University of West Florida
College of Professional Studies
Division of Teacher Education
Student Teaching
Handbook
Writing Curriculum, Delivering Instruction,
And Managing the Classroom
Fall 2012 (updated wwade)
Table of Contents
LETTER FROM DIRECTOR OF SCHOOL OF EDUCATION ........................................................... 4
INTRODUCTION...................................................................................................................................... 5
DEFINITION OF TERMS ........................................................................................................................ 5
UWF School of Education Teacher Dispositions .................................................................................... 5
GENERAL INFORMATION .................................................................................................................... 6
Fingerprints and Background Checks ....................................................................................................... 6
Liability Insurance and Medical Insurance ............................................................................................. 6
Application and Placement Information .................................................................................................. 6
Placement out of University Service Area................................................................................................ 7
Orientation .......................................................................................................................................................... 7
Professionalism ................................................................................................................................................. 7
Dress Code ........................................................................................................................................................... 7
Employment during Student Teaching ..................................................................................................... 8
Student Teacher Schedule ............................................................................................................................. 8
Diverse Setting ................................................................................................................................................... 9
Student Teaching Evaluation Criteria ....................................................................................................... 9
Student Teaching Final Grade ...................................................................................................................... 9
Option 1 ......................................................................................................................................................................... 10
Option 2 ......................................................................................................................................................................... 10
Florida Educator Accomplished Practices (FEAPs) ........................................................................... 10
SUPERVISION ........................................................................................................................................ 10
Student Teachers and the Supervising Teacher ................................................................................. 11
Student Teachers and the University Supervisor in the University of West Florida Area
(Escambia, Santa Rosa and Okaloosa Counties). ................................................................................ 11
Student Teachers Placed Outside of the University of West Florida Service Area and the
University Supervisor. ................................................................................................................................. 12
Student Teachers and the Faculty Associate........................................................................................ 12
RESPONSIBILITIES .............................................................................................................................. 12
Student Teacher Responsibilities ............................................................................................................ 12
Key Things to Remember! .......................................................................................................................... 13
IEP Requirement ............................................................................................................................................ 14
SUPERVISING TEACHERS .................................................................................................................. 14
Criteria for Selection of Supervising Teachers ................................................................................... 14
Supervising Teacher Responsibilities .................................................................................................... 15
FACULTY ASSOCIATES ....................................................................................................................... 16
Faculty Associate Responsibilities .......................................................................................................... 16
Unit Plans.......................................................................................................................................................... 16
Unit Plan Assessment ................................................................................................................................... 16
TK20 HELP ............................................................................................................................................. 17
Unit Plans in TK20 ......................................................................................................................................... 17
How to upload an image (your graph or chart in the Unit Plan): ................................................. 17
Professional Education Applicant Self Rating Form ......................................................................... 18
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Tk20 Assignments For Student Teaching: Spring 2012 ........................................................ 18
FORMS APPENDIX ............................................................................................................................... 20
Student Affirmation .....................................................................................Error! Bookmark not defined.
Student Teaching Evaluation 1 And 2....................................................Error! Bookmark not defined.
Student Teaching Midterm And 4th Evaluation ..................................Error! Bookmark not defined.
Final Student Teaching Evaluation .........................................................Error! Bookmark not defined.
Weekly Preview Reports ............................................................................................................................. 27
Self Check List For Student Teachers And Interns ............................................................................. 29
Liability Insurance ........................................................................................................................................ 30
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LETTER FROM DIRECTOR OF SCHOOL OF EDUCATION
Dear Student Teacher,
Congratulations on achieving this significant milestone in your educational career.
Over the past few semesters, you have received comprehensive, practical, and relevant
instruction designed to assist you in becoming an excellent teacher. Throughout your educational
program, you have had a planned series of clinical experiences beginning early in your program.
You have demonstrated the competencies and skills to write curriculum, deliver instruction, and
manage the classroom. Student teaching now provides you with the opportunity for culminating
field experiences of progressive responsibility for learning under the supervision of highperforming educators. Your supervising teacher has been selected because she/he is a highly
qualified professional in the field of education … a key to your success as a UWF Student
Teacher.
The University of West Florida, College of Professional Studies, and School of Education enjoy
a superb relationship with the School Districts of Escambia, Santa Rosa, and Okaloosa Counties.
This relationship has evolved into a partnership in professional development of our pre-service
and in-service teachers. It is essential that we maintain this positive relationship. You are the
critical link in this relationship. Throughout the student teaching assignment, the supervising
teacher will closely monitor and measure your teaching skills to ensure you demonstrate the
highest standards of excellence. Stay focused, pay attention to the feedback you receive, and act
appropriately.
In closing, keep in mind that you represent the College of Professional Studies’ best of the best.
You will be establishing your professional reputation in the Public School System … so it is
vitally important that you maintain the highest standards of excellence.
Have a great student teaching experience!
William Evans, Ph.D.
Director, School of Education
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INTRODUCTION
Student teaching is the capstone and culminating field experience of the Teacher Education
program. With the cooperation of school districts, administrators and teachers, the University Of
West Florida, School Of Education strives to provide teacher candidates (students) with K-12
classroom experiences to develop the skills and pedagogy necessary to become a successful
teacher. The School of Education is particularly indebted to the school districts for their help in
preparing the teachers of tomorrow.
This handbook is intended to provide general information regarding student teaching required in
the Teacher Education programs. A separate handbook for the Supervising Teachers of teacher
candidates is also available. The handbook is a guide and students should also consult the
individual course syllabus for additional guidance on specific assignment requirements.
DEFINITION OF TERMS
Student Teacher: A student enrolled in the culminating field experience, student teaching. These
terms are used interchangeably.
Supervising Teacher: The supervising teacher is a fully certified teacher who is responsible for
working daily to assist in developing the professional growth of the Student Teacher.
Faculty Associate (FA): A supervising teacher who has assumed additional supervisory duties.
FAs provide guidance to both the supervising teacher and Student Teacher and maintain close
contact with the University Supervisor.
University Supervisor (US): The university supervisor works collaboratively with the
Supervising Teacher in providing meaningful experiences and evaluations of the Student
Teacher.
UWF School of Education Teacher Dispositions
Critical Thinkers are able to examine their frame of reference by analyzing educational
policy and practice in everyday experiences.
Counselor/mentors are able to interact effectively with learners, colleagues and the public
to promote high levels of success for every individual.
Lifelong learners are committed to the profession, to continuous learning and to self
improvement.
Decision makers utilize self-reflection and data analysis in order to learn from
experiences and make changes.
