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SEHD

Requirements to Complete During Student Teaching

The student teacher must be fully invested in the life of his/her classroom and be prepared for the unexpected events which occur in every classroom. This is a professional position, and the student teacher must consistently conduct him/herself in accordance with the professional conduct of a teacher as detailed by the National Education Association.

Specific assignments include:

  • Journaling—The student teacher will maintain a reflective journal throughout the clinical experience. In this journal the student teacher will record reflections on lessons, key learnings, and responses to conversations and critiques. A minimum of two entries are expected each week. This journal is to be available for review by the university supervisor at each visit.
  • Student Teaching Seminar (EDUC 460)—Participation in the seminar, meeting on campus as detailed in the syllabus, is required of all student teachers. Conducted by the Director of Field & Clinical Experiences with the assistance of the university supervisors, EDUC 460 consists of presentations and discussions of topics pertinent to the student teaching process. Time is set aside for reflection and discussion of clinical issues and experiences.
  • Professional Portfolio—Each student teacher is required to submit a portfolio to the Director of Field and Clinical Experiences. The portfolio should be impeccable since it is a tangible representation of the student teacher's personal standard of excellence.
  • Philosophy of Education--Each student teacher will revisit his/her philosophy of education paper written during the EDUC 112/114 course. The purpose of this exercise is to reflect on and articulate growth as a result of experiences during the teacher education program.
  • Teacher Performance Assessment (edTPA)—Each student teacher will participate in the TPA which includes three tasks (1) Planning for Instruction and Assessment, (2) Instructing and Engaging Students in Learning, (3) Assessing Student Learning. The student teacher must begin scheduling specific tasks during the first week of student teaching and submit the completed project by the assigned date.
  • Candidate Dispositions—At the beginning of the student teaching semester, the ST will meet with both the university supervisor and cooperating teacher to discuss their respective reflections on the candidate's ability to exhibit dispositions for educators committed to serve together (Candidate Proficiency 12). Using the Dispositions Rubric, the cooperating teacher and university supervisor will assist the student teacher in setting specific goals for the semester. At the end of the semester, the student teacher, cooperating teacher, and university supervisor will assess the student teacher using the Dispositions Rubric via TK20.
  • Lesson Plans—One of the most important tasks of a student teacher is the preparation of lesson plans. The beginning teacher needs to plan in much more detail than an experienced teacher. Since the format of lesson plans in various schools/districts varies, the cooperating teacher will specify the format to use, however, when the university supervisor makes his/her formal visits, the student teacher is expected to use the Malone lesson plan format. Regardless of the particular plan used, the student teacher must give the cooperating teacher and supervisor sufficient time to check lesson plans before teaching occurs. At minimum they should be submitted 48 hours in advance.


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