UW-Stout School of Education
Undergraduate
Field Experience Handbook
(Pre-student teaching)
Fall
2008
FALL - SPRING
2015-2016
(Revised November 24, 2015)
Page | 0
UW-Stout School of Education
Field Experience (Pre-student teaching) Handbook
Revised 7/29/15
UW- Stout School of Education Mission Statement/Vision/Values ................................ 2
UW-Stout School of Education Unit Goals ....................................................................... 3
UW-Stout School of Education Statement of Values and Dispositions .......................... 4
I. Introduction ..................................................................................................................... 6
II. Policies and Procedures
1. Calendar ................................................................................................................... 6
2. Daily Attendance, Tardiness and Absences ............................................................. 6
3. Absences .................................................................................................................. 6
4. Absence of School-based supervisor ....................................................................... 6
5. School-based supervisor Leaving the Room............................................................ 6
6. Labor Disputes ......................................................................................................... 7
7. Professional Liability ............................................................................................... 7
8. Candidate Transportation of Students for School Event Purposes .......................... 7
9. Health and Injury Coverage ..................................................................................... 7
10. Resolution of Problems ............................................................................................ 7
11. Removal/Termination of Placement of Field Experience Candidate ....................... 7
12. Statement of Non-Discrimination ............................................................................ 8
13. Access and Accommodation .................................................................................... 8
14. Policy for Reporting Suspected Child Abuse .......................................................... 8
15. Teaching Attire ........................................................................................................ 8
16. Other Compliance .................................................................................................... 8
17. Professional Conduct for Field Experience Candidates ........................................... 8
III. Field Experience Candidate Roles and Responsibilities
1. Responsibilities in the School .................................................................................. 9
2. Responsibilities in the Learning Environment ......................................................... 9
3. Responsibilities to your Students ............................................................................. 10
4. Responsibilities to the School-based supervisor ...................................................... 10
5. Responsibilities to Self ............................................................................................ 10
6. Responsibilities to the Course Instructor ................................................................. 10
IV. School-based supervisor Roles and Responsibilities ................................................. 10
SOE Field Experience Handbook 2015 - 2016
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Mission Statement
The mission of the School of Education is: “The School of Education (SOE) faculty and staff will engage in
exemplary teaching, research, and service to ensure that graduates of the School become successful
professional educators.”
Vision
The vision of the School of Education is: “The School of Education (SOE) faculty and staff have the vision
of preparing teachers and other professional educators who are reflective practitioners and engage in
evidence-based practice.”
Values
It is the purpose of the School of Education to adhere to and apply the institutional values to
accomplishment of the SOE mission, vision, and goals. The values and purposes were developed through a
consensus process and apply the institutional values to the preparation of education professionals. The
faculty and staff of the School of Education value and are committed to the following:
A. Excellence in teaching within high-quality, student centered undergraduate and graduate
education programs involving active learning and appropriate technology; therefore, we
will:
o Model best practices
o Build upon a strong content background from the respective disciplines and subject areas
o Foster the understanding of growth and development and of learning processes
o Reflect on teaching
o Actively engage candidates in learning and assessment
o Challenge each candidate’s thinking
o Utilize technology to enhance candidate learning
B. Scholarship and Research within applied knowledge and general education; therefore, we
will:
o Conduct scholarly research
o Mentor candidate research skills
o Disseminate scholarship and research findings
o Reward excellence in scholarship and research
o Participate in professional scholarly organizations
C. Collaborative Relationships with business, industry, education, community, and
government; therefore, we will:
o Cultivate educational partnerships
o Collaborate with industry, business, government, and professional organizations
o Nurture collegial relationships with cooperating teachers and supervisors
o Promote consistent, positive communication with internal and external audiences
D. Growth and Development of students, faculty, and staff through active participation in
university and professional communities; therefore, we will:
o Participate in service at the school and university levels
o Engage in professional development
o Provide leadership at local, state, national, and international professional communities
o Support candidate, faculty, and staff with opportunities to engage in professional
communities at the local, state, national, and international level
o
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E. Diversity of people, ideas, and experiences; therefore, we will:
o Value candidate and faculty diversity
o Model respect for differences
o Recruit and support a diverse candidate and faculty population
o Provide candidates with opportunities to learn from diverse populations
F. Active Involvement in shared governance, consensus-building teamwork, open and effective
communication, and respectful, ethical behavior; therefore, we will:
o Model respectful and ethical behavior
o Provide leadership
o Promote open and effective communication
o Collaborate with organizations to improve the quality of education
o Participate in decision making that drives policy
School of Education Unit Goals
The overarching purpose and responsibility of the School of Education is the development,
implementation, and oversight of programs, curriculum, and assessment systems that facilitate candidate
acquisition of the knowledge, skills, and dispositions needed to become effective reflective practitioners.
