School of Education
STUDENT TEACHING
HANDBOOK
2015 – 2016
Lake Superior State University
School of Education
Contact Information
CASET 101
650 W. Easterday Ave., Sault Ste. Marie, MI 49783
Phone (906) 635-2811 fax (906) 635-7565
http://lssu.edu/education
Academic Dean Donna J. Fiebelkorn, Ed.D
dfiebelkorn1@lssu.edu
(906) 635-2728
Field Placement Coordinator Barb Light
bjlight@lssu.edu
(906) 635-2745
Administrative Assistant Brenda Lee Cooper
blcooper@lssu.edu
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(906) 635-2811
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Table of Contents
LSSU School of Education Contact Information
Introduction
5
The Student Teaching Experience
LSSU Teacher Education Program Conceptual Framework
Student Teaching Outcomes
6
6
8
The Student Teaching Team
Cooperating Teacher
Student Teacher
University Supervisor
Building Administrator
School of Education Personnel
12
12
13
13
14
Student Teaching Calendar
15
Student Teaching Requirements
16
Assessment and Evaluation
17
Student Teaching Policies and Procedures
Eligibility for Student Teaching
Placement Assignment
Criminal Background Checks
Employment During Student Teaching
Additional Coursework
The Calendar
Attendance
Professional Conduct and Decorum
Confidentiality
Problems
Substitute Teaching During Student Teaching
Grading of Student Teaching and Coursework
19
19
20
20
20
20
21
21
21
22
22
23
Forms
Student Teaching Placement Agreement
27
Student Teaching Team Roles and Responsibilities
29
Student Teaching Activities
33
Teaching Skills Easily Monitored by Observation
37
Check-In Summary
39
Observation Report
41
Student Teacher Reflection on Observation
43
Progress Check Form
45
Final Evaluation
47
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Introduction
The purpose of this handbook is to provide information and materials for all those who are
involved in student teaching which is the culminating experience of Lake Superior State
University’s Teacher Education Program. Lake Superior State University (LSSU) provides a high
quality teacher preparation program based upon clearly defined principles and philosophy
leading to the semester-long placement through which the teacher candidate demonstrates
his/her mastery of the program claims or outcomes. This handbook establishes the expectations
of the teacher candidate, clarifies duties and responsibilities of the various partners in the
student teaching experience, and facilitates a closer partnership between the University, the
cooperating school and teacher, and the teacher candidate*.
*
*
Note that candidate is used to refer to the university pre-service teacher, and that student refers to
a K-12 learner.
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The Student Teaching Experience
Student teaching provides an opportunity for teacher candidates to apply the knowledge and
skills that they have developed throughout the program in a full-time placement in a school
setting. Specific student teaching placements will vary in design and implementation, reflecting
the individuality of the schools, teachers, and candidates involved. The commonality, however,
is the expectation that the student teacher will be immersed in the life of the school, as a fulltime member of the school community. This immersion provides the best opportunity for the
student teacher to continue the integration of theory and practice from the professional
education coursework, and to demonstrate his/her mastery of the program claims or outcomes
that are derived from the LSSU Teacher Education Program Conceptual Framework.
LSSU Teacher Education Program Conceptual Framework
The Conceptual Framework describes the underlying belief base for the program and the claims
statements, and supports the School of Education mission which is to serve learners through the
ongoing development of professional educators and teacher candidates in a commitment to
effective teaching.
As reflected in the program graphic, the faculty believe that the
acts of teaching and learning involve a framework of research,
reflection, and response. These elements establish a cyclical
process, a pathway that learners and leaders of learning use to
create powerful knowledge bases, to develop as active members of
a democratic society, and to establish and maintain environments
conducive to learning. This process of research, reflection, and
response is focused upon four areas that are essential elements of
effective teaching: content knowledge, pedagogical knowledge,
professional dispositions, and learning communities. At the center of this process of acquiring
and applying the skills and knowledge of professional practice is the learner.
Discussion of each key concept of the conceptual framework continues with candidates in
coursework through to student teaching. A brief consideration of each of these key components
of the conceptual framework follows here.
