UW-Stout School of Education
Undergraduate TeacherFall
Candidate
Clinical Practice2008
Handbook
2015 - 2016
(Revised November 24, 2015)
UW-Stout School of Education
Undergraduate Teacher Candidate Clinical Practice Handbook
Foreword.............................................................................................................................. 2
Mission Statement/Vision/Values ...................................................................................... 3
Conceptual Framework ...................................................................................................... 4
School of Education (Unit) Goals ...................................................................................... 4
Statement of Values and Dispositions ............................................................................... 5
I. Introduction ..................................................................................................................... 7
II. Policies and Procedures ................................................................................................. 7-11
III. The edTPA .................................................................................................................... 11-12
IV. Teacher Candidate Roles and Responsibilities .......................................................... 12-16
V. Cooperating Teacher Roles and Responsibilities ........................................................ 16-18
VI. University Supervisor Roles and Responsibilities ..................................................... 18-19
VII. Appendices ................................................................................................................... 20
VIII. References .................................................................................................................. 21
Welcome to Student Teaching!
On behalf of the faculty and staff of the School of Education, we would like to welcome you to our 20152016 Teacher Candidate program. This is a significant transition point in your professional development!
Alumni consistently rate student teaching as the most significant experience they have on their journey to
becoming a licensed teacher.
Student teaching is your capstone experience and culmination of your program requirements. During this
experience you will demonstrate your professional competence by completing a Teacher Performance
Assessment (edTPA) and by demonstrating your ability to assume the multiple roles and complex
responsibilities of a highly qualified beginning educator.
More than at any other time during your teacher preparation, you now have a unique opportunity to apply
your acquired knowledge including theory and content to the teaching/learning process. Your cooperating
teacher and university supervisor make up a team of professionals who will guide and assist you in
developing your teaching skills. You will be mentored by experienced practitioners. Your university
supervisor will provide reflective supervision through onsite observations and discussions. Take advantage
of the expertise of your cooperating teacher and university supervisor.
This Student Teaching Handbook has been designed with you, the Teacher Candidate, in mind. Every
effort has been made to make this a “user friendly” handbook by employing language and terms with which
you have become familiar throughout your career at Stout. The information provided in this handbook
serves as a guide to the School of Education’s expectations for you during the course of this semester.
Please read this information thoroughly and do not hesitate to contact any of us if you have questions or
concerns.
Our best wishes for a successful and enjoyable beginning to your chosen profession!
Sincerely,
Brian McAlister, Associate Dean of Professional Education
School of Education
SOE Student Teaching 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
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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 Conceptual Framework
Since the School of Education’s founding in 2003 at the University of
Wisconsin-Stout, its mission has been to engage in exemplary teaching,
research, and service to ensure that graduates become successful
professional educators in PK-12 settings. Further, the School of
Education’s vision is to prepare teachers and other professional educators
who are reflective practitioners and engage in evidence-based practice.
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
who engage in evidence-based practice. 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 the
implementation of our conceptual framework and conduct strategic planning:
1.
2.
3.
4.
Provide program curricula that incorporate diversity, research, theory, and best practice.
Align program outcomes with state and national education standards.
Foster the development of education professionals who are reflective in their practice.
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
Teacher candidate signs as part of their ePortfolio
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 UW-System 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
o
o
o
Exhibits professional excellence.
Demonstrates enthusiasm.
Engages in research, creative endeavors and other activities which contribute to the
profession.
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
SOE Student Teaching Handbook 2015 - 2016
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I. Introduction
The UW-Stout School of Education (SOE) Teacher Candidate Clinical Practice Handbook serves as a guide
for teacher candidates, cooperating teachers, and university supervisors regarding SOE student teaching/
intern teaching policies, procedures, and expectations. The information in this handbook applies to teacher
candidates in all professional education programs. Some education programs supplement this handbook
with program-specific information or forms. If so, the supplement will be available on the program’s
website.
Please read this handbook carefully prior to the start of the student teaching/intern teaching experience and
contact the Coordinator of Field Experiences, program director, or university supervisor with any questions
or concerns at (715) 232-2474 or ofe@uwstout.edu.