Ethical/moral professionals recognize human diversity and intentionally make individuals
feel valued for their potential.
Problem solvers develop alternative solutions to educational problems while believing
that all individuals learn.
As students move through the different field experiences, higher levels of thinking and
performance are expected. Students in Field Experience I demonstrate thinking at the knowledge
level while Field Experience II students will apply the learning to various assignments. During
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student teaching Student Teachers will analyze information, plan, teach and finally evaluate the
results. This movement from lower level to higher level thinking and performance is reflected on
the evaluation forms for each field experience.
GENERAL INFORMATION
Fingerprints and Background Checks
In order to comply with the Jessica Lunsford Act, students completing a field experience in the
State of Florida must be fingerprinted and complete a background check. Each school district is
responsible for the fingerprinting of students in that county. Students should check with the local
school district website for procedures for fingerprinting and background checks. Students will
not be allowed entry into a school without completing the fingerprinting and background checks.
Each district has different policies and students should follow their specific county’s guidance.
Student Teachers should check with their local district to ensure their fingerprints are current.
Students in other states should contact their local school district for guidance.
Liability Insurance and Medical Insurance
Beginning in Fall 2009, all Teacher Education students must purchase liability insurance. Please
see the Teacher Education Handbook for information on where the insurance can be purchased.
Students should secure their own medical insurance. The University of West Florida will not
cover any illness or injury sustained during the field/student teaching experience. Students
will bear all responsibility for illness or injury incurred during student teaching.
Application and Placement Information
All students will apply for student teaching through TK20. Applications are due by March 1 for
fall placement and August 1 for spring placement. There is an application tutorial available on
the TK20 login site (uwf.tk20.com) under “Artifacts” and “Applications.” Students will be
registered for all field experiences through the Advising Office using the submitted applications.
Students may request three different schools on their student teaching application. Students may
also request a specific grade level. While the school districts try to honor these requests, it may
not be possible to place the student in their requested grade or school.
For students not in UWF’s service area (i.e. Escambia, Santa Rosa, Okaloosa), a hard copy of the
application is also required. This may be found on the School of Education website as well as
through TK20.
Students in the service area are not permitted to contact the county/school district office
directly regarding placement. Students who contact the county/school district office regarding
their placements will be removed from student teaching for that semester. Students out of the
service area will provide information to help find a placement. Students should not work with the
county to determine placement. Please allow the Director of Student Teaching Placement to
initiate contact. (Students provide information and the Director contacts the county.) The
following information should be attached to the hard copy application:
District name
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Name, phone number and email of individuals responsible for placing students in field
experiences
List of possible schools in the district and corresponding principals’ names, phone
numbers and emails
Any other information that will help placement
Students will not be placed in a high school from which they graduated or in school where a
relative is a student or staff member.
Once a placement is obtained, it will not be changed.
Student Teachers will be notified of their placement through email or TK20 as soon as they
become available.
Student teaching is the culminating experience and all course work must be completed before
entering student teaching.
Placement out of University Service Area
Students may be placed outside of the University Service Area. (See above for application
requirements) In order to appropriately supervise these students, a University Supervisor must be
identified for the Student Teacher. Usually, the University Supervisor is an individual from a
local University who is part of a Teacher Education program. Fees for the outside of the
University of West Florida Service Area may be required. Students are required to pay the
additional fees for the Out of Area University Supervisor should there a fee. In addition, if
the local district requires a fee for the Supervision of Guest Student Teachers, the student will
also pay these required fees. These fees are in addition to normal University of West Florida
fees.
Orientation
Orientation for student teaching is generally held during the week before the semester begins and
not an option. The Director of Student Teaching will discuss and answer questions regarding the
handbook. Student Teachers will be held accountable for all information presented in the Student
Teaching Handbook. For students out of the service area, an Eluminate orientation session will
be available. Local Student Teachers must attend the orientation. Out of Area students must view
the Eluminate session before student teaching commences.
Professionalism
Students should always maintain a high level of professionalism especially while in the schools.
Indicators of professionalism include a willingness to participate in activities, attendance,
punctuality, completing assignments, and demonstration of a positive attitude. Students should
maintain a professional stance while participating in the student teaching experience as well as
away from the school environment. Lack of professionalism can result in the student being
removed from student teaching and will result in failure for the course.
Dress Code
Students participating in student teaching should dress according to professional practices. Jeans
are not considered appropriate dress and any piercings should be removed with the exception of
standard earrings for women. Shirts must cover the midriff and back and extend below the waist
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band of pants. On occasion, will call for the Student Teacher to follow the school's suggested
dress code and in these very individualized situations Student Teacher's should follow the advice
of the school's Administration and Supervising Teacher.
Employment during Student Teaching
Candidates should not be employed outside of student teaching. However, if financial reasons
require a student to work part time during student teaching, permission must be gained from the
Director of Student Teaching. Additionally, the employment must be after school hours or on
weekends. If the employment impacts a student’s performance in any manner during student
teaching (i.e. teaching performance, attendance), the Student Teacher will need to withdraw from
student teaching or stop working.
Student Teacher Schedule
Student teaching begins on the first day of the UWF semester and ends on the last day of the
semester. (See the University’s calendar for specific dates) Candidates are expected to be in their
field classrooms starting on the first day of the UWF semester and ending on the last day of
the semester. Once student teaching has begun, the candidate will follow the local school
district’s schedule. For example, during fall semester, some districts have a fall break during the
week of Thanksgiving. While the University is in session through Wednesday of Thanksgiving
week, if a school district is not in session during Thanksgiving week, the Student Teacher will
not be in the field classroom. For spring semester, Student Teachers will follow their school
district’s schedule for spring break regardless of the University’s spring break.
Student Teachers should gradually assume responsibility of the classroom to reach “total control”
for six weeks. During the six weeks of total control, the Student Teacher should assume all of the
Supervising Teacher’s duties. The following is a suggested schedule but the exact timing should
be determined between the Student Teacher and the supervising teacher.
Weeks 1 & 2:
During the first two weeks of the semester, the Student Teacher should observe and
complete any duties assigned by the Supervising Teacher. The Student Teacher should
also work with individuals and small groups. The Student Teacher may begin to teach
lessons during the second week of the semester.
Weeks 3 - 7:
In week three, the Student Teacher should begin to assume the primary responsibility
(with the supervisor’s assistance) for planning and teaching one class or subject (or
approximately one hour of the day’s program) each day with observation, participation
and teaching assistance. During weeks four through seven, the Student Teacher should
add a class or subject for each week until the Student Teacher has assumed all of the
Supervising Teacher’s duties.