Research:
Effective teachers understand the need to maintain a current perspective on the numerous facets
of educational practice. A professional educator strives to engage in the study of pedagogy, to
examine the current literature related to teaching and learning, and to pursue the sometimes
daunting task of applying this theory to practice.
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Reflection:
John Dewey stated that the “active, persistent, careful consideration of any belief or supposed
form of knowledge in light of the grounds that support it is reflective thought.” Effective
teachers are continuously reflecting upon their practice by engaging in learning contexts and
pedagogical demands. The act of reflection requires effective teachers to question their
behavior, their beliefs as determinants of practice, and to consider carefully the responsibility of
being leaders of learning.
Response:
Effective pedagogy requires continuous response. To implement change in one’s practice for
the purpose of facilitating learning is a critical element in the repertoire of an effective teacher.
Response in this sense does not mean change for the sake of change. Response is that act of
planned change after careful research and reflection. Given a perceived need for change in the
classroom, the professional teacher reviews the current research, carefully reflects, and then
implements the change. After monitoring the response to the change, the teacher continues to
actively engage in continued research and reflection to improve pedagogical practice.
Content knowledge:
Effective teachers are educated in the liberal arts and sciences, and are knowledgeable about the
interdependence of the disciplines. They analyze and synthesize ideas, information, and data to
make applications of this knowledge in inquiry, problem solving, and critical thinking. The
professional educator is an effective communicator, possessing the skills and abilities of
listening, speaking, writing, and reading.
Pedagogical knowledge:
Professional educators have the knowledge to engage individuals in the learning process.
Teaching excellence requires an in-depth understanding of cognition, of the multidimensional
qualities of learners and learning, of the skills of research, and of reflective and responsive
pedagogy. Through an understanding of human growth and development, of a variety of
instructional techniques, assessments, materials, and technologies, coupled with an abundance
of practical experience in classrooms, pre-service teachers will mature as effective novice
teachers.
Professional disposition:
As models and guides of future generations, professional educators are influential in classrooms,
schools, and communities. All teachers and teacher candidates need to exemplify the ethics,
values, and professional dispositions of professional educators. Pre-service teachers engage in
active reflection, and self-critique. As developing novice teachers, they welcome constructive
criticism and incorporate reasonable suggestions into their teaching practice. They are
committed to lifelong learning and to the belief that all students can learn.
Learning communities:
Schools and classrooms are microcosms of society. They are the venues for candidates and
students to learn and grow as participants in the community. The themes of caring,
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responsibility, democracy, and stewardship are woven into the fabric of curriculum as teachers
and teacher candidates assume the role of facilitators of environments conducive to learning. In
this role, teachers and teacher candidates model tolerance, dignity, participation, and shared
decision making with other stakeholders of the learning communities.
Student Teaching Outcomes
In addition to the conceptual framework, the Teacher Education Program is aligned with the
Michigan InTASC standards and the Teacher Education Accreditation Council’s Quality
Principles. The faculty have agreed upon seven claims that describe successful candidates as
they complete the program:
1. Candidates analyze and synthesize ideas, information, and data to make applications of
subject knowledge in inquiry, problem solving, and critical thinking.
2. Candidates demonstrate deep subject knowledge through their ability to engage
learners in concepts and problem solving from multiple perspectives.
3. Candidates intentionally infuse technological tools into curriculum, instruction and
assessment to enhance differentiation, collaboration, and student achievement.
4. Candidates respond to the results of self-evaluation and reflection for continued
improvement in their implementation of research-based pedagogical practices that
result in student learning.
5. Candidates demonstrate professional dispositions throughout coursework, field
experience, and student teaching.
6. Candidates demonstrate commitment to equity and democracy in their active
participation in learning communities at the university, school, and community levels.
7. Candidates value the uniqueness of each individual through their commitment to
learners and learner-centered processes.