II. Policies and Procedures
1. Calendar
Teacher candidates are expected to follow the daily schedule and term calendar of the school in
which they are teaching, including beginning and ending term dates, vacation and professional
development days, as specified on the student teaching/interning assignment forms. In compliance
with Wisconsin statute: “Student teachers and intern teachers are assigned to full days for a full
semester following the daily schedule and semester calendar of the cooperating school, or the
equivalent.” (Wis. Stat. 118.19 (3) (a)) Please note: School calendars may be subject to change.
2. Daily Attendance, Tardiness and Absences
Teacher candidates are to assume the same responsibility for regular attendance as the cooperating
teacher. This is defined as the full teaching day, including in-services and field trips, or other
expectations for which a cooperating teacher is responsible.
Teacher candidates must arrive at the cooperating school at the beginning of the cooperating
teacher’s day as stipulated by local policies and depart no earlier than the end of the cooperating
teacher’s day. Exceptions will not be allowed without the expressed permission of the cooperating
teacher and the university supervisor.
Student teaching/ interning experiences are a top priority. Only illness and personal emergencies in
the immediate family are considered legitimate reasons for absence from the student
teaching/interning assignment. Absence due to illness or other emergency must be reported
following the procedure specified by the cooperating school policy. Additionally, the university
supervisor must be notified immediately of any absences in written form.
Teacher candidates who wish to report for job interviews should limit the number of interviews and
make every effort to arrange for interviews after the regular teaching day. If no other options are
available except during the workday, Teacher candidates need to request permission from the
cooperating teacher and university supervisor at least one week in advance of the interview
appointment.
Excessive absences of any kind (generally more than 3 days per placement) could result in a
Withdrawal Unsatisfactory or Incomplete grade.
Attendance at on-campus student teaching/interning seminars is mandatory. Unexcused absences
from the student teaching/interning assignment or the on-campus seminars could result in
termination from the clinical practice assignment.
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3. Teaching Attire
Professional teaching attire and personal appearance are those that conform to the highest standards
of teachers in the cooperating school system. A teacher candidate’s attire should not detract from
the learning environment.
4. Cooperating Teacher/Substitute Teaching
A teacher candidate who does not hold a valid permit or license is not qualified to serve as a
substitute teacher.
If a cooperating teacher must be absent for a short term basis (1-5 days), a substitute teacher must
be present in the classroom. The teacher candidate’s responsibilities should include those which
have been previously defined. The teacher candidate may observe or assist the substitute in
ongoing classroom activities.
Wisconsin Statue 118.19 and Chapter P13.01 of the Wisconsin Administrative Code clearly states
that “substitute teachers” must possess a bachelor’s degree and a license to teach. Since teacher
candidates are not licensed and their legal authority in the classroom is different from that of a
teacher, they should not serve as substitute teachers. This policy is intended to protect the
cooperating school system, its students, and teacher candidates. THERE ARE NO
EXCEPTIONS. Teacher candidates who are already licensed teachers should also refrain from
substitute teaching while engaged in the student teaching experience.
Interns are issued a license and may substitute for the cooperating teacher to whom they are
assigned.
5. Long-Term Absence of Cooperating Teacher
If the cooperating teacher is expected to be absent for an extended period of time (in excess of a
week), the university supervisor, the Coordinator of Field Experiences and the School of
Education’s Department Chair must be contacted to determine whether alternative arrangements
must be made for completion of student teaching/interning.
6. Cooperating Teacher Leaving the Room
Initially, the teacher candidate may be in the classroom alone for short periods of time when
necessary. This should only occur when the cooperating teacher decides that the teacher candidate
can effectively manage the classroom. If an emergency arises and the cooperating teacher must
leave the room for more than a few minutes, he/she should tell another teacher that the teacher
candidate is alone in the room.
When the teacher candidate assumes responsibility for the classroom or lesson, the cooperating
teacher may leave the room for extended periods of time. The cooperating teacher should always
inform the teacher candidate of where he/she is going in the building and the procedure for
requesting assistance if necessary.
7. Extra-Curricular Assignments
Teacher candidates are encouraged to participate in the life of the school in a variety of ways. In
some cases, assistant coaching or other paid extracurricular opportunities may be offered to a
teacher candidate. Any responsibilities that place considerable demands on time and effort can
detract from the major purposes of the clinical practice experience. Therefore, before accepting
such offers, it is mandatory for the teacher candidate to contact their university supervisor to allow
for consultation with the cooperating teacher. Teacher candidates must be functioning
exceptionally well in all respects in their placements for permission to be granted.
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8. Employment
Student teaching is a commitment. Employment must not interfere with the student teaching
assignment.
