Name: ______________________________________________
Checklist of things to do during Student Teaching
Before finishing your student teaching experience, you should complete this checklist. It will
be turned in at your final evaluation. Check off items when you complete them. You and your
Cooperating Teacher should initial and date each item. This checklist looks overwhelming, but
you will find that you will be checking off the items very quickly! (REALLY)
8
Initials/
S
Date(s)
Opportunities for Learning
1st placement
2nd placement
1st placement
2nd placement
1st placement
2nd placement
1st placement
2nd placement
1st placement
2nd placement
ST Checklist 2.doc
Learn the emergency procedures for each placement: such as
fire, tornado, drug lock down, stranger alert, gun in building, etc.
For each placement use the observation sheet, found in the back
of your Student Teaching Handbook. You should adapt it to fit
your situation.
Order or learn how to order a video, book, book kit and other
materials appropriate for your discipline from the AEA.
Write two units (one for each placement). Each unit you write should
be approximately 2 weeks in length (if appropriate). Include: Unit
Objectives /goals; daily objectives; how will you teach (procedures) what will you do; adaptations to special needs children; how you plan to
assess your objectives (student learning); & a self evaluation of your
teaching. Your cooperating teacher should review the unit.(TWS)
For each unit, create adaptations for the gifted student(s), not more
work, but enrichment projects, activities that will allow student(s) to
dig deeper and stimulate his/her thinking, also create adaptations for
the special education students that will increase skill development
(TWS)
Talk to the special education teacher about the special needs of these
children. What adaptations should you make in the classroom (TWS)
Talk to the gifted and talented teacher about the special needs of
these children. What adaptations should you make in the classroom
(TWS)
For each placement, use the standards and benchmarks
from your district in creating/writing your units (TWS)
Create a rubric for each unit (TWS)
Create formal and informal assessments, using different learning
styles for each unit (TWS)
Be responsible for grading your units and recording the grades
Teach a lesson you developed and created (TWS)
Research different lesson plans or curriculum materials. (Could be
information from another teacher, conference, online or books.)
Smith revised 09 from Rosulek F06
8
S
Initials/
Date(s)
1st placement
2nd placement
1st placement
2nd placement
1st placement
2nd placement
1st placement
2nd placement
1st placement
2nd placement
1st placement
2nd placement
1st placement
2nd placement
ST Checklist 2.doc
Opportunities for Learning
Page 2
In your teaching and preparing, use an overhead, VCR, computer,
photocopier, electronic grading, & other technical equipment
During each placement, discuss classroom management
techniques, document the different techniques used/discussed
For each placement, keep anecdotal records on two different children
for at least 4 weeks. Keep records of what you find. Ask your
CT what type of information would be useful for her/him (& probably
you). After taking the notes, what have you done as a result of the
information - in terms of teaching. (TWS)
Make a behavior plan for a child. Keep data on the child's behavior.
Determine what behavior needs to be changed. Implement a plan to
change the behavior (child can/should be involved in deciding what
behavior to change and the plan). Document what plan was instituted
and the resulting data. Chart the results. Do this with the help of
your CT. This could be in conjunction with your anecdotal records.
Do long term planning. Plan for at least a month's worth of lessons.
The plans may change, but you need to know how to plan ahead.
Early in each placement, discuss with the guidance counselor the
emotional, social, physical, and cognitive issues of the students at
your grade level. How do these issues affect student learning,
behavior and your ability to relate and teach to the students? (TWS)
For each placement, video tape yourself teaching at least
once. Once early in your placement and once later. Compare (journal entry)
Know the procedure to get a child special help (special education,
gifted education, speech, counseling, etc.)
Be part of an IEP meeting, problem solving process
You are a mandatory reporter, learn the procedure and forms to
complete for reporting abuse, neglect and other situations.
At each placement, have the principal observe you teach at least
one lesson, if possible – Make arrangements early, he/she is busy!
Have a mock interview with the principal from each of your
placements, if possible – Make arrangements early, he/she is busy!
Attend district, faculty, unit, grade-level, and curriculum meetings
For each placement, ask your cooperating teacher what does the
first day of school look like. What does he/she say and do? (details)
Ask another teacher how to integrate other subject areas.
Smith revised 09 from Rosulek F06
8
S
Initials/
Date(s)
1st placement
2nd placement
1st placement
2nd placement
1st placement
2nd placement
ST Checklist 2.doc
Opportunities for Learning
Page 3
Read the school board minutes, discuss the issues with your
cooperating teacher, and principal if possible
Ask each of your CTs about a sense of humor and the role it
plays in teaching and learning. Discuss the role of sarcasm in
teaching and student learning
Ask each Cooperating Teacher how he/she prepares the room when
the school year is done. Discuss the time involved, what needs to be
done to make the room ready for the fall, inventory, ordering
materials for fall, planning of curriculum, etc. Also discuss
what information is passed on to the next teacher(s)
about the children and what information your teacher receives.
Learn who & what the support staff do for the school/students
Interview 3 different support staff. Include these 2 questions:
What do they do? & How can you, as a teacher, help them?
Visit a first or second year teacher, discuss what it has been like
and what words of wisdom/helpful hints might he/she give you.
Visit an ELL, art, music, speech, PE class and a Sp Ed room,
Industrial Tech, Family and Consumer Science, Alternative High
School; or a regular classroom (visit your next placement, too)
Talk to a substitute, find out what subbing is like, discuss classroom
management, materials brought to use as filler, leaving reports to
the classroom teacher, seeking help when needed, etc. Look at a sub
folder, you may be subbing someday and will want to know what it
looks like. Ask how they apply to the schools to be a sub.
Prepare plans for a substitute for your full time teaching
See a cumulative folder for a child.
Call a parent(s) to tell something good about his/her child
Write a letter, postcard, note, or email to parents
Supervise playground, lunch, hallways, bus time, before/after school
Work at and/or Chaperone a dance, music, art or sporting event. etc.
Attend a PTA, union and school board meeting if possible
Create a bulletin board based on a topic you are teaching – take a
picture, date it (Might want to take pictures of other bulletin boards
in your building – the pictures can be a great resource.)
Plan a field trip to learn the process (go if you can!)
Visit with the curriculum director for your building/district, to learn
about the important ideas/goals the district is implementing. (TWS)
Smith revised 09 from Rosulek F06
8
S
Initials/
Date(s)
1st placement
2nd placement
1st placement
2nd placement
1st placement
Opportunities for Learning
Page 4
For each placement, use the eight Iowa Teaching Standards to
identify what you are doing this semester. You are to gather 16
artifacts based on the eight standards – 2 for each standard.
You might want to make a chart that you can use to organize your
artifacts based on the eight standards. Here is the website for the
8 standards.
http://www.state.ia.us/boee/stndrds.html
For each placement, ask your cooperating teacher what does
he/she do for the professional development plan – how he/she
determines what he/she needs to work on and how to improve it.
Discuss with your cooperating teacher about being a role model at
school and in public. What does that mean for your personal life?
Discuss with each of your cooperating teachers regarding the topic
of ethics and teaching. What have been some ethical issues
2nd placement
raised during his/her time as a teacher? Why is important to be
ethical as a teacher? Discuss this topic with your principal if you
can.
1st placement
You and your cooperating teacher choose something
2nd placement
You and your cooperating teacher choose something
Notes:
ST Checklist 2.doc
Smith revised 09 from Rosulek F06
Check off when
completed
1st placement
2nd placement
1st placement
2nd placement
1st placement
2nd placement
1st placement
2nd placement
ST Checklist 2.doc
EVALUATION CHECKLIST FOR
THE STUDENT TEACHER
Save this paper and look at it during midterm and final times
For each placement do a two-week evaluation, found
in your Student Teaching Handbook p. 39. (make a copy to complete)
This may be done together or separately. This evaluation is to help determine
if there is a problem early in the placement.
For each placement the cooperating teacher and you, are to complete your
own midterm evaluation for the midterm conference. Both of you should
complete your own Evaluation Checklist and each write on the back: what is
going well, what needs to be worked on (ST's goals for the next 4 weeks) –
Use the Evaluation Checklist to complete this assignment.
Also, identify what your goals will in order to get an outstanding evaluation –
note this on the midterm evaluation (goals should be so that you can work on
achieving outstanding marks). This will not go into your credential file.
For each placement the cooperating teacher and you, are to complete an
evaluation. Both of you should complete the Evaluation Checklist and write a
narrative. Your narrative should include what went well and what you plan to
work on in the future (your goals). Use the Evaluation Checklist to complete
this assignment. The cooperating teacher’s final evaluation will be put in your
credential file. Both of your cooperating teachers will complete the same
Evaluation Checklist and write a narrative based on page 75 &76 in the
student teaching handbook.
**The second placement's final student teacher's self-evaluation will be
different. You will complete the Evaluation Checklist and write a
reflection paper. The reflection paper should include: What went well this
placement, and what did you learn about teaching and yourself that you need
to continue to work on in your first “real” classroom. Thinking over this whole
semester, how have you grown as a person, teacher and student? Give
specific examples of your growth in each of these areas. as A teacher, what
are your greatest strengths? Why do you think so? As a teacher, at what do
you have to work the hardest? Why is that? Describe several ideas/thinking
that have changed from what you believed before student teaching and now.
Tell why they have changed. What ideas/ thinking have solidified as a result
of student teaching, tell why this is so.
For each placement fill in your cooperating teacher’s final evaluation top
section with your information, and make sure it is completed for our three
way conference. I will be taking a copy of the narrative and the evaluation
checklist with me at the end of the final conference. (Must have a copy of
the evaluation checklist for your records and for the CT.)
Smith revised 09 from Rosulek F06