These claims or outcomes serve as the framework for evaluating the performance of candidates
in the culminating experience of the program, student teaching. The narrative approach to
assessment and evaluation during student teaching allows for rich description of how candidates
demonstrate each claim throughout the full-semester student teaching experience. The
discussion of each claim that follows here provide a starting point for student teaching team
members to consider the behaviors, practices, and dispositions that reflect successful
demonstration of each claim. It should be noted, however, that they are not to be seen as an
official ‘definition’ of each that would limit continued expansion. Ideally each member of the
student teaching team will be able to discuss the claims in their own words by the end of the
student teaching experience.
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Claim 1. Candidates analyze and synthesize ideas, information, and data to make
applications of subject knowledge in inquiry, problem solving, and critical thinking.
Student teachers successfully meet this claim regarding deep subject knowledge by
focusing on, and demonstrating an understanding of, standards that are relevant to
specific content areas or interdisciplinary topics. They have mastered subject knowledge
through university coursework in their academic major and/or minor(s), and can connect
this to the k-12 standards. They are able to identify standards to be mastered in a given
period of time, such as a lesson or unit, drawing on the Michigan Grade Level Content
Expectations or High School Content Expectations, the Common Core, and/or the
Ontario Standards. In explaining content to students, student teachers are able to make
meaningful links to real world applications, other experiences that the learner has had,
and to other content areas. They have the ability to add impromptu additional details to
their explanations and discussion of topics, as well as to adjust explanations to the level
of understanding of the learners.
Claim 2. Candidates demonstrate deep subject knowledge through their ability to engage
learners in concepts and problem solving from multiple perspectives.
Student teachers successfully meet this pedagogical content knowledge claim by writing
outcome-focused unit and lesson plans that are clearly aligned with selected standards, and
then implement the plans successfully with evidence of student learning. They are able to
use a variety of instructional strategies, including effective lectures reflecting the
developmental level of the students, making appropriate choices to match methodology with
content so that a concept or topic is explored in a variety of ways. In addition, they can
analyze why specific instructional strategies are appropriate for set outcomes. Effective
student teachers also demonstrate pedagogical content knowledge by being able to listen
and respond to students’ questions and concerns, and adjusting or adapting instruction when
the students do not ‘get it’. They are able to utilize multiple forms of assessment to monitor
student learning, and use frequent formative assessments to modify instruction for enhanced
student learning.
Claim 3. Candidates intentionally infuse technological tools into curriculum, instruction
and assessment to enhance differentiation, collaboration, and student achievement.
Student teachers successfully meet this claim by working towards technology infusion, but
not dependence. They select and effectively utilize a broad range of technical and nontechnical resources to enhance learner experiences and mastery of lesson outcomes. They
are able to use technology as a tool for assessing student learning, and provide opportunities
for learners to choose from a variety of ways to demonstrate their learning. In addition to
making appropriate choices for use of technology in instruction and assessment, they are
also able to use technology in managing their planning and administrative paperwork,
including maintaining electronic student records, and accessing and entering data into the
school’s student information system.
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Claim 4. Candidates respond to the results of self-evaluation and reflection for continued
improvement in their implementation of research-based pedagogical practices that result in
student learning.
Student teachers successfully meet this claim by reflecting on their own performance, and
using feedback from students and colleagues to ensure their professional growth. Beyond
waiting for feedback, they actively solicit feedback from others and use learning artifacts to
evaluate the effectiveness of their teaching. They discuss problems or issues that are
identified through their reflection and through discussions with colleagues, as well as
possible approaches for improvement. They research best practices in educational literature,
and implement new strategies in the classroom. Their reflective comments about their
learnings are captured in their written plans. They plan and teach ‘bell to bell, with no
wasted instructional time.
Claim 5. Candidates demonstrate professional dispositions throughout coursework, field
experience, and student teaching.
Student teachers successfully meet this claim by demonstrating professional attributes in
all aspects of their student teaching experience. Their dress and appearance is
professional and appropriate for the contexts in which they teach. Their passion for
teaching and learning is demonstrated through their continued learning and enthusiasm
for the content areas they teach. They communicate effectively with a broad range of
audiences and for a variety of purposes. Their written communication is without error,
and oral communication reflects knowledge of professional English and use of active
listening skills. Interactions with students, parents, and all members of the school
community are respectful. Effective student teachers reflect on their collaboration with
colleagues to continue to improve working relationships. They demonstrate flexibility,
innovation and creativity, through being willing to try different, new instructional and
management strategies.
Claim 6. Candidates demonstrate commitment to equity and democracy in their active
participation in learning communities at the university, school, and community levels.
Student teachers successfully meet this claim through establishing a classroom
community in which students are valued and have a voice. In the classroom community,
students are given opportunities to share their successes and to learn from their
mistakes. Student teachers effectively implement appropriate classroom management
strategies and progressive discipline to enhance a collaborative, cooperative learning
environment in which students are active, engaged learners. They are able to discuss the
connections between their classroom management plan and their personal educational
philosophy. Beyond the classroom, effective student teachers are active in the learning
communities within the school and/or school district, in grade-level or discipline-specific
teams. They establish connections with community members and utilize community
resources in creating and implementing learning experiences that provide real world
applications of concepts and topics.
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Claim 7. Candidates value the uniqueness of each individual through their commitment to
learners and learner-centered processes.
Student teachers successfully meet this claim through their commitment to adjusting
instruction in response to learner needs and focus on engaging all students in classroom
learning activities. They use assessment tools and methods effectively in order to
determine individual student learning styles, needs, and interests. They can discuss the
results of these assessments and how they will use those results in designing instruction.
They participate in IEP plan development and incorporate the provisions of such plans
into their instruction and interaction with individual students. They respond effectively
to students’ questions and interests, allowing students to choose the method for
demonstrating their learning as appropriate. They recognize students’ need for physical
movement, and varied instructional activities throughout the day.
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The Student Teaching Team
The student teaching team, which includes the student teacher, cooperating teacher(s), and
university supervisor, is designed to support the student teacher in demonstrating the outcomes
necessary for an effective, emerging educator. Additional members may be added, depending
on the specific student teaching assignment. The general roles and responsibilities of each team
member follow here; specific roles are agreed on by the team at an initial meeting at the
beginning of the student teaching placement. The chart on page 25 may be used to facilitate the
discussion of the roles and responsibilities at that meeting. The team may find it helpful to
revisit the chart during the semester to clarify or revise roles and responsibilities.
Once a student teaching placement has been confirmed, each member of the student teaching
team should review the policies and expectations as contained in the Student Teaching
Handbook and complete the Student Teaching Placement Agreement (see page 24). The
Agreement must be submitted to the field placement director no later than the end of the first
week of the semester.
Cooperating Teacher
The cooperating teacher's first responsibility is to the pupils in his/her class. At the same time,
the cooperating teacher plays a key role in providing a positive learning environment for the
student teacher, assuring that he/she is welcomed into the school community. Suggestions for
meeting both goals include:
 Prepare pupils to work with a student teacher and notify the parents that there will be a
student teacher in the classroom.
 Provide a working area for the student teacher (a desk or table) and share responsibilities
whenever possible, accepting him/her as a co-worker and professional person.
 Acquaint the student teacher with pertinent school policies and regulations, philosophy,
priorities, and assessment criteria.
 Guide the student teacher in preparing daily lesson plans, unit plans, and tests and approve
and critique all plans before they are taught. Assist in understanding and applying
evaluation techniques.
 Demonstrate a variety of effective teaching techniques and arrange for visits to other
classrooms from time to time.
 Model accommodations for learner differences.
 Help the student teacher relate theory to practice.
 Participate in the evaluation of the student teacher’s performance and provide
documentation as required.
Student Teacher
The student teacher is responsible for taking an active role in structuring the experience to
maximize his/her learning during the student teaching placement. Initiative and reflection are
key characteristics for a successful and rewarding student teaching experience. In addition, the
following list of responsibilities should be considered:
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








Take the lead role in developing and refining the student teaching calendar that guides
the experiences during the semester.
Facilitate communication among all team members.
Become familiar with school policies and practices and LSSU Student Teaching policies,
and work in a manner consistent with them.
Become thoroughly acquainted with classroom facilities and learn the procedures used by
the cooperating teacher.
Become familiar with the community and its relationship to the educational program.