9. 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.
10. Teacher Candidate Transportation of Students for School Event Purposes
All teacher 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 teacher candidate
would drive his/her personal vehicle for student transportation and get involved in an accident; the
teacher candidate’s insurance would be primary. Therefore, in NO CASE should a teacher
candidate drive his/her personal vehicle for student transportation.
11. 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 teacher candidates have other health and injury coverage,
students need to secure more complete health coverage under either the Student Wisconsin
Education Association plan or another insurance plan through a private company.
12. Resolution of Problems
All issues or problems that arise with a teacher candidate should be directed by the cooperating
teacher(s) to the university supervisor; likewise, issues or problems encountered by the teacher
candidate should be brought to the attention of the university supervisor. If the teacher candidate
has a conflict with the university supervisor, the issue should be brought to the attention of the
School of Education’s Department Chair. It is the responsibility of the university supervisor to
mediate any conflicts between the teacher candidate and school personnel, including the
cooperating teacher. Issues may be brought to the attention of the School of Education’s
Department Chair for adjudication if necessary.
13. Overlapping Student Teaching Placements
If an overlap of student teaching placements arises, contact the university supervisor(s) and/or
Coordinator of Field Experiences.
14. Student Teaching Placement Duration
Student teaching placement dates are predetermined by the Wisconsin Department of Instruction,
the UW-Stout School of Education and/or Office of Field Experiences. As soon as the teacher
candidate’s placement is assigned, please review the contracted time schedule and calendar of the
assigned school district.
15. Removal/Termination of Placement of Teacher Candidate
The University of Wisconsin-Stout recognizes the right of the cooperating school district and the
university to terminate a teacher candidate’s professional placement without notice, if necessary. A
teacher candidate may be immediately removed when the continued participation in the experience
is determined by the school district or university supervisor(s) to adversely affect the pupils served,
the university student, the participating school or agency, or the University. If the teacher candidate
is not meeting the minimum requirements of the experience but not requiring immediate removal as
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determined by the cooperating teacher(s) and the university supervisor, the teacher candidate may
be consulted prior to a decision regarding termination. Whenever possible, the teacher candidate
will be provided an opportunity to remediate deficiencies prior to a termination decision. If
possible, the School of Education’s Department Chair is to be consulted prior to a termination.
The removal of a teacher candidate includes the following procedures.
a.
Consultation concerning the removal of a teacher candidate takes place between the
cooperating teacher and university supervisor.
Or
a.
b.
c.
d.
Consultation concerning the removal of a teacher candidate takes place between the school
principal and the cooperating teacher. The university supervisor is notified of their decision.
The university supervisor notifies the teacher candidate of the impeding removal from student
teaching/internship and the reason.
The university supervisor notifies the School of Education’s Department Chair. The School
of Education’s Department Chair provides written notification to the teacher candidate and to
the Coordinator of Field Experiences.
A teacher candidate who is terminated for cause receives a failing grade.
16. 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.
17. 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 student/intern teachers with disabilities and will make every attempt to provide
reasonable accommodations for qualified individuals with disabilities. If the teacher candidate is so
qualified, arrange to have documentation provided by the Director of Services for Students with
Disabilities.
18. Policy for Reporting Suspected Child Abuse
A teacher candidate suspecting or becoming aware of child abuse (physical, emotional, or sexual) is
required to inform the local child protection authorities. Consult with the cooperating teacher and
school principal as necessary. This requirement is for safeguarding the child/student as well as for
the teacher candidate’s protection. The teacher candidate is encouraged to contact the university
supervisor if questions arise.
19. Other Compliance
Teacher 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.
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20. Professional Conduct and Dispositions for Student/Intern Teaching
The teacher candidate will:
a. Enter the student teaching experience with a positive attitude and determination to do his/her
very best.
b. Consider himself/herself a member of the community and act accordingly.
c. Maintain a professional relationship at all times with all individuals involved in the total
education program.
d. Determine what is considered to be the highest standard of appropriate dress in the particular
school and dress professionally.
e. Keep communication lines open with the cooperating teacher, university supervisor, school
personnel and parents. The cooperating teacher and university supervisor are there to help in
any way that they can.
f. Display a receptive attitude toward suggestions and criticisms. Constructive feedback from the
cooperating teacher and university supervisor is essential for continued growth as a
professional.