Weeks 7 – 13:
The Student Teacher should retain the responsibilities assumed in the previous weeks and
complete a minimum of six weeks of full-time teaching
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Weeks 13 – 15:
The Student Teacher should gradually return primary responsibility of planning and
teaching the class to the supervising teach.
Diverse Setting
In order to provide appropriate field experiences, students will be placed in a variety of
classroom settings among the three field experiences (Field Experience I, II, and Student
Teaching). A minimum of one placement must be in a diverse setting as defined by the local
area. Some schools will not be available for the diverse placement.
Student Teaching Evaluation Criteria
3 = Exceeds Expectations. Performance is consistently exemplary, showing extra time and effort
invested. All plans and requirements are on time and of a professional quality. Student
Teacher shows ability to identify and improve performance based on self-assessment and
feedback from others. (Note: This level of performance is rarely seen until the final
evaluation.)
2 = Meet’s Expectations. Student Teacher’s performance is substandard showing poor
performance. Plans and requirements are not completed. Student Teacher is not able to
achieve goals for improvement.
1 = Does Not Meet Expectations. Student Teacher’s performance is very poor and needs
intensive remediation.
NA = Not Applicable. Student Teacher’s performance has not been observed in this area.
Student Teaching Final Grade
The UWF Instructor of Record will make the final decision the Student Teacher’s final grade for
Student Teaching.
As part of the final grade, Student Teachers must receive a rating of “Satisfactory” on the final
evaluation. In order to receive a grade of " Satisfactory” Student Teachers may not receive a
rating of 1 (Does Not Meet Expectations) or NA (Not Observed) under any of the 12
Florida Educator Accomplished Practices (FEAPs) on the final evaluation submitted by the
Supervising Teacher in TK20.
In addition, the Student Teacher may not receive a rating of 1 (Does Not Meet Expectations)
on the Second University Supervisor's Evaluation Form in TK20.
For those students who receive a 1 (Does Not Meet Expectation) and/or NA (Not Observed) on
the Final Evaluation of Student Teaching submitted by the Supervising Teacher and/or a 1 (Does
Not Meet Expectation) on the 2nd University Supervisor’s Evaluation, the following two options
are available.
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Option 1
At the discretion of the UWF Instructor of Record, students who receive a rating of
"Unsatisfactory" may be given a grade of "Incomplete" for their final grade in student teaching.
This option will require the Student Teacher to complete up to an additional 10 weeks of
student teaching. These additional weeks are to be completed during the very next UWF
semester in which student teaching occurs.
A grade of "Incomplete" will only be offered to those students who have shown some
improvement in their performance over the semester however additional training and resources
are needed. In addition these students must have demonstrated a record of consistent and
appropriate professional behavior.
Students who receive an "Incomplete" will receive additional preparation, training and resources
in identified areas based on the Supervising Teacher’s and University Supervisor’s evaluations,
feedback and suggestions. Once all requirements have been met, the Student Teacher’s grade
will be changed and submitted to the registrar’s office.
Option 2
Students who receive a grade of "Unsatisfactory" in Student Teaching may choose to change
their major to Educational Studies and complete all degree requirements associated with this
program. This change in the student's major should be carefully considered. Students are
encouraged to talk with their advisor so that they have a full understanding of the degree
requirements and career options.
Florida Educator Accomplished Practices (FEAPs)
Throughout the Teacher Education program students will be assessed on the 12 Florida Educator
Accomplished Practices (FEAPs) and the six dispositions in order to monitor progress toward
becoming an empowered person and professional who makes a difference.
1.
3.
5.
7.
9.
11.
Assessment
Continuous Improvement
Diversity
Human Development and Learning
Learning Environments
Role of the Teacher
2. Communication
4. Critical Thinking
6. Ethics
8. Knowledge of Subject Area
10. Planning
12. Technology
SUPERVISION
Supervision of Student Teachers is a responsibility shared by the Supervising Teacher and the
University Supervisor. University of West Florida’s supervisory program is based on the
principle that the Supervising Teacher is responsible for classroom instruction and the University
Supervisor is a liaison between the Cooperating School and the University. In addition
University Supervisors will evaluate the Student Teacher on planning, teaching, assessment and,
self- assessment. Although the assessment of the Student Teacher is primarily the responsibility
of the Supervising Teacher, the University Supervisor plays an active role in the process by
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facilitating the development of the final assessment and by reviewing unit plans written and
implemented by the Student Teacher.
Student Teachers and the Supervising Teacher
Supervising Teachers are the professionals with whom the University West Florida student is
most closely associated during student teaching. Supervising Teachers have made a commitment
to the Student Teacher, yet are also responsible for providing a positive learning environment for
all pupils. The Supervising Teacher provides guidance and support and is primarily
responsible for the assessment of the Student Teacher’s performance.
The relationship between the Student Teacher and Supervising Teacher is of critical importance
to the student teaching experience. It is necessary for an open and positive relationship to exist
right from the beginning. The Student Teacher should take the initiative in establishing
communication with the Supervising Teacher. If, for some reason, the Student Teacher is having
difficulty or senses a problem with the relationship, the Student Teacher should bring up the
issue immediately with the Supervising Teacher, University Supervisor, Faculty Associate or
Director of Student Teaching. It is essential that any barriers to open communication be resolved
quickly. To establish a productive working relationship with the Supervising Teacher, the
Student Teacher should:
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Display an interest in becoming a teacher by conveying a sincere desire to learn,
willingness to cooperate, and an appreciative attitude toward suggestions and criticism.
Keep in mind that he/she has an adequate knowledge of the subject matter, human growth
and development, teaching techniques, and planning.
Be willing to make every effort to implement theory into sound classroom practice.
Strive for insights from the observation and participation phases of student teaching.
Take an early initiative in assuming responsibility and, when teaching, attempt alternate
teaching techniques in order to discover and develop an individual teaching style.
Realize that the classroom pupils are the ultimate responsibility of the Supervising
Teacher and that variations from standard procedure should be discussed in advance with
the Supervising Teacher (The Student Teacher and Supervising Teacher are encouraged
to be innovative in ensuring that the Student Teacher is able to apply knowledge-based
strategies in the classroom).
Seek the advice of the Supervising Teacher. Plan for regular daily conferences to discuss
planning. Be frank and honest regarding teaching performances and be open to
suggestions.
Student Teachers and the University Supervisor in the University of West Florida Area
(Escambia, Santa Rosa and Okaloosa Counties).