Plan thoroughly, in writing, for all teaching responsibilities. An acceptable lesson plan is
expected for every lesson to be taught.
Reflect on personal progress with the cooperating teacher and university supervisor, and
participate in the evaluation process.
Notify supervisors of any persistent problems in their student teaching.
Demonstrate the knowledge, instructional assessment and professional competencies as
described above in the evaluation section.
University Supervisor
The university supervisor monitors the student teacher’s progress throughout the experience,
conducts formal observations and informal check-ins, and evaluates the student teacher’s
performance at the completion of the placement. The university supervisor is responsible for
submitting the final grade for the experience to the university. Aspects of the university
supervisor’s role include:
 Serve as the prime liaison between the school and the university.
 Serve as a resource person for the cooperating teacher and the student teacher.
 Conduct at least six observations during the semester, providing data and feedback to the
student teacher.
 Provide sympathetic understanding and advice to help alleviate the tensions that often
accompany student teaching and aid the student in improving self-confidence.
 Act to enhance the continuing growth and quality of the student teaching program.
 Facilitate the evaluation of the student teacher’s performance and compile required
documentation.
 Submit reports to the School of Education administrator.
Building Administrator
The building administrator has ultimate responsibility for all activities within his/her building,
including the recommendation of individuals to serve as cooperating teachers. Once a student
teacher is placed in a building, the administrator facilitates the acceptance of the student teacher
into the school community through actions such as:
 Accept student teachers as junior members of the teaching faculty.
 Offer students those facilities, resources, teaching materials, supplies and equipment
customarily available to other teachers.
 Introduce the student teachers and university personnel to the building.
 Help cooperating teachers guide the growth of student teachers.
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School of Education Personnel
The field placement director acts as the liaison between the School of Education and the school
districts during the initial phases of the student teaching experience. The field placement
director works closely with schools and districts to identify potential placements, and coordinates
the placement process with the applicants for student teaching. The field placement director
provides the school personnel with the university’s requirements and expectations of student
teachers and facilitates meetings between candidates and school personnel.
As the student teaching experience gets underway, the School of Education administrator acts
the primary contact for significant questions or concerns that may arise. The administrator
provides resources and support for all aspects of the teacher education program, including the
development and implementation of policies and procedures. Although the university
supervisor is the primary liaison between the student teaching team and the university, student
teachers and cooperating teachers may contact the School of Education administrator if the
university supervisor is not available.
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Student Teaching Calendar
An initial focus for the student teaching team is the development of a projected calendar for the
student teaching experience. Although student teachers enroll in a LSSU semester course, the
experience needs to fit with the K-12 school calendar. As such, student teaching activities may
begin prior to start of the LSSU term and may continue past the completion of a specific semester.
The rate at which individual student teachers assume responsibility for the entire teaching job is
an individual decision involving all members of the student teaching team. Discussion of the
progression of classroom responsibilities should begin in the initial team meeting and continue
throughout the semester. All candidates are expected to teach at least a few classes before the
first progress check.
The schedule may be organized as a calendar showing key dates, or in any format agreed upon
by the team. The following phases should be considered in developing the calendar.
1. Introduction to the Placement Setting
 Participate in non-instructional tasks
 Observe in the classroom
2. Small Group Activities
 Interview school administrators and staff
 Work with small groups of students
3. Phase In
 Assume responsibility for one class or subject
 Add classes/subjects to move toward full responsibility of the classroom or
teaching day
4. Full Responsibility
Assume full responsibility for the classroom or teaching day
5. Phase Out
 Transition back from full responsibility, turning the classroom back over to the
cooperating teacher
 Continue observations (shadow administrators, observe other teachers, review
cooperating teacher resources, spend a day with counselors, become familiar with
special services, work with small groups, etc.)
 Participate in special projects (extracurricular activities, coaching, mentoring, etc.)
Following is one sample of how the student teaching phases may be allocated in the schedule.