g. Discuss special issues, concerns, and circumstances directly with the cooperating teacher in a
timely manner.
h. If school materials or tests are borrowed from the cooperating teacher, these materials will be
returned promptly.
i. Place student learning as the primary concern.
j. Model positive dispositions that create an environment for learning.
k. Maintain confidentiality regarding students, families and school personnel.
l. Maintain dignity necessary to gain the respect of students and others.
m. Be sympathetic and courteous toward all students.
n. Recognize that each student is an individual and take into consideration individual abilities,
interests, and capacities for learning.
o. Be completely impartial in dealing with students and constantly strive to be fair while
evaluating students’ actions.
p. Apply disciplinary measures which conform to the instructions of the cooperating teacher and
district policies.
q. Be interested in and ready to assist with the improvement of the learning environment.
r. Refrain from imposing religious or political views upon the students and exhibit a broadminded, tolerant and accepting attitude toward all groups and individuals.
s. Maintain professional boundaries between self, students and other professionals in the school
district.
III. The Teacher Performance Assessment (edTPA)
The edTPA is a tool which authentically assesses how teacher candidates develop and evaluate student
learning. Teacher candidates build an edTPA portfolio (specific to their education preparation program)
which describes and documents their authentic practices throughout their student teaching/intern
experience. In the edTPA portfolio, teacher candidates address the planning, instruction, assessment, as well
as, analysis of their teaching practices, and use of academic language during their student teaching/interning
experience. The edTPA portfolio serves as a tool to demonstrate the impact of a teacher candidate’s
teaching performance on student learning.
The edTPA is one of several assessments completed during the student teaching/interning experience to
guide and support program improvement, in addition to, satisfying education preparation program and
teacher licensure requirements.
The edTPA provides evidence of every teacher candidate’s ability to:
1. Plan Instruction and Assess
2. Instruct and Engage Students in Learning
3. Assess Student Learning
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4. Analyze their Teaching Effectiveness
5. Develop Academic Language
Teacher candidates address these dimensions through the submission of artifacts and commentaries.
Artifacts include lesson plans, copies of instructional and assessment materials, video clips of their
teaching, and student work samples. Commentaries provide the opportunity for teacher candidates to
describe the artifacts submitted in their edTPA and the rationale of why specific artifacts were selected.
Teacher candidates are also required to include an analysis of their teaching practices and the impact of
such practices on their students’ learning.
IV. Teacher Candidate Roles and Responsibilities
These responsibilities are guidelines for professional conduct. Failure to model these responsibilities
throughout the student teaching/intern experience may result in disciplinary interventions involving the
cooperating teacher, university supervisor, school administrator(s) or School of Education’s Department
Chair.
1. Workload of a Teacher Candidate
The student teaching/interning experience requires commitment for the duration of the assignment.
An appropriate workload for the teacher candidate should be cooperatively arranged and agreed
upon by the cooperating teacher, the teacher candidate, and the university supervisor. A full range
of activities should include, but not be limited to:
 Classroom instruction
 Student assessment
 Classroom management
 Faculty meetings
 Supervisory duties
 Co-curricular activities
 Parent-teacher conferences
Teacher candidates normally do not start out by carrying the same, or an equal teaching load as a
regular classroom teacher, they gradually assume more responsibility throughout the experience.
At a minimum, the teacher candidate should experience teaching a full load for at least one week
during each nine-week placement. The actual number of classes assigned to teacher candidates
varies across programs. Key factors include the student’s readiness to assume increased
responsibility and the number of preparations involved.
The interning teacher candidate assumes a partial teaching assignment. The assignment can be no
more than 50 percent of the workload of a full-time teacher in the district. The intern is assigned a
variety of instructional duties: planning, teaching, observing, and conferring with colleagues. The
intern works alone in the classroom and is not a substitute teacher.
2. Responsibilities in the School
The teacher 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 teacher 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 administration, faculty and staff (office staff,
custodians, school nurse, guidance counselors, paraprofessionals, etc.)
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h. Gradually assume responsibilities for non-teaching duties such as care and physical order of the
classroom and labs, bulletin boards, recess duty, hall duty, lunchroom duty, etc.
i. Observe, with advance permission, teachers in other areas and at various grade levels.
j. Seek opportunities to participate in IEP/IFSP meetings and/or Response to Intervention (RTI)
planning.