The University Supervisor will complete 2 observations of the Student Teacher, participate in the
assessment process, and serve as a liaison between the University and the Cooperating School.
The University Supervisor will also review the Supervising Teacher’s assessment
evaluations to ensure that there is satisfactory performance. Because the Student Teacher
does not see the University Supervisor every day, it is very important for the student to know
when and/or how to contact the their assigned University Supervisor should a question or
problem arise.
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Student Teachers Placed Outside of the University of West Florida Service Area and the
University Supervisor.
In order to appropriately supervise students placed outside of the UWF service area, the Director
of Placement for Student Teachers will identify an individual who will serve as your University
Supervisor. If required, you will need to compensate the identified University Supervisor for
their services.
The Out of UWF Area University Supervisor will:
1.
Complete a "Meet and Greet" with the Student Teacher. You will also need to
discuss payment for your University Supervisor during this initial meeting.
2.
Complete 2 Evaluations of the assigned Student Teacher.
3.
Fax a copy of completed evaluations to the Director of Student Teaching at (850)
474-2844.
4.
Send the hard copy of signed evaluation forms to the following address:
Dr. Wanda Y Wade
11000 University Parkway
Building 85/174
Pensacola, Florida 32514-5750
Student Teachers and the Faculty Associate
Faculty Associates will evaluate the Unit Plans and provide feedback to the Student Teacher in
TK20. All sections of the plans must be assessed as “meets expectations.” Any part of the
plans assessed as “does not meet expectations” must be revised. Please see the current
syllabus for the specific requirements of the unit plans. The FA will also provide support and
guidance to the Supervising Teachers and maintain contact with the University Supervisor and
Director of Student Teaching.
RESPONSIBILITIES
Student Teacher Responsibilities
Respect the Supervising Teacher. These veteran teachers are experienced, professional, and
capable of guiding your student teaching experience. Cheerfully accept suggestions for
improvement. Learn as much from those things with which you disagree as from those with
which you agree. Personal activities should not be allowed to interfere with time devoted to
student teaching/internship.
Student Teacher’s should be assertive in learning and work to build courteous and professional
relationships with educators and support staff. Relationships with pupils and parents should be
characterized by respect and professionalism. As you become a part of the educational team in
the cooperating school it is expected that you will abide by the following guidelines:
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Respect the Supervising Teacher. These veteran teachers are experienced,
professional, and capable of guiding your student teaching experience.
Cheerfully accept suggestions for improvement.
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Learn as much from those things with which you disagree as from those with which
you agree.
Personal activities should not be allowed to interfere with time devoted to student
teaching/internship.
Know and operate within the policies, rules, and regulations of the cooperating
school.
Dress professionally and in accordance with the standards of the cooperating school.
Take proper care of all school equipment and facilities.
Work cooperatively with the Supervising Teacher and others in the school setting.
Refrain from gossip about pupils, teachers, and other staff members, and confine any
discussion of problems that might arise to conferences with the Supervising Teacher.
Attend all meetings, conferences, and in-service programs required of the school
faculty.
You are expected to be present and on time every day the school is in session and for
the same hours your Supervising Teacher is required to be present. For example, if
your teacher is required to be present at 6:45 am until 3:15, you will also be present
during those hours.
You are responsible to University personnel and public school personnel for making
arrangements in advance for any anticipated absence.
In case of an emergency, the School Principal, the Supervising Teacher, and the
University Supervisor should be notified. Plan with the Supervising Teacher at the
beginning as to how to handle this situation should it ever occur.
Prepare carefully and in sufficient detail for each day. It is not enough to be partially
ready; be prepared for the emergency which may require teaching on short notice.
Expect to give more assistance than you receive. Expect and even ask to be allowed
to participate in all normal teaching duties--playground, lunchroom, field trips, clubs,
etc.
You may be expected, along with other teachers, to give extra time in helping
students solve personal and academic problems as well as participating in extra class
activities.
In the classroom, you should avoid seeming to either take over or to revise
procedures. Your behavior throughout the student teaching experience should
exemplify the best of your abilities and you should endeavor to bring credit to
yourself, the University, and to the teaching profession.
You have established a designated level of proficiency in your major subject field and
in professional courses. You will be expected to exhibit this proficiency and other
professional qualities.
Keep the University Supervisor informed of any irregularities or difficulties
encountered in the student teaching experience. While such conversations might be
uncomfortable, they should not be delayed.
Key Things to Remember!
 You are not allowed to chaperon alone any type of activity during the student
teaching/internship experience.
 The University prohibits the use of Student Teachers as substitute teachers.
 Accept the premise that the cooperating school is dedicated first and foremost to the
well being of the students in that school.
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You are assigned to the public school and are subject to the policies of that school.
You are obligated to know your pupils as well as possible through observation,
conferences, test scores, and examination of school records.
Your behavior during school days and non-school days should be governed by the
fact that you are now a professional person.
You must be available for called or impromptu conferences with the Supervising
Teacher and/or University Supervisor.
Maintain a notebook of helpful ideas and accumulate various materials as they
become available in the student teaching/internship experience.
Start to develop your own collection of audio-visual teaching aids, units, and lesson
plans.
Demonstrate the ability to reflect on your experiences.
Share with the University Supervisor and the Supervising Teacher your perception
and judgment.
IEP Requirement
The State of Florida has recently added an additional experience for all teacher candidates in an
initial certification program. During one of the field experiences (Field Experience I, II or
student teaching), teacher candidates in elementary education, Pre-K/Primary education, middle
school and exceptional student education program students must observe or participate in an
Individual Education Program (IEP) meeting. Please be sure you complete this requirement in
one of the field experiences. Your Supervising Teacher will document this on your Final
Summative Evaluation.
SUPERVISING TEACHERS
Criteria for Selection of Supervising Teachers
The qualifications of Supervising Teachers are based upon the following criteria which have been agreed
upon by the College of Professional Studies and the school district. The Supervising Teacher:
1.
2.
3.
4.
5.
6.
7.
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11.
12.
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Should possess three years of teaching experience (at least one of these in the district at
the grade level or in the subject to which the Student Teacher/Intern will be assigned).
Must possess full state certification, based upon at least a bachelor's degree, for the grade
levels or subjects to which the Student Teacher/Intern will be assigned.
Completed training in the Clinical Educator Training (or equivalent).
Must complete orientation for Supervisors of Student Teachers.
Express a willingness to mentor candidates while in the classrooms.