The conceptual framework guides the identification and assessment of candidate qualifications and
evaluation of unit capacity. The School of Education also has the responsibility to support the goals of the
university.
The School of Education faculty and staff have established the following enduring unit goals to guide
implementation of our conceptual framework and conduct strategic planning:
1. Provide program curricula that incorporate diversity, research, theory, and best practice.
2. Align program outcomes with state and national education standards.
3. Foster the development of education professionals who are reflective in their practice.
4. Collaborate with PK-12 schools, universities, technical colleges, educational agencies,
professional associations, and communities to improve teaching and learning.
5. Advance education scholarship and research at the university, local, state, national, and
international levels.
6. Recruit, support, and retain a diverse faculty/staff.
7. Recruit, support, and retain a diverse candidate body.
8. Foster a climate of tolerance, trust, and respect. Allow diversity of opinions and beliefs to be
heard.
9. Provide safe, effective, efficient, and inviting SOE facilities.
10. Engage in leadership and service to the university, local, state, national, and international
professional organizations.
11. Improve efficiencies and cost effectiveness of services and programs.
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Statement of Values and Dispositions
The purpose of the School of Education’s Statement of Values and Dispositions sets forth
expectations and standards of conduct that goes above and beyond UW-Stout policies and UWSystem Administrative Code governing student academic and non-academic behavior. It is
important for candidates to recognize when their own dispositions may need to be modified and
develop plans to do so. Faculty/staff in the School of Education model professional dispositions
and expect candidates to conduct themselves in a manner that is consistent with the highest degree
of ethical integrity, whether covered in this Statement or not.
To help candidates develop and recognize professional dispositions as they work with students,
colleagues, families, and communities, the School of Education will conduct at least yearly
Candidate Reviews of all dispositions. Acceptable disposition ratings are required for candidates to
progress through established benchmark levels. When faculty/staff observe discrepancies between
the candidate’s dispositions and those outlined in this Statement, the Candidate Concern process
and/or the Candidate Intervention process will be utilized.
As developing professionals engaged in academic pursuits, candidates must display ethical and
responsible behavior throughout their professional education program as they interact in the
classroom and other environments with faculty, staff, school-based supervisors, peers, families and
students.
In order to display ethical behavior, candidates must demonstrate the following professional
dispositions:

Commitment to Learning: The candidate will demonstrate a commitment to their own and
their students’ continuous learning.
Continuous Learning:
o Engages in own continuous learning and reflective practice.
o Demonstrates willingness to offer and accept help in an effort to sustain continuous
improvement.
o Engages students in learning, supports democratic values, and provides student
feedback.
o Values the evolving nature of subject matter knowledge.
o Supports critical thinking and self-directed learning as habits of the mind for self and
students and recognizes the value of intrinsic motivation in this process.
Preparedness:
o Values long-term and short-term planning and continuously modifies instruction or
services based on evidence of student learning.
o Demonstrates a commitment to planning and uses multiple assessment means in the
classroom to promote student growth.
o Recognizes the power of identity development and uses individual strengths and
intrinsic and extrinsic motivational strategies in the development of the individual.
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
Respect for Oneself and Others: The candidate will demonstrate respect for oneself and
others through thoughtful and responsive communication, showing respect and collaboration.
Thoughtful and Responsive Communication:
o Demonstrates thoughtful and responsive listening.
o Expresses beliefs and communicates effectively and appropriately.
Respect:
o Models respect for diversity of people, ideas, and experiences.
o Maintains confidentiality relating to students, family, and school personnel unless
required to disclose in compliance with regulations or statutes.
o Demonstrates flexibility and responsiveness to deliver instruction for diverse learners.
Collaboration:
o Builds collaborative and supportive relationships within the learning environment,
school and with families and the community.
o Establishes a positive climate in the learning environment and participates in
maintaining such a climate in the school as a whole.