Introduction to the Placement Setting ....................................... Week 1 (approximately)
Non-instructional and Small Group Activities ...................... Weeks 2–3 (approximately)
Phase In......................................................................................................... Weeks 4–5 (approximately)
Full Responsibility .................................................................................. Weeks 6-13 (approximately)
Phase Out ..................................................................................................... Weeks 14-16 (approximately)
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Student Teaching Requirements
Each student teacher will compile and maintain a student teaching resource folio that includes
all materials and forms related to the student teaching experience. The folio may take a variety
of forms, ranging from a 3-ring binder to a 4-drawer file cabinet. Relevant materials should be
available to the cooperating teacher and to the university supervisor when observations and
progress reports are scheduled. Items included in the folio may be used in a candidate’s
reflective and/or interview portfolio.
Student Teaching Schedule
Initial calendar for experience, along with revisions that occur over time, showing phase-in to
full responsibility and completion of experience
Planning Records
Unit and lesson plan frameworks, along with actual, detailed plans with evaluative and reflective
comments.
Reports
Observation and progress reports.
Reflective Journal
Reflections on daily experiences summarizing what occurred and, more importantly, strengths,
weaknesses, and learnings from those experiences. Think about what strategies worked and did
not work and reflect upon why. Also include victories, disappointments, challenges, problems,
and any concerns.
Resources and References
Materials that will be useful in future planning and preparation for instruction. Documentation
of plans including photographs and student work. School-specific items such as memos,
calendars, curriculum guidelines, and others.
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Assessment and Evaluation
Each member of the student teaching team participates in the assessment and evaluation of the
student teacher’s progress throughout the experience. Formative assessments and summative
evaluations should be incorporated into the student teaching plan or calendar that is compiled
and maintained by the team.
Supervision and Observation
There are multiple approaches to supervision and observation reflecting the range of
philosophies or theories of education or learning. The model used in the LSSU student teaching
program is that of clinical supervision, which moves from being an evaluative process to one of
data collection and feedback. Repeated observations, the focus of each identified by the student
teacher in consultation with the observer, serve as the foundation for documenting the student
teacher’s demonstration of required outcomes.
The clinical supervision cycle consists of three steps:
 Pre-observation conference: The focus of the observation, related to the outcomes or
effective teaching skills, is identified (see outcomes or Teaching Skills Easily Monitored
by Observation, p. 37). The student teacher provides the observer with a lesson plan that
specifies related K-12 standards.
 Observation: The observation is conducted, with data gathered on instrument appropriate
to the focus of the observation.
 Post-observation conference: The observer and student teacher meet to review the data
gathered, discuss the positives and negatives of the lessons, and next steps. A summary of
the post-observation conference is written on the Formal Observation Form (p. 41) by the
observer. The student teacher will complete the Reflection on Observation form (p. 43).
The university supervisor will complete a minimum of six formal observations during the
semester. Additional observations may be completed by the cooperating teacher or by the
university supervisor. If any member of the student teaching team is not satisfied with the
quality or quantity of the observation and supervision that is provided in the student teaching
experience, he/she should contact the School of Education administrator.
Evaluation
Formal and informal observations, student teaching folio materials, and other experiences serve
as the basis for the required Progress Reports and the Final Evaluation of the student teacher’s
mastery of the outcomes. The Progress Reports are incorporated into the student teaching plan,
and should be held in the fifth and the tenth week of the student teaching experience. The Final
Evaluation should be conducted after the completion of the experience, in what would be finals
week on campus.
Each of these reports is prepared in a collaborative manner, with each member of the student
teaching team capturing his/her comments, observations, and recommendations in a written
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format. Following a meeting of the team in which the individual input is shared, the university
supervisor will compile the team’s assessment of the student teacher’s demonstration of each
outcome on the appropriate form. The summary document will be circulated to the team
members for their signatures.
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Student Teaching Policies and Procedures
Eligibility for Student Teaching
To be eligible for a student teaching placement, a candidate must meet all the criteria
established by the School of Education at LSSU. The academic requirements include having
completed all required coursework other than the student teaching block with an overall
GPA of at least 2.7, no grade lower than C in content major and/or minor coursework with a
GPA of at least 2.7, and no grade lower than a B- in professional education coursework. In
addition, elementary candidates must pass the Michigan Test for Teacher Certification
(MTTC) subject test for Elementary Education and secondary candidates must pass the
MTTC subject test for their majors prior to beginning student teaching. The academic and
professional criteria are published in several documents, including the School of Education
Handbook and LSSU Catalog.