Demonstrate personal-professional attitudes desirable for one in a leadership role in
teacher education.
Demonstrate evidence of continuous professional growth.
Is recommended by his/her principal and approved by the administration of the teacher
education institution.
Exhibits professional and ethical behavior.
Participates in the program willingly and looks upon supervising the growth of Student
Teachers as a contribution to his profession.
You are responsible for certain forms and reports. These forms and reports should be
completed promptly.
Review your Student Teaching Binder in TK20 to ensure you have submitted all of the
documents appropriately. See Appendices for TK20 help.
Supervising Teacher Responsibilities
The Supervising Teacher is in a key position in determining the success or failure of the student teaching
experience. If the Student Teacher is to do as well as possible, s/he must have some understanding of the
relationship existing between himself and the Supervising Teacher. The following factors outline briefly
this relationship. The Supervising Teacher should:
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Attend or view through TK20 the Orientation Meeting provided by the Division of
Teacher Education before assuming the role of Supervising Teacher.
Qualify as a Supervising Teacher through the school district.
Welcome the Student Teacher and introduce her/him to classes in a manner that is
dignified and effective in establishing leadership status.
Strive to provide an atmosphere of emotional security and stability.
Understands that embarrassment causes anxiety to the Student Teacher and demands
sympathetic understanding, helpful outlets and suggestions.
Make time available for discussion.
Make a conscious effort to be the best possible example of a professional teacher.
Emphasize the importance of thorough mastery of subject matter. The limitations and
adaptations of a variety of teaching methods in specific situations will be
demonstrated.
Make time available to talk with the University Supervisor and the Student Teacher.
Help the Student Teacher, by example and guidance; acquire the necessary poise in
establishing an effective professional relationship with fellow teachers,
administrators, parents, and students.
Give frank and helpful criticisms to the Student Teacher throughout the student
teaching experience. Such comments as "fine" or "good" fail to tell the Student
Teacher about his progress. Strengths will be emphasized and encouraged, but
weaknesses will be pointed out frankly and suggestions will be made to assist the
Student Teacher to overcome these weaknesses.
Have a philosophy of education that governs discipline and classroom control,
methods, materials, etc., and assist the Student Teacher to develop his own
philosophy, methodology and classroom control.
Recognize that Student Teachers may be handicapped by immature features, odd
hairstyles, distracting mannerisms, or an exposed lack of confidence. Moreover,
realize that Student Teachers may deviate markedly from community norms by
reason of race, size, dialect, voice, or social customs. When such is the case, make
every effort to ensure the Student Teacher success.
Be a sounding board for questions regarding the teaching process. The Student
Teacher should not hesitate to ask questions of the Supervising Teacher. Student
teaching is one of the last opportunities to ask questions before becoming a
professional and assuming responsibility for a class of his own.
Review the teaching schedule for the Student Teacher and assist in completing the
assignments.
Complete all Performance Evaluations cooperatively with the Student Teacher. All
forms are submitted through TK20.
FACULTY ASSOCIATES
Faculty Associates (FA’s) are supervising teachers assigned by UWF Staff who have assumed
additional supervisory duties. The Faculty Associate is able to assist the Supervising Teacher in
the process of developing Student Teachers’ skills and to assure continuity of data entry in the
assessment system and equity in the evaluation products from the student teaching experience. If
there is a problem regarding the Student Teacher’s performance that the FA and Supervising
Teacher cannot solve together, the faculty member designated as the University Supervisor is
contacted.
Faculty Associate Responsibilities
1. Assess and provide feedback on 2 Unit Plans submitted by Student Teachers.
2. Assess and provide feedback on 2 Unit Plans Analysis/Reflection submitted by
Student Teachers.
3. Remind Supervising Teachers of deadlines and due dates for evaluations to be
submitted in TK20.Understands and communicates the College of Professional
Studies policies and procedures effectively.
4. Act as liaison between the Supervising Teacher and University Supervisor.
5. Contact Supervising Teachers weekly to address issues, questions and concerns.
6. Submits all required evaluations to the TK20 Website (the Supervising Teacher
Handbook for the required dates).
7. Provide guidance to both the supervising teacher and Student Teacher.
8. Maintain close contact with the University Supervisor.
Unit Plans
All students participating in student teaching are required to, with the help of their Supervising
Teacher, develop, implement and evaluate two unit plans during their student teaching
experience. The unit plans must cover a minimum of five days. For Elementary, Pre-K-Primary
and ESE/Elementary students, one unit plan must be in the area of reading while the other plan
will be a math plan if math is taught in that classroom. If math is not part of the Supervising
Teacher’s curriculum, then the second unit plan may be in any content area. For Middle School
students the two unit plans will be in the content area of the placement. Both unit plans must be
developed during the first five weeks of the semester and submitted through TK20 by the end of
the fifth week of the semester.
Unit Plan Assessment
Faculty Associates will evaluate the Unit Plans and provide feedback to the Student Teacher in
TK20. All sections of the plans must be assessed as “meets expectations.” Any part of the
plans assessed as “does not meet expectations” must be revised. Please see the current
syllabus for the specific requirements of the unit plans. Music students should contact their
University Instructor for additional information and deadlines.
16
TK20 HELP
If you need help with TK20, please first go to the tutorials found on the login page. Be sure to
follow the directions exactly. To find the tutorials, go to “uwf.tk20.com.” DO NOT add “www”
or “http” before the address. Your computer will automatically go to the correct site. Listed
below are several different tasks and where the tutorial may be found:
TASK
1. Logging In
FOUND
Student Tutorials: Introduction: Logging in
2. What’s an Artifact?
3. Creating an Artifact
4. Uploading/attaching a file
Student Tutorials: Introduction: Artifacts
Artifacts: General Artifacts: Creating an Artifact
Artifacts: General Artifacts: Attaching Documents to
Artifacts
Courses: Assignments and Projects: Recalling an
Assignment
Courses: Course Binders: Recalling a Course Binder
Ask Supervising Teacher, University Instructor or Faculty
Associate to grant an extension
5. Recall an assignment
6. Recalling a binder
7. Need an extension?
Unit Plans in TK20
Unit plans must be submitted in TK20 using the template. DO NOT upload a file of the unit
plan. Since the Unit Plans cannot be developed quickly, you should develop the unit plan outside
of TK20. Please see the current syllabus for the specifics of each section in the unit plans. Save
your unit plans on your computer. (Always backup your computer work-you never know
when something with crash!) When you have completed the plans, copy and paste them into
the templates on TK20. Again, uploaded files are not acceptable.