Commitment to Excellence: The candidate recognizes his/her professional responsibility for
engaging in and supporting appropriate professional practices for self and others.
o Exhibits professional excellence.
o Demonstrates enthusiasm.
o Engages in research, creative endeavors and other activities which contribute to the
profession.
o Adheres to all ethical and legal considerations related to the discipline or profession.
I, _____________________________, the undersigned, hereby acknowledge I have thoroughly
(Print Name Here)
reviewed, understand, and will abide by the School of Education’s Values and Dispositions
described above.
___________________________________________________________ ___________________
Signature
Date
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I. Introduction
The UW-Stout School of Education (SOE) Undergraduate Field Experience (Pre-student teaching)
Handbook serves as a guide for early and ongoing school-based opportunities in which candidates may
observe, assist, tutor, instruct, or conduct applied research. Pre-student teaching (field) experiences allow
candidates to explore, apply and reflect on their content, professional, and pedagogical knowledge, skills,
and dispositions in a variety of settings with students and adults.
Wisconsin Department of Public Instruction stipulates that programs require onsite supervised pre-student
teaching clinical experiences which are developmental in scope and sequence and occur in a variety of
school settings. School of Education candidates participate in multiple pre-student teaching experiences
which are built in to their programs. Candidate performance is measured by at least two written evaluations
based on observations by the School-based Supervisor and/or University supervisor which are spread across
multiple field experiences.
Please read this handbook carefully prior to the start of the field experience and contact your course
instructor or coordinator of field experiences with any concerns or questions at ofe@uwstout.edu.
II. Policies and Procedures
1. Calendar
As soon as possible, contact your school-based supervisor and develop a mutually agreeable
schedule that you will adhere to as a condition of successful completion of the field experience
course. Any deviations from the approved schedule must be pre-approved by your school-based
supervisor and university course instructor.
2. Daily Attendance, Tardiness and Absences
Field experience candidates are to assume the responsibility of arriving and departing at the times
agreed to by the school-based supervisor. Candidates must arrive at the cooperating school and
follow the visitor/volunteer policies of placement site.
3. Absences
Absence due to illness or other emergency must be reported as soon as practical by calling the
school. If the school-based supervisor cannot be reached, ask the secretary to notify that individual
immediately. Do not rely on email as the only source of communication with field experience site
and school-based supervisor. Be considerate of the school-based supervisor and classroom students
by staying home when ill. At your next contact in the classroom, make arrangements to make up
the time missed. More than one unexcused absence will result in a Withdrawal Unsatisfactory or
Incomplete grade. Excessive absences for any reason may also result in a Withdrawal or
Incomplete grade.
4. Absence of School-based supervisor
If a school-based supervisor must be absent, a substitute teacher must be present in the classroom.
The field experience candidate’s responsibilities should include only those which have been
previously defined. The student may observe or assist the substitute in ongoing classroom activities.
5. School-based Supervisor Leaving the Room
The field experience candidate may not be alone in the classroom by him/herself with the class.
Because field experience candidates are considered learners at this stage of their teacher
preparation, they normally do not assume full responsibility for a classroom.
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6. Labor Disputes
If a system-wide strike, work stoppage, or work-to-contract situation occurs in the school district
where a field experience candidate is assigned, he/she is to remain a non-participant until
negotiations are settled. Field experience candidates may not cross picket lines or participate in any
school-related activities until the issues have been resolved. Decisions about arranging an
alternative placement will be made on an individual basis in consultation with the course instructor
and the coordinator of field experiences.
7. Professional Liability
Professional Liability coverage is provided by Wisconsin State Statutes 895.46 and 893.82 for all
University of Wisconsin System teacher candidates, or for any others assigned to field experiences.
This coverage protects the university student against claims from third parties for personal injury or
property damage caused while performing within the scope of duties as a teacher candidate.
Teacher candidates may also obtain professional liability insurance through private companies or
professional organizations.
8. Candidate Transportation of Students for School Event Purposes
All candidate drivers must follow the school district approval processes and policies for driving
students to/from academic and/or co-curricular activities/events. If a candidate would drive his/her
personal vehicle for student transportation and get involved in an accident, the candidates insurance
would be primary Therefore, in NO CASE should a candidate drive his/her personal vehicle for
student transportation.