3. Responsibilities in the Learning Environment
The teacher candidate will:
a. Get to know the 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 cooperating teacher(s), in
conjunction with the teacher candidate, will determine the units to be taught.
c. Prepare adequate lesson plans well in advance of actual classroom teaching and submit such
plans as required to the cooperating teacher.
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.
4. Responsibilities of the edTPA
The teacher candidate will complete:
Task 1: Planning for Instruction and Assessment
The teacher candidate will describe their plans for the learning segment and explain how their
instruction is appropriate for the students and the content taught.
What to think about:
 What do the students know, what can they do, and what are they learning to do?
 What do you want the students to learn? What are the important understandings and core
concepts, skills, and problem-solving strategies the students should develop within the
learning segment?
 What instructional strategies, learning tasks, and assessment will be designed to support
student learning and language use?
 How is the proposed instruction informed by the teacher candidate’s knowledge of
students?
Task 1 serves as preparation for the teacher candidate to demonstrate and analyze the effectiveness
of their teaching of the planned learning segment.
Actions to take:
 With assistance from the cooperating teacher, select one focus class for this assessment.
 Complete the Context for Learning section of the edTPA.
 Review curriculum with the cooperating teacher and identify a learning segment (3-5
lessons) to plan, teach, and analyze.
 Identify the central focus along with the content standards and objectives which will be
addressed in the learning segment and supported through a project or product.
 Analyze language demands.
 Write a lesson plan for each lesson in the learning segment.
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Task 2: Instructing and Engaging Students in Learning
The teacher candidate will demonstrate how they support and engage students in learning.
What to think about:
 What kind of learning environment should be developed in order to establish respect and
rapport, and to support students’ engagement in learning?
 What kinds of learning tasks actively engage students in the central focus of the learning
segment?
 How will the teacher candidate elicit and build on student responses in ways which will
develop and deepen content understanding?
 In what ways will new content be connected to the students’ prior academic learning and
personal, cultural, or community assets during instruction?
 How will evidence from instruction be used to examine and change teaching practices to
more effectively meet a variety of student learning needs?
Actions to take:
 Obtain required permissions for video recording in the classroom.
 Examine plans for the learning segment and identify challenging learning tasks in which
the teacher candidate and students are actively engaged.
 Identify lessons to video record.
 Video record classroom teaching.
Task 3: Assessing Student Learning
The teacher candidate will demonstrate how they analyze student’s learning and language use.
What to think about:
 How will evidence be gathered and make sense of what students have learned?
 How will meaningful feedback be provided to the students?
 How will the evidence of what students know and are able to do be used to plan the next
instructional steps?
 How will the teacher candidate identify evidence and explain students’ use of language that
demonstrates the development of content understanding?
Actions to take:
 Determine which assessment from the learning segment will be used to evaluate students’
developing knowledge and skills.
 Define and submit evaluation criteria used to analyze student learning.
 Collect and analyze student work to identify quantitative and qualitative patterns of
learning within and across learners in the class.
 Select three work samples to illustrate the analysis that represent the patterns of learning.
 Document the feedback given to each of the three focus students
5. Responsibilities to Students
The teacher candidate will:
a. Recognize the primary responsibility is 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. Actively engage all students.
f. Respectfully communicate with all learners.
g. Contribute to the development of higher order thinking.
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h. Maintain confidentiality. Be discreet in discussing students with the cooperating teacher, other
faculty, the administration and parents.
i. Be safety conscious - it is an obligation to safeguard students.
j. Make sure students understand lessons.
k. Collect data on student learning, analyze it, reflect on your work and develop strategies to
improve learning.
l. Apply research-based classroom management strategies.
m. Utilize instructional technology to improve student learning.
6. Responsibilities to the Cooperating Teacher
The teacher candidate will:
a. Submit written lesson plans as requested by the cooperating teacher and university supervisor.
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 cooperating teacher is providing.
g. Communicate regularly with the cooperating teacher.
h. Participate in parent-teacher conferences as requested.
i. Tactfully refer all parental requests for pupil data, evaluation, and progress to the classroom
teacher.
j. Remember that the cooperating teacher is legally responsible for the class. The student teacher
should only assume authority delegated to him/her by the cooperating teacher.
k. Submit materials created during the student teaching/intern experience to the cooperating
teacher.
l. Respect school district policies regarding use and ownership of classroom equipment and
materials.
