (2)    Carol Patch, Teacher Certification, Registration and Records, NIU, DeKalb, IL 60115-2871

                         Letters can also be faxed to the above listed people at (815) 753-4304.

              b. The student receiving the offer must send a letter (including the social security number) requesting an early clear to both of the above listed people.

              c. The student receiving the offer must notify his/her discipline coordinator, who will then fill out the appropriate paperwork, informing Registration and Records that the student has completed all program requirements.

                d. The student must have completed the Illinois Test of Basic Skills, the Content Area Test, and the Assessment of Professional Teaching Knowledge (APT) test.

                e. The student must obtain official transcripts (kept in their sealed envelopes) from all community colleges and universities he or she has attended.

              f. Once Registration and Records determines that all certification requirements have been met, the Application for a Teaching Certificate (that you sent to Registration and Records at the beginning of the student teaching semester) will be signed by NIU’s Certification Officer and then returned to the student.

                g. The student should obtain an unofficial transcript from Registration and Records that includes the courses they are taking during the student teaching semester. NIU’s official transcript with the degree and/or certification comments posted will be sent to the student about three weeks after the end of the semester.

                h. The student should bring the signed Application for a Teaching Certificate, transcripts and checkbook to the Regional Office of Education in the county in which the student will be employed. The Regional Office will issue the teaching certificate to the student.

    C. Career Services

        All services are complimentary for current students and alums.

        SERVICES

        * The Education Employment Guide (copies available at the Career Services office or through student teaching workshops)

        * Assistance with job searches

        * Assistance with resume writing

Online resume critiques available at edresumes@niu.edu

        * Assistance with interviewing

        * Listings for part-time and temporary jobs (on Victor eRecruiting)

        * Graduate school advice

        * Career/job change advice

        * Information on full-time jobs after graduation

        * Keirsey Temperament Sorter (personality inventory) for career indecision/change

        APPOINTMENT/CONTACT INFORMATION

        Appointments:                           753-1642

        Address:                                     Career Services

                                                            Campus Life Building 220

                                                            Northern Illinois University

                                                            DeKalb, IL 60115-2859

        INTERNET RESOURCES

          * Career Services Home Page: www.niu.edu/CareerServices

          * Victor eRecruiting (Career Services candidate database) through CS Home Page (you will want to UPLOAD and PUBLISH your resume in the appropriate resume book)

          * Major WebLinks: http://www.niu.edu/careerservices/weblinks/index.html

        Mid-America Educators’ Job Fair
        Held the last Monday of each February (no attendance charge for candidates) 9:00 a.m. – 2:00 pm
        Convocation Center

Credentials for Educators

A credential file is considered essential for persons who are in, or are planning to enter, the field of education. This file is used to support job applications and is available during the post-graduation job search or at any time during your career.

Career Services will maintain a credential file for any certificated educator who has completed a degree or a certification program at NIU. It is expected that educators will keep their files updated. Candidates may have their files sent to school districts for the fee of $5.00 per set. There is no limit to the number of files that one may request.

Who May Establish Credentials

    ·         Educators who have earned their highest degree (i.e. bachelor's, master's, or doctorate) from NIU, or those who have earned certification and are not maintaining a credential elsewhere.

    ·         Graduate students (preparing to be teachers or administrators) who are in a degree program and will have earned at least 15 hours at NIU in the semester in which they register for services.

    ·         Undergraduates in their senior year.

Categories of Services

Current Student/Alumni Services allow candidates to:

    ·         Establish, reactivate, or update a credential file.

    ·         Send five sets of credentials to prospective employers at no charge and additional sets for $5 each.

    ·         Use Career Services counseling services, teacher job fairs, and workshops.
    ·         Have free access to Victor eRecruiting (our on-line job search database).

Credential Requests: credentials@niu.edu
                                 Phone: (815) 753-1642
                                 Fax:      (815) 753-7200

It must be noted that Credential files are NOT a part of e-Recruiting due to the confidential nature of their contents. Candidates must fill out forms for the credential file at NIU in addition to registering for e-Recruiting.