9. Health and Injury Coverage
At the University of Wisconsin-Stout, all graduate and undergraduate students who are registered as
full-time students are eligible for medical care at the University Health Service facility, which does
not include hospitalization care. Unless field experience candidates have other health and injury
coverage, they need to secure more complete health coverage under either the Student Wisconsin
Education Association plan or another insurance plan through a private company.
10. Resolution of Problems
All issues or problems that arise with a field experience candidate should be directed by the schoolbased supervisor(s) to the university course instructor; likewise, issues or problems encountered by
the field experience candidate should be brought to the attention of the university course instructor.
It is the responsibility of the university course instructor to mediate any conflicts between the
candidate and the school personnel. Issues may be brought to the attention of the School of
Education Chair by the course instructor for adjudication if necessary.
11. Removal/Termination of Placement of Field Experience Candidate
The School of Education recognizes the right of the cooperating school district and the university to
terminate a candidate’s school placement, without notice if necessary. A field experience candidate
may be immediately removed when the continued participation in the experience is determined by
the school district or university course instructor to adversely affect the pupils served, the university
student, the participating school or agency, or the university. If the field experience candidate is not
meeting the minimum requirements of the experiences as determined by the school-based
supervisor and the university course instructor, the field experience candidate may be consulted
prior to a decision regarding termination. Whenever possible, the field experience candidate will be
provided an opportunity to remediate deficiencies prior to a termination decision. A field
experience candidate who has been removed from a professional semester placement(s) may appeal
that decision to the Department Chair of the School of Education.
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12. Statement of Non-Discrimination
No student of University of Wisconsin-Stout may be denied admission to, participation in or the
benefits of, or be discriminated against in any service, program, course or facility of the system or
its institutions or centers because of the student’s race, color, creed, religion, sex, national origin,
disability, ancestry, age, sexual orientation, gender identity and expression, pregnancy, marital
status or parental status in accordance with Wisconsin Statute Chapter 36.12 and Board of Regents
policy. This statement is published, in part, to fulfill requirements of Section 86.9 of the title 45,
Code of Federal Regulations, which implements Title IX of the Educational Amendments of 1972.
13. Access and Accommodation
The Americans with Disabilities Act (ADA) requires state and local governments and places of
public accommodation to furnish appropriate auxiliary aids and services where necessary to ensure
effective access and communication for individuals with disabilities, unless doing so would result
in a fundamental alternation to the program or service or in an undue burden. Therefore, the
University of Wisconsin-Stout, in conjunction with its cooperating school and agencies, is
accessible to field experience candidates with disabilities and will make every attempt to provide
reasonable accommodations for qualified individuals with disabilities. If you are so qualified,
arrange to have documentation provided by the Director of Services for Students with Disabilities.
14. Policy for Reporting Suspected Child Abuse
Any field experience candidate suspecting or becoming aware of child abuse (physical, emotional,
or sexual) is required to inform his/her school-based supervisor. This is for the field experience
candidate’s protection as well as safeguarding the child/student. The field experience candidate is
encouraged to contact the course instructor if questions arise.
15. Teaching Attire
Professional teaching attire and personal appearance are those that conform to the highest standards
of teachers in the cooperating school system. A field experience candidate’s attire should not
detract from the learning environment.
16. Other Compliance
Field experience candidates must comply with all other applicable federal and state laws, school
district policies outlined in the school district handbook, and discipline specific ethical codes.
17. Professional Conduct and Dispositions for Field Experience Candidates
a. The field experience candidate will enter the field experience with a positive attitude and
determination to do your very best.
b. Maintain a professional relationship at all times with all individuals involved in the total
education program.
c. Determine what is considered to be the highest standard of appropriate dress in your particular
school and dress professionally.
d. Keep communication lines open with the school-based supervisor and course instructor. The
school-based supervisor and course instructor are there to help in any way that they can.
e. Display a receptive attitude toward suggestions and criticisms. Constructive feedback from the
school-based supervisor and course instructor is essential for continued growth as a
professional.
f. Discuss special issues, concerns, and circumstances directly with the school-based supervisor
and/or course instructor in a timely manner.
g. If school materials or tests are borrowed from the school-based supervisor, these materials will
be promptly returned.
h. Place student learning as your primary concern.
i. Model a positive disposition which creates an environment for learning.
j. Maintain confidentiality regarding students, families and school personnel.