7. Responsibilities to the University Supervisor
The teacher candidate will:
a. Complete and submit the First Week Report to the university supervisor (if required).
b. Contact the university supervisor as soon as possible if a situation arises that causes questions,
problems, or concerns.
c. Notify the university supervisor as soon as practical in case of absences.
d. Notify the university supervisor immediately in case of labor disputes and school cancellations.
e. Work with the university supervisor to schedule supervisory visits or make changes to
scheduled visits.
f. Review the Checklist for University Supervisor Visits prior to university supervisor
observations.
g. Complete the School, District and Professional Contributions and Family Contact Logs (as
required by the university supervisor) to place in ePortfolio.
h. Complete Evaluation Survey of your Cooperating Teacher(s) and University Supervisor(s).
i. Complete the online EBI Evaluation of your overall Teacher Education Experience.
8. Responsibilities in the Community in Which You Teach
The teacher candidate will:
a. Get to know the community to have a better understanding of parents/guardians and their
expectations as well as community resources.
b. Use a variety of community resources (i.e., Chamber of Commerce, UW Extension, community
leaders and members, local businesses, parents, museums, parks, etc.)
9. Responsibilities to Self
The teacher candidate will:
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a. Commit to and demonstrate an attitude of continuous learning throughout the experience.
b. Rate the student teaching/intern performance using the student teaching/intern evaluation
forms. Compare your ratings to ratings from the cooperating teacher and university supervisor
as requested.
c. Reflect on your student teaching/intern performance on an ongoing basis. Identify strengths and
areas for professional growth and development and discuss these with the cooperating teacher
and university supervisor.
d. Observe the cooperating teacher and/or others to re-evaluate your knowledge, skills, and
dispositions.
e. Maintain a professional attitude toward your work.
f. Enjoy your student teaching/interning experience!
10. Sample edTPA Seminar Schedule Timeline
(Specific times and campus location to be determined and provided separately)
OVERVIEW: Prior to Week 1 of Placement
 Preliminary meeting with cooperating teacher
 Review edTPA Handbook
SEMINAR 1: Week 2-3 of Placement
Focus on Task #1: Planning Instruction and Assessment
SEMINAR 2: Week 4-5 of Placement
Focus on Task #2: Instructing and Engaging Students in Learning
SEMINAR 3: Week 6-7 of Placement
Focus on Task #3: Assessing Student Learning
SEMINAR 4: Approximately Week 10-11 of Student Teaching semester
Focus on Teacher Licensure and Jobs
V. Cooperating Teacher Roles and Responsibilities
An exemplary teacher candidate site provides a learning experience in which student teachers/interns can
develop their teaching style in a supportive atmosphere, accepting of mistakes without threat of failure. If
the teacher candidate receives and gives feedback on the teaching action exhibited, progress can be made
toward becoming a self-analytical, reflective, and self-directed teacher. The following is provided as a
guide for the cooperating teacher in helping the teacher candidate achieve the greatest value from the
experience.
1. Qualification Requirements for Cooperating Teachers
Cooperating teachers:
a. Hold a Wisconsin or Minnesota teaching license or its equivalent in the discipline area.
b. Have a minimum of three years of full-time teaching.
c. Have taught in that school or school system for at least one year.
d. Have volunteered for the assignment as a cooperating teacher.
e. Have completed training in the supervision of student teachers and the applicable Wisconsin
Teacher Standards.
2. Orientation
Cooperating teachers:
a. Prepare the class for the arrival of the teacher candidate to promote the idea that another teacher
can be worthwhile and enjoyable for the entire class.
b. Provide adequate workspace for the teacher candidate.
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c.
d.
e.
f.
g.
Prepare the teacher candidate for immersion into the classroom and school.
Ease the teacher candidate’s anxiety and apprehension about the experience.
Support the teacher candidate’s growth and development.
Assemble necessary materials describing the school, its policies, curriculum, etc.
Use the Cooperating Teacher’s Orientation Checklist to guide the experience.
3. Planning
Cooperating teachers:
a. Plan for a variety of teacher candidate experiences (i.e., classroom teaching, preparation,
supervision of recess, study hall, lunchroom, library/media center, observations of other
teachers, participation in IEP team meetings, etc.)
b. Assist the teacher candidate in identifying and scheduling lesson sequence for edTPA.
c. If applicable, assist teacher candidate in selecting most appropriate class to complete edTPA
process.
d. Assist teacher candidate in collecting appropriate video recording release forms.
e. Require written lesson plans from the teacher candidate prior to teaching.
f. Review and provide feedback on the lesson plans.
g. Encourage the teacher candidate to plan for a wide variety of learning experiences to meet the
needs of diverse students.
h. Assist the teacher candidate in demonstrating growth toward independence in developing a
variety of teaching and assessment tools over time.