For the Analysis/Reflection portion of your Unit Plans, you will be creating a chart or graph to
demonstrate your children’s learning. Please follow the directions below exactly and your graph
or chart will appear correctly in TK20. You should print this page in order to follow the
directions easier.
How to upload an image (your graph or chart in the Unit Plan):
1. Create your graph or chart as a word document or excel document.
2.
Copy this into “Paint.” You may also create the graph or chart in Paint directly. Paint is
found on all computers. Try looking under “All Programs” and then “Accessories.”
3.
Save the graph or chart as a “gif” file.
4.
In TK20, click on “Artifact” on the top tab.
6.
Next, click on “Create” on the left menu.
Using the scroll down box, choose the appropriate Artifact (i.e. Unit plan analysis)
7.
Scroll to #2 “Record the results” and click on “rich formatting.”
8.
A box appears-click on the “insert/edit image” (yellow box with mountain and a sun”
9.
“Image Properties” box appears-click on “browse server.”
5.
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10.
“Resource browser” box appears-click on “browse.”
11.
Find your saved gif graph or chart and select it-click on “open.”
12.
Click “upload.” This places your image (graph or chart) in the TK20 folder.
13.
Click on the “image” in the folder (this is the image you just loaded)
14.
Click on “ok” and the image (graph or chart) will load into the appropriate space.
15.
Be sure to “Save.”
Remember-you cannot simply upload from a word doc or excel. You have to upload an
“image” such as a gif or jpeg file.
Professional Education Applicant Self Rating Form
You will need to complete the Professional Ed. Applicant Self Rating Form. You completed this at the
beginning of your program and both you and your Supervising Teacher will complete the form at the end
of Student Teaching. Please follow the directions below to complete this form:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Login to TK20
Click on Artifacts on the top menu
Click on Application Forms on the left menu
Click on Create
In the dropdown box, click on Professional Education Applicant Self Rating Form
Complete the form and save
Click on Field Experience at top menu
Click on your Student Teaching binder
Click on the Professional Ed tab
Follow directions for submitting an artifact
Tk20 Assignments For Student Teaching: Fall 2012
Assignment/Requirement
Completed By:
Due Date:
Student Affirmation
UWF Teacher Candidate
1st week of Student Teaching
Aug. 30, 2012
Evaluation 1
Supervising Teacher
2nd week of Student Teaching
Sept. 7, 2012
Evaluation 2
Supervising Teacher
4th week of Student Teaching
Sept 21, 2012
Both Unit Plans Part 1
(See Syllabus for details)
UWF Teacher Candidate
5th week of Student Teaching
Sept. 28, 2012
Midterm Evaluation
Supervising Teacher
7th week of Student Teaching
Oct. 12, 2012
Evaluation 4
Supervising Teacher
11th week of Student Teaching
(depends on district’s spring break)
Nov. 9, 2012
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Both Unit Plans-analysis/reflection UWF Teacher Candidate
Part 2
(See Syllabus for details)
13th week of Student Teaching
Nov. 21, 2012
Final Evaluation
Supervising Teacher
14th week of Student Teaching
Nov. 30, 2012
UWF Teacher Ed Questionnaire
UWF Teacher Candidate
Last week of semester
Dec. 7, 2012
Evaluation of Supervising Teacher UWF Teacher Candidate
Last week of semester
Dec. 7, 2012
Professional Ed. Applicant Self
Rating Form
Last week of semester
Dec. 7, 2012
UWF Teacher Candidate And
Supervising Teacher
In addition to TK20, Student Teachers will submit to elearning the Weekly Preview
Report. Please have your Supervising Teacher sign the form. You should keep the signed
copy and submit an electronic copy to elearning. You DO NOT need to scan and submit the
signed copy.
IMPORTANT
-
-
Click “Save” each time you submit an artifact in the Student Teaching
Binder.
DO NOT click on “Submit” until the end of the semester and your Unit
Plans Analysis/Reflection have been graded as “meets expectations.”
- There is no need to scan any document into TK20. All artifacts are
either uploaded from your computer or completed within the TK20
system.
19
FORMS APPENDIX
20
STUDENT AFFIRMATION
-
I personally viewed or attended the Intern Orientation Briefing prior to
commencement of Student Teaching.
I met/communicated with the University Instructor prior to commencement of
Internship.
I have read and understand the information and guidance provided in the
Internship Handbook.
I have obtained liability insurance.
I will bear all responsibility for any illness or injury incurred during Internship.
I am ready to commence my Internship.
_____________________________________________
Signature
21
____________________________
Date
STUDENT TEACHING EVALUATION 1 and 2
(Ratings:
3=Exceeds Expectations 2=Meets Expectations 1=Does Not Meet Expectations
NA=Not observed )
A. Personal Qualities: (D3)
1.
2.
3.
4.
5.
Presents self in a professional manner
Attends as required
Accepts responsibility for assigned tasks
Adapts to changing environment
Cooperates with school personnel
B. Professional Dispositions and Qualities: (D2, 3, 5, FEAP 2, 3, 4, 5, 6, 7, 11)
1.
2.
3.
4.
5.
6.
7.
8.
Respect for other professionals (D3, FEAP 3, 11)
Awareness of physical and social development of students (D5, FEAP 7)
Command of oral and written language (D3, FEAP 2)
Displays problem solving skills (D1, FEAP 4)
Fosters an environment which encourages diversity (D5, FEAP 5)
Reflects on performance and seeks continuous improvement (D3, FEAP 3)
Demonstrates a positive attitude toward all students (D2, FEAP 2, 5)
Treats all students fairly (D2, D5, FEAP 5)
9. Collaborates with colleagues for planning instruction (D3, FEAP 10)
10. Increases professional growth by participating in training and other professional development experiences (D3, FEAP 3)
11. Does not use institutional privileges for personal gain or advantage. (D5, FEAP 6)
C.
Knowledge of Subject Matter: (D3, FEAP 8)
1.
2.
3.
Communicates knowledge of subject matter in a manner that enables students to learn (D3, FEAP 8)
Continuously develops knowledge of subject are to facilitate learning (D3, FEAP 8)
Uses materials and technologies of the subject field in developing learning. (D3, FEAP 8)
D. Learning Environment: (D2, FEAP 9)
1.
2.
3.
4.
5.