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k. Maintain dignity necessary to gain the respect of students.
l. Be sympathetic and courteous toward all students.
m. Recognize that each student is an individual and take into consideration individual abilities,
interests, and capacities for learning.
n. Be completely impartial in dealing with students and constantly strive to be fair while
evaluating students’ actions.
o. Apply disciplinary measures which conform to the instructions of the school-based supervisor
and district policies.
p. Be interested in and ready to assist with the improvement of the learning environment.
q. Refrain from imposing your religious or political views upon the students and exhibit a broadminded, tolerant, and accepting attitude toward other groups and individuals.
r. Maintain professional boundaries between self, the student, and other professionals in the
school district.
III. Field Experience Candidate Roles and Responsibilities
These responsibilities are guidelines for professional conduct. Failure to model these responsibilities
throughout your field experience may result in disciplinary interventions involving the course instructor or
School of Education Chair.
1. Responsibilities in the School. The field experience candidate will:
a. Observe polices, rules, regulations, and hours of the cooperating school.
b. Become aware of and follow the line of authority in the school.
c. Dress, act, talk, and behave as a member of the teaching profession.
d. Observe standards of conduct as set forth by professional ethics and requirements of good
citizenship.
e. Recognize that field experience candidates are guests of the host school district and act
accordingly.
f. Learn about the physical facilities, school building, and the resources available in the school
system such as special equipment, computers, library, pupil services, etc.
g. Introduce self and become acquainted with the faculty, and staff (office staff, custodians,
school nurse, guidance counselors, paraprofessionals, etc).
h. Observe, with advance permission, teachers in other areas and at various grade levels.
i. Seek opportunities to participate in IEP/IFSP meetings and/or RTI planning.
2. Responsibilities in the Learning Environment. The field experience candidate will:
a. Get to know your students and plan according to their needs and abilities. Learn the names of
the students.
b. Teach the curricula approved by the district where placed. The school-based supervisor(s) will
determine how candidates engage in the learning environment.
c. Prepare adequate lesson plans well in advance of actual classroom teaching and submit such
plans as required to the school-based supervisor.
d. Respect student, family, ethnic and cultural backgrounds.
e. Show enthusiasm and respect for all course/program areas.
f. Assist in maintaining a positive and pleasant learning environment.
g. Become knowledgeable of safety and sanitation regulations and the location of safety
equipment.
h. Use time, materials, and supplies economically.
i. Protect and maintain equipment.
j. Create and maintain appropriate classroom management strategies.
k. Be a positive role model for students.
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3. Responsibilities to your Students. The field experience candidate will:
a. Recognize the primary responsibility to the students, understanding that nothing must interfere
with carrying out this obligation.
b. Be caring, understanding, and fair.
c. Promote self-confidence, personal development, and cooperation among all students.
d. Encourage self-discipline and responsibility.
e. Respectfully communicate with all learners.
f. Contribute to the development of higher order thinking.
g. Maintain confidentiality. Be discreet in discussing students with your school-based supervisor
and course instructor.
h. Be safety conscious – it is an obligation to safeguard students.
i. Make sure students understand lessons.
j. Collect data on student learning, analyze it, reflect on your work and develop strategies for
improving learning.
k. Apply research-based classroom management strategies.
l. Utilize information technology directed at the improvement of student learning.
4. Responsibilities to the School-based supervisor. The field experience candidate will:
a. Submit written lesson plans as requested by your school-based supervisor and course instructor.
b. Maintain confidentiality.
c. Follow the guidelines set up for the classroom/laboratory/department.
d. React favorably to constructive criticism (be “coachable”).
e. Show initiative and willingness to work.
f. Be appreciative of the help and time the school-based supervisor is providing.
g. Communicate regularly with school-based supervisor.
h. Submit materials created during the field experience to the school-based supervisor as
requested.
i. Respect school district policies regarding use and ownership of classroom equipment and
materials.
5. Responsibilities to Self. The field experience candidate will:
a. Commit to and demonstrate an attitude of continuous learning throughout the experience.
b. Reflect on your performance on an ongoing basis. Identify your strengths and areas for
professional growth and development and discuss these with your school-based supervisor and
course instructor.
c. Observe the school-based supervisor and/or others to re-evaluate your own knowledge, skills,
and dispositions.
d. Maintain a professional attitude toward your work.
e. Enjoy your field experience!
6. Responsibilities to the Course Instructor and School-based supervisor (see course syllabus)
IV. School-based supervisor Roles and Responsibilities (contact course instructor for details)
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