4. Professionalism
Cooperating teachers:
a. Model best practices.
b. Model your philosophy of teaching.
c. Guide teacher candidate in the values and dispositions as outlined in the School of Education
Statement of Values.
5. Transfer of Responsibility
Cooperating teachers:
a. Allow the teacher candidate the opportunity to assume primary responsibility for teaching
tasks in the classroom.
b. Allow the teacher candidate to assume full instructional responsibility for at least one week
per nine week placement.
c. When the teacher candidate assumes full responsibility for teaching a lesson, allow for lesson
delivery with redirection only as needed. Give feedback after the lesson.
d. When the teacher candidate assumes full instructional responsibility for teaching a lesson, it
should be evident to students in the class that the teacher candidate is the lead teacher.
6. Observation
Cooperating teachers:
a. The cooperating teacher has two roles in the observation process: the observer and the
observed. Provide frequent opportunities for the teacher candidate to re-evaluate one’s own
techniques by alternating periods of observation and teaching can facilitate growth.
7. Evaluation
Cooperating teachers:
a. Complete the Student Teaching/Internship Evaluation Form (Weekly, biweekly, quarterly,
and midterm frequency is determined by the university supervisor/program) and review with
the teacher candidate.
b. Complete the Student Teaching/Internship Evaluation Form and review with teacher
candidate and university supervisor.
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c.
d.
e.
f.
Review the teacher candidate’s Artifact(s) as required by the specific teacher education
program.
Complete the Disposition Form (mid-term and final) and discuss with the teacher candidate
and university supervisor.
Complete the Instructional Technology Utilization Rubric and discuss with the teacher
candidate.
Complete the Evaluation Survey of the university supervisor.
8. Conferencing
Cooperating teachers:
a. Require regularly scheduled in-depth conferences with the teacher candidate to promote better
teaching practices and critical reflection.
b. Use verbal and written evaluations to communicate feedback about observations of teacher
candidate performances on an ongoing basis.
c. Participate in at least one conference per term with the university supervisor and teacher
candidate.
VI. University Supervisor Roles and Responsibilities
1. Professionalism
University supervisors must:
a. Model best practices.
b. Demonstrate your philosophy of teaching.
2. Observation
University supervisors must:
a. Visit/observe the teacher candidate at least two times during a nine week placement or four
times during a semester placement.
b. Complete written evaluations for each visit.
c. Plan visits to coordinate with the university supervisor’s campus responsibilities and the
schedule of the teacher candidate and cooperating teacher.
3. Guidance
University supervisors must:
a. Provide direction and guidance during the teacher candidate experience.
b. Clarify the roles and responsibilities assigned to the teacher candidate and cooperating teacher.
c. Support and model the values and dispositions as outlined in the School of Education’s
Statement of Values and Dispositions.
d. Build awareness of the connection between academic coursework and the student
teaching/intern experience.
e. Be accessible to the teacher candidate and the cooperating teacher.
f. Consult with the Coordinator of Field Experiences regarding potential placement sites.
g. Assist in the continuous examination and improvement of the student teaching/interning
experiences.
4. Collaboration
University supervisors must:
a. Promote positive relationships.
b. Act as a resource for both the teacher candidate and the cooperating teacher.
c. Act as a campus liaison.
d. Invite communication from the teacher candidate and the cooperating teacher.
e. Maintain communication with the program director in which the teacher candidate is enrolled.
f. Comply with all procedures and policies of the School of Education.
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g.
Attend School of Education supervision planning, orientation and training sessions and student
teaching seminars when required.
5. Evaluation
University supervisors must:
a. Provide teacher candidate with at least two written evaluations based on classroom
observations. Submit these to the School of Education in a timely manner.
b. Sign the Student Teaching/Internship Evaluation Form. Review with the teacher candidate
and the cooperating teacher.
c. Complete the Benchmark III: Portfolio Assessment Rubric.
d. Review and provide feedback to the teacher candidate regarding the edTPA Portfolio Artifacts
and related Commentaries as required by the specific teacher education program edTPA
process.
e. Assign the final grade of “S” for satisfactory or “U” for unsatisfactory.
f. The grade of “S” describes a student’s performance as “Satisfactory.” To receive an “S” a
student’s performance would be defined as fulfilling all of the various student
teaching/interning expectations and associated responsibilities in a competent, satisfactory,
and an adequate manner.
g. The grade of “U” describes a student’s performance as “Unsatisfactory.” To receive a “U” a
student’s performance indicates less-than-satisfactory or unsuitable overall performance.
h. Review the Disposition Form and discuss with the teacher candidate and cooperating teacher.
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UW-Stout School of Education
Undergraduate Teacher Candidate Clinical Practice Handbook
Foreword.............................................................................................................................. 2
Mission Statement/Vision/Values ...................................................................................... 3
Conceptual Framework ...................................................................................................... 4
School of Education (Unit) Goals ...................................................................................... 4
Statement of Values and Dispositions ............................................................................... 5
I. Introduction ..................................................................................................................... 7
II. Policies and Procedures
1. Calendar ................................................................................................................... 7
2. Daily Attendance, Tardiness and Absences ............................................................. 7
3. Teaching Attire ...................................................................................................... 8
4. Cooperating Teacher/Substitute Teaching ............................................................... 8
5. Long Term Absence of Cooperating Teacher .......................................................... 8
6. Cooperating Teacher Leaving the Room ................................................................. 8
7. Extra-Curricular Assignments ................................................................................ 8
8. Employment ............................................................................................................. 9
9. Professional Liability ............................................................................................... 9
10. Candidate Transportation of Students for School Event Purposes .......................... 9
11. Health and Injury Coverage ..................................................................................... 9
12. Resolution of Problems ............................................................................................ 9
13. Overlapping Student Teaching Placements ............................................................. 9
14. Student Teaching Placement Duration..................................................................... 9
15. Removal/Termination of Placement of Teacher Candidate ..................................... 9
16. Statement of Non-Discrimination ............................................................................ 10
17. Access and Accommodation .................................................................................... 10
18. Policy for Reporting Suspected Child Abuse .......................................................... 10
19. Teaching Attire ........................................................................................................ 10
20. Other Compliance .................................................................................................... 10
21. Professional Conduct and Dispositions for Student/Intern Teaching ...................... 11
III. The edTPA
1. edTPA Overview ................................................................................................... 11
IV. Teacher candidate Roles and Responsibilities
1. Workload of a Teacher Candidate ........................................................................... 12
2. Responsibilities in the School .................................................................................. 12
3. Responsibilities in the Learning Environment ......................................................... 13
4. Responsibilities of the edTPA ................................................................................. 13
a. Task 1: Planning for Instruction and Assessment ......................................13
b. Task 2: Instruction and Engaging Students in Learning .............................. 14
c. Task 3: Assessing Student Learning ............................................................... 14
5. Responsibilities to Students ..................................................................................... 14
6. Responsibilities to the Cooperating Teacher ........................................................... 15
7. Responsibilities to the University Supervisor .......................................................... 15
8. Responsibilities in the Community in Which You Teach ........................................ 15
9. Responsibilities to Self ............................................................................................ 15
10. edTPA Sample Seminar Timeline............................................................................ 16
V. Cooperating Teacher Roles and Responsibilities
1. Qualification Requirements for Cooperating Teachers ........................................... 16
2. Orientation ............................................................................................................... 16
3. Planning ................................................................................................................... 17
4. Professionalism ........................................................................................................ 17
5. Transfer of Responsibility........................................................................................ 17
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6. Observation .............................................................................................................. 17
7. Evaluation ................................................................................................................ 17
8. Conferencing ............................................................................................................ 18
VI. University Supervisor Roles and Responsibilities
1. Professionalism ........................................................................................................ 18
2. Observations ............................................................................................................ 18
3. Guidance .................................................................................................................. 18
4. Collaboration ........................................................................................................... 18
5. Evaluation ................................................................................................................ 19
VII. Appendices ................................................................................................................... 20
VIII. References .................................................................................................................. 21
REFERENCES
edtpa. (n.d.). Retrieved from https://scale.stanford.edu/teaching/edtpa
Using edtpa. (n.d.). Retrieved from
https://secure.aacte.org/apps/rl/resource.php?resid=268&ref=edtpa
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