Practices a variety of techniques for establishing smooth and efficient routines (D2, FEAP 9)
Arranges learning environments and activities to meet cognitive, linguistic and affective needs of students (D2, FEAP
9)
Arranges and manages the physical environment to facilitate student learning outcomes (D2, FEAP 9)
Uses learning time effectively (D2, FEAP 9)
Provide clear directions for classroom routines and procedures (D2, FEAP 9)
E. Instructional Skills: (D1, 2, 3, 4, 5, FEAP 1, 2, 4, 5, 7, 9, 10, 11, 12)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Prepares effectively for lessons (D3, FEAP 10)
Uses Sunshine State Standards and learning outcomes to meet needs of all students (D2, DEAP 5, 9, 10)
Plans activities to engage learners in critical thinking and problem solving (D1, 2; FEAP 10)
Plans activities that uses enrichment activities and materials, including technology (D3, FEAP 10, 12)
Relates new content to prior knowledge (D1, FEAP 7)
Uses technology to assist with instructional and classroom management (D3, FEAP 12)
Provides a variety of activities to meet the cultural, linguistic and experiential diversity of students (D2, 5, FEAP 5)
Provides opportunities for cooperative learning (D1, 2, FEAP 2)
Provides opportunities for students to learn higher-order thinking skills (D1, 2, FEAP 4)
Provides meaningful feedback on student progress to students and families (D2, 5, FEAP 2, 9, 11)
Communicates verbally and nonverbally with students (D2, 5, FEAP 2)
Modifies instruction based upon assessed student performance (D1, 2, 3, FEAP 1)
Regularly reflects upon own practice and modifies behavior based upon that reflection (D3, 4, FEAP 10)
Supervising Teacher’s Comments:
22
STUDENT TEACHING MIDTERM and 4th EVALUATION
(Ratings:
3=Exceeds Expectations 2=Meets Expectations 1=Does Not Meet Expectations
NA=Not observed )
A. Professional Dispositions and Qualities: (D2, 3, 5, FEAP 2, 3, 4, 5, 6, 7, 11)
1.
2.
3.
4.
Respect for other professionals (D3, FEAP 3, 11)
Demonstrates command of oral and written language (D3, FEAP 2)
Displays problem solving skills (D1, FEAP 4)
Can describe signs of child abuse, emotional distress, alcohol and drug abuse and knows how to report abuse
(D3, FEAP
11)
5.
6.
7.
8.
9.
Does not use institutional privileges for personal gain or advantage. (D3, FEAP 6)
Fosters an environment which encourages diversity (D5, FEAP 5)
Reflects on performance, seeks continuous improvement and works as reflective practitioner (D5, FEAP 3)
Demonstrates a positive attitude toward all students and treats all students fairly (D2, FEAP 2, 5)
Uses data from own learning environment for reflecting and experimenting with personal teaching practices (D2, 3,
FEAP)
10.
11.
12.
13.
14.
15.
16.
Collaborates with colleagues for planning instruction (D3, FEAP 10)
Increases professional growth by participating in training and other professional development experiences (D3, FEAP 3)
Provides meaningful feedback on student progress to students and families (D2, 5, FEAP 11)
Proposes ways in which families can support classroom goals (D2, 5, FEAP 11)
Communicates students progress with students, families and colleagues (D3, 5 FEAP 3)
Identifies principles and strategies for effecting changes occurring in the classroom (D2, 3, FEAP 3)
Makes reasonable effort to protect students from conditions harmful to learning and/or students’ well being (D2, 5,
FEAP6)
17. Demonstrates ethical principles of professional conduct in dealing with students (D2, 5, FEAP 6)
B. Knowledge of Subject Matter: (D3, FEAP 8)
1.
2.
3.
Communicates knowledge of subject matter in a manner that enables students to learn (D3, FEAP 8)
Continuously develops knowledge of subject are to facilitate learning (D3, FEAP 8)
Uses materials and technologies of the subject field in developing learning. (D3, FEAP 8)
C. Learning Environment (D2, FEAP 9)
1.
2.
3.
4.
5.
6.
Practices a variety of techniques for establishing smooth and efficient routines (D2, FEAP 9)
Arranges learning environments and activities to meet cognitive, linguistic and affective needs of students (D2, FEAP
9)
Arranges and manages the physical environment to facilitate student learning outcomes (D2, FEAP 9)
Uses learning time effectively (D2, FEAP 9)
Provide clear directions for classroom routines and procedures (D2, FEAP 9)
Establishes positive learning environment that uses incentives and consequences for students (D2, FEAP 2)
E. Instructional Skills (D1, 2, 3, 4, 5, FEAP 1, 2, 4, 5, 7, 9, 10, 11, 12)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Prepares effectively for lessons (D3, FEAP 10)
Uses Sunshine State Standards and learning outcomes to meet needs of all students (D2, DEAP 5, 9, 10)
Uses a variety of traditional and alternative assessment strategies to determine student learning (D4, FEAP 1)
Communicates to all students’ high expectations for learning (D1, 2, 5, FEAP 2)
Provides opportunities for cooperative learning (D1, 2, FEAP 2)
Utilizes strategies to help students to learn higher-order thinking skills and encourage problem solving (D1, 2, FEAP 4)
Plans activities that uses enrichment activities and materials, including technology (D3, FEAP 10, 12)
Relates new content to prior knowledge (D1, FEAP 7)
Uses technology to assist with instructional and classroom management (D3, FEAP 12)
Provides a variety of activities to meet the cultural, linguistic and experiential diversity of students (D2, 5, FEAP 5)
Select and uses materials that are multicultural (D2, 5, FEAP 5)
Modifies instruction based upon assessed student performance (D1, 2, 3, FEAP 1)
Uses multiple activities which engage and motivate students at appropriate developmental levels (D1, 2, 5, FEAP 7)
Varies activities to accommodate different student learning needs (D2, 4, 5 FEAP 7)
Varies role in the instructional process (e.g. mentor, instructor, coach) in relation to the purpose of instruction and
students’ needs (D1, 2, FEAP 4)
16. Has a repertoire of teaching techniques and strategies to effectively instruct all students (D2, 5, FEAP 5)
23
Supervising Teacher’s Comments:
24
FINAL STUDENT TEACHING EVALUATION
THE UNIVERSITY OF WEST FLORIDA
College of Professional Studies
School of Education
5th (Final)
Evaluation
Student Teacher: _______________UWF ID: _______________ School: ______________
Grade: ____Semester: Fall / Spring
Subjects(s) Observed: ________Length of Observation: _____
Ratings: 3=Exceeds Expectations 2=Meets Expectations 1=Does Not Meet Expectations
NA=Not observed)
AP 1: ASSESSMENT – Collects and uses data gathered from a variety of sources, including both traditional and
alternative assessment strategies; analyzes individual learning needs and practices techniques which accommodate
differences, including linguistic and cultural differences.
