Regions, Assignments, Arrangements
Teacher candidates are assigned to one of eight different placement “Regions”. These include: Region I (Albany); Region II (Saratoga Springs); Region III (Glens Falls); Region IV (Tri Lakes); Region V (Malone/Chateauguay); Region VI (Ticonderoga); Region VII (Clinton & parts of Essex Counties); Region VIII (New York City). A more detailed description of these regions and related information can be found in Appendix E.
- In general, regional assignments will be posted in the Office of Field
Experience/Student Teaching, Sibley Hall, Room 300, and at the SUNY
Plattsburgh Branch Campus (ACC) as follows:
- Fall Semester Applicants - Third Week of March
- Spring Semester Applicants - First Week of September
- After the Regional Assignments are posted, I allow a one week "due process" period of listening to student questions and/or regarding their regional assignment. I will review each situation and carefully weigh all possible options before I make a decision regarding any possible changes
- Your specific placement assignments (name of your College Field
Supervisor, your school placement(s), the names of your Professional
Development Educators, and contact information) will be available the
Office of Field Experience/Student Teaching, Sibley Hall, Room 300, and at
the Branch Campus, as follows:
- Fall Semester Applications - Second Week of May
- Spring Semester Applications - Third Week in November
- Teacher candidates receive notice of both quarterly placements in
November (Spring Applicants) and May or June (Fall Applicants). Assignments
are made by the Director of the Office of Field Experience after consulting
with faculty members regarding applicants’ readiness for student teaching.
- Housing: It is the responsibility of teacher candidates to arrange for housing which best accommodates personal and professional needs. A listing of available housing is provided through the Office of Field Experience.
- Transportation: It is the responsibility of teacher candidates to make arrangements for transportation to their assigned schools.
- Recreational and Social Activities: Each region and community in which a teacher candidate is placed offers its own unique opportunities for recreational and social involvement. Teacher candidates are encouraged to take advantage of these opportunities in such a manner that will enhance their knowledge of the community. It is hoped that such involvements will have a positive impact upon teacher candidates’ teaching performance.
- The following steps are required prior to attending the
first student teaching assignment:
- Send a letter of introduction and resume to your Professional Development Educator, Building Administrator, and College Field Supervisor;
- Establish contact with your College Field Supervisor, and attend your College Field Supervisor’s first group seminar session;
- Arrive at least 30 minutes early on the first day of your assignment, introducing yourself to your Building Administrator and Professional Development Educator.
- Teacher candidates are to be considered as temporary teaching staff members whose role and conduct are guided by the rules, policies, and ethics of full-time staff members. Teacher candidates are expected to meet assigned responsibilities in a manner consistent with teaching associates.
- Teacher candidates should become familiar with their school's policies and procedures prior to their arrival. If not possible prior upon arrival, then this should be covered during the first week's activities.
- The following steps are required prior to attending the first student teaching assignment: