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General Description
Policy Provisions
Performance Evaluation
Subject Experts
Roles and Responsibilities of Student Teachers

Document Number: SOEDU--111 Revision #: 1.0
Document Owner: Executive VP Date Last Updated: 07/11/2013
Primary Author: Dean of the School of Humanities, Education, and the Arts Status: Approved
Date Originally Created: 05/15/2012

General Description

Information about the student teaching seminar relative to School of Education and Public Policy policy.


Delineation of policy.



Responsibility: Academic Affairs
VP for Academic Affairs

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Relevant Knowledge: In order to comply with this policy you should know:
Current University policy
State statutes

Terms and Definitions: Additional training

Corrective Action

Loss of privilege, student

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Policy Provisions

Professional Responsibilities

1. The student teacher must be aware that student teaching is a primary responsibility, and that attendance and preparation should reflect the seriousness of this responsibility.

2. The student teacher should behave in a professional manner at all times, realizing that punctuality, reliability, initiative, and attitude toward teaching are important aspects of his/her evaluation as a perspective teacher.

3. The student teacher shall maintain a professional relationship with all students without exception.

4. The student teacher should examine his/her attitudes toward and expectations of the students. In doing so, he/she should:

a. Respect the student as a person;

b. Recognize the worth of each student;

c. Recognize what is reasonable to expect from students in terms of maturity, motivation, and responsibility; and

d. Temper language to suit the classroom environment.

5. The student teacher should adopt teaching and discipline procedures as suggested by the cooperating teacher, so that the on-going work of the class will not be disrupted. Other techniques may be utilized at the discretion of the cooperating teacher.

6. The student teacher should recognize the confidential nature of student information (including observations of behavior, achievement data, disciplinary measures, etc.) and assume the responsibility for handling confidential information.

7. The student teacher should dress to meet or exceed the University’s expectations and the assigned school’s dress code while on the premises or at school-related activities.



Teaching Requirement

Student teachers should have a gradual introduction to the classroom and the skills of teaching. By the end of the second or third week, the student teacher should have responsibility for one-half of the teaching. There should be a three-week period when the student teacher has a total responsibility for all the activities of the class. There may be a gradual phasing out of responsibilities during the last week. There should be approximately one hundred fifty (150) hours of teaching for a typical student teacher. Some student teachers may exceed this amount. (Refer to the detailed sequential plan for student teaching later in this handbook).



Student Teaching Seminar

The student teacher will attend and participate in bi-weekly seminars and complete the Live Text portfolios and any other assignments (Post-Observation Reflections, MAE Term Paper, Evidence of Student Learning Projects).

A. Observations

Each student should be observed and evaluated four times per placement, two by the University supervisor and two by the cooperating teacher.

It is your obligation to let the supervisor know when you have begun to take over some lessons or classes, and at which times, as you phase in. Observations can be scheduled as early as the third week of a placement.

Most first observations will be scheduled; however, the University Supervisor reserves the right to make unscheduled visits. Please have a printed copy of your lesson plan for the University Supervisor for all scheduled observations. Student should arrange time for a conference with the University Supervisor immediately following the observation. The observation evaluation sheet will be given to you after your observation.

Second observations will mostly be unscheduled, so it is important that your Daily Class Schedule be accurate. Your supervisor will be very unhappy if they drive to your school for an observation and you are not available or teaching.

B. Assignments and Documents

You will complete your LiveText Portfolio for all 10 standards during the Professional Semester. Lesson Plans are sent for review separately to your supervisor and seminar leader. You will update and add some original statements  and products in your student portfolio during the semester. Details below:

Provide to your Supervisor and Seminar Leader:

1. Daily Class Schedule

2. Post-Observation Reflections: due within 24 hours of observation. This is where you internalize and implement the feedback from your Observer (Principal, CT, Supervisor, Dept. chair).