AP 2: COMMUNICATION – Recognizes the need for effective communication in the classroom and is in the
process of acquiring techniques, which he/she will use in the classroom.
AP 3: CONTINUOUS IMPROVEMENT - Recognizes that she/he is in the initial stages of a life long learning
process and that self-reflection is one of the key components of that process. While his/her concentration is, of
necessity, inward and personal, the role of colleagues and school-based improvement activities increase as time passes.
Professional improvement is characterized by self-reflection, work with immediate colleagues and teammates, and the
goals of a personal professional development plan
AP 4: CRITICAL THINKING – Is acquiring performance assessment techniques and strategies that measure higher
order thinking skills in students and is building a repertoire of realistic projects and problem solving activities designed
to assess all students in demonstrating their ability to think.
AP 5: DIVERSITY – Establishes a comfortable environment which accepts and fosters diversity.. Demonstrates
knowledge and awareness of varied cultures and linguistic backgrounds. Creates a climate of openness, inquiry, and
support by practicing strategies such as acceptance, tolerance, resolution, and mediation. Fosters a learning
environment in which all students are treated equally.
AP 6: ETHICS – Adheres to the State of Florida Code of Ethics and Principles of Professional Conduct by making
reasonable effort to protect each student from conditions harmful to learning, mental and physical health, encouraging
independent action in pursuit on learning, providing access to diverse points of view.
AP 7: HUMAN DEVELOPMENT AND LEARNING – Draws upon well-established human development/learning
theories and concepts and a variety of information about students in planning instructional activities.
AP 8: KNOWLEDGE OF SUBJECT MATTER – Has a basic understanding of the subject field and is beginning to
understand that the subject is linked to other disciplines and can be applied to real world integrated settings. Repertoire
of teaching skills includes a variety of means to assist student acquisition of new knowledge and skills using that
knowledge.
AP 9: LEARNING ENVIRONMENTS – Understands the importance of setting up effective learning environments
and has techniques and strategies to use to do so, including some that provide opportunities for student input into the
processes.
AP 10: PLANNING - Recognizes the importance of setting high expectations for all students and works with other
professionals to design learning experiences that meet student needs and interests. Continually seeks information from
appropriate resources, interprets the information, and modifies his/her plans appropriately. Planned instruction
incorporates a creative environment, and motivational strategies for instruction for all students.
AP 11: ROLE OF THE TEACHER – Communicates and works with families and colleagues to improve the
educational experiences at the school.
AP 12: TECHNOLOGY – Uses technology as available at the school site as appropriate to the learner. Provides
students with opportunities to actively use technology and facilities access to the use of electronic resources. Uses
technology to manage, evaluate and improve instruction.
Due at the end of week 14 of student teaching.
25
STUDENT TEACHING FINAL EVALUATION
Supervising Teacher’s Comments:
The Teacher Candidate attended an IEP conference.
Yes
No
The Student Teacher has/has not met the competencies and skills for student teaching.
26
Weekly Preview Reports
(Student Teacher MUST complete and submit to elearning. Teacher signs; student keeps signed copy)
Name ________________________
Inclusive Dates _________________
Time
Class
List Activity (be specific)
Time
Class
List Activity (be specific)
Time
Class
List Activity (be specific)
MONDAY
TUESDAY
WEDS
Time
Class
List Activity (be specific)
THURS
Time
FRIDAY
28
Class
List Activity (be specific)
Self-Check List For Student Teachers And Interns
In observation and participation, did I:
a) Locate facilities and materials provided for instructional use?
b) Identify and locate school personnel other than teachers?
c) Become acquainted with fellow teachers?
d) Become alert to the daily schedule routine?
e) Become aware of permission procedures in all situations?
f) Make notation of best observed teaching practices?
g) Take responsibility for physical conditions in the classroom?
h) Assist individual students who need special help?
i) Assist in keeping records, making reports, etc.?
j) Learn to use audio-visual aids and equipment?
k) Learn to use duplicating equipment, if available?
l) Seek sufficient conference time with my supervising teacher?
m) Attend routine and professional faculty meetings?
n) Gain experience in and through extra class activities?
____
____
____
____
____
____
____
____
____
____
____
____
____
____
In teaching, did I:
a) Gather all available data on my students?
b) Provide in my plans for individual differences?
c) Develop overall plans for my own teaching?
d) Prepare detailed and usable lesson plans?
e) Locate and use effectively supplementary material?
f) Provide a variety of procedures or activities in my classes?
g) Utilize community resources?
h) Use evaluation devices related to purposes in my teaching?
i) Did my lesson result in a positive learning experience for my students?
____
____
____
____
____
____
____
____
____
After student teaching, did I:
a) Return all borrowed material to material centers, libraries and individuals?
b) Express appreciation to all in the school who shared in my student teaching
experience?
29
____
____
Liability Insurance
The School of Education does not specifically endorse or recommend any particular insurance
carrier or insurance policy. However, the following information is provided for your
convenience, as options you may wish to consider.
•
If you are a member of a professional association (e.g., MENC, NCTE, NCTM, NCSS),
and professional liability insurance is not provided with the membership, you may wish
to consider Forrest T. Jones: http://www.ftj.com/TIE/pages/plstudfeatures.asp. The
insurance is $15.00 per year. Email confirmation is provided.
•
If you are a sorority/fraternity member, determine if professional liability insurance is
included with your membership.
•
Professional liability insurance may be available as an endorsement, for an additional
fee, to a renter’s or homeowner’s insurance policy. However, you should investigate
carefully the terms of the policy and speak with your insurance agent to ensure that the
policy is applicable to student field experiences. It is your responsibility to purchase the
policy for at least $1,000,000 coverage.
•
You may also consider coverage provided by the Student Florida Education
Association (SFEA). The SFEA’s annual membership fee of $32.00/year includes
$1,000,000 of professional liability protection, which is applicable to classroom
situations. SFEA membership enrollment information is available at:
www.nea.org/HowToJoin/stateStudent.do?sea=fl&mbrType=STUDENT.

Website for Council for Exceptional Students:
http://www.cec.sped.org/Content/NavigationMenu/Membership/JoinCEC/ Student
members preparing for employment and performing educational duties under the
supervision of a licensed educator can purchase an individual $1 million policy for an
annual premium of only $15. The policy is the same as that offered to professional
members, but does not include job protection benefits. Apply online or call 800/8217303.
30