3. Evidence of Student Learning Project: How will you know that you have made a difference in your students’ education – both now and when you have your own classroom? This activity is designed to show  how. Your seminar will include details related to this project. It is a lengthy project and requires forethought and planning, coordination with your cooperating teacher, and a presentation of findings. You will do one for each placement.

4. Individual Education Plan (IEP) Reviews of inclusion students (if applicable or possible) and attend S-Team and IEP meetings. Special education student teachers are required to conference with inclusion/resource teachers in their general education placement on a regular basis. Write a brief summary of your observations.


B.II.: Prepare Lesson Plans for each lesson in every academic area taught.

1. Send for review to your supervisor only the lesson plan you will be conducting during a scheduled supervisor observation. Send it for review at least two days prior to the observation. Since one observation will be unscheduled, you will be expected to have a lesson plan prepared that can be sent for review within a day of the observation.

Remember to print copies of the lesson plan and materials for your supervisor to look at during his/her observation. When you complete and revise your lesson plans, especially Unit-Post them in your L/T Portfolio as artifacts.

B.III. Evidence of student learning project: This assignment is detailed in the Seminar. The final results are to be presented in table or chart form (prepare a separate Excel spreadsheet) with copies of the pre- and post-tests. Your reports are to be placed in the “Artifacts” section of the Standard 8 page of the portfolio. The results should be attached to the artifacts section of Standard 8 in your portfolio.

B.IV. Candidates are required to update or add the following in their Student Portfolio in LiveText:



1. Resume (add a word document copy as an attachment so Principals can print it if you share with them);

2. Artifacts with work from seminar or student teaching.



1. Professional statements of belief for all 10 standards;

2. Sample Lesson Plans from student teaching under Standard 7;

3. Both evidence of student learning project findings under the artifacts section of Standard 8.

4. Assessments you created under standard 8.


NOTE: You must send for review your portfolio (even if you have shared it) to your supervisor at the end of your first placement. It will be reviewed and assessed with a rubric. This will be a PRACTICE assessment and is designed to let you know what you will need to do to make your portfolio acceptable at your Final Exit Interview. You will submit the portfolio for final review ONE WEEK PRIOR to your scheduled Final Exit Interview. Assessment at this point is final.


C. Final Exit Interview

A requirement to successfully complete this course is for student teachers to conference with a committee during the last week of Placement II to discuss their final reflections about the teacher education program, evaluate the Professional Semester experience and have their Portfolio reviewed. Students will focus on their current competencies as a professional teacher and future growth plans.


Grades for the seminar are Pass/Fail. Should you fail you will not have successfully completed the requirements of the 12-credit course and thus will not be able to apply for an Initial Teacher’s License. Candidates will be given a passing grade if they satisfy EACH of the following:

1. punctuality and attendance at placements schools and seminars;

2. acceptable Observation Evaluation scores (an average score of 3 or better for each item) (A);

3. completed Seminar assignments (the items under B.I. above being submitted on time);

4. passing assessments of lesson plans (B.II.);

5. acceptable presentation of Evidence of Student Learning project (B.III);

6. passing evaluation of Student Portfolio (B.IV.); and

7. successful Final Exit Interview (C).


This Pass/Fail grade of the professional semester (student teaching semester and seminar course) includes 15 weeks of regular attendance at two cooperating school sites, 4 lesson plan evaluations, 8 observations of teaching performance, 2 evidence of student learning projects, a portfolio evaluation, and seminar attendance and participation.

Criteria and rubrics for evaluation of lesson plans, lesson observations, the evidence of student learning project, and portfolio evaluation are all included in your seminar document for your advanced knowledge of how you will be assessed.


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Performance Evaluation
Performance Metrics: Compliance with standard policy and procedure

Consequences: Further training
Loss of privileges

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Subject Experts
The following may be consulted for additional information.
Academic Affairs Support Staff

Dean of the School of Humanities, Education, and the Arts

VP for Academic Affairs

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