Placement Assignment
Candidates are assigned to selected schools in Michigan’s Eastern Upper Peninsula and
Ontario, Canada. A candidate’s preference for placement is factored into the assignment
process, although additional considerations include the ability of the university to provide
appropriate supervision, the willingness of the school to host a student teacher, and the
presence of a qualified cooperating teacher. In addition, candidates are not allowed to
student teach at a school in which a relative is working or attending, without a signed waiver.
Candidates are encouraged to consider schools other than those that they attended during
their K-12 experience.
A secondary candidate’s assignment should include the opportunity to student teach in both
his/her major and minor. An elementary candidate’s assignment should include for
experience in the full range of content for which he/she will be certified.
Because of the importance of the cooperating teacher, criteria have been developed for
selection. These criteria grow out of the general policies and understanding that form the
basis for the Agreement on Student Teaching that is executed between Lake Superior State
University and the cooperating schools. The following criteria are required for cooperating
teachers:
 has completed a minimum of three years teaching experience, with the most recent
year being in the present school system;
 has tenure;
 holds a valid teaching certificate for the level and disciplines of his/her teaching
assignment;
 consistently demonstrates high quality teaching;
 demonstrates desirable personal and professional attitudes, and evidence of continuous
professional growth;
 participates in the program voluntarily;
 considers mentoring and coaching a student teacher as a contribution to his/her
profession;
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 is recommended by his/her administrator(s); and
 possesses good communication skills and can provide constructive feedback.
Accepting a student teacher is an important decision. Only teachers whom the School of
Education has recommended and who meet LSSU’s criteria will be considered as possible
cooperating teachers. In addition, prospective cooperating teachers must first voluntarily
decide if they are willing to work with a student teacher. They should interview the
prospective student teacher and have him/her spend some time in their classrooms before
student teaching to help ensure a successful student teaching experience.
Criminal Background Checks
Candidates must complete criminal background checks as required by the school districts in
which they are placed. Prospective students teachers who will be placed in schools in
Michigan are encouraged to obtain a Michigan substitute permit, which includes a
fingerprint check. Some districts may require this. Prospective student teachers who will be
placed in schools in Canada must complete a federal-level Criminal Records Check through
the local police, OPP or RCMP office. The requirements of the district in which the student
teacher will be placed must be met. Candidates are responsible for any costs associated with
the required background checks.
Employment During Student Teaching
It is strongly recommended that candidates free themselves of work responsibilities during
the week while student teaching to allow for a full-time commitment to teaching. Weekend
employment has sometimes been possible for student teachers in the past, however, should
be considered with caution. Student teachers may be asked to terminate work should the
activities interfere with their performance in school. Student teachers may be involved in
afterschool activities that are commonly done by teachers, such as coaching and tutoring.
Additional Coursework
Candidates should not be enrolled in any coursework, other than the student teaching block
of EDUC480 and EDUC492, during their student teaching experience. Exceptions must be
approved by the School of Education.
The Calendar
During student teaching, candidates are expected to begin with and adhere to the school
calendar in the school district to which they are assigned. Vacations are scheduled according
to the school district calendar.
Student teachers may be required to attend seminar meetings on campus. Seminars will
include topics such as human relations, classroom management and organization, effective
planning and teaching, placement, employment, certification, as well as other topics that
address the needs and concerns of student teachers. Specific dates will be provided as soon
as they are determined.
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Attendance
Student teachers are expected to be in attendance every day for the full day. Daily arrival
and departure times will follow the daily schedule of the cooperating teacher or will reflect
the student teacher’s preparation and assessment needs.
Recognizing that the goal of student teaching is to maximize the opportunity for candidates
to demonstrate their ability to meet the outcomes, excessive absences may result in an
extended student teaching assignment or a failing grade. Up to three medical absences
during the semester are allowed; additional absences may need to be made up. Absences for
events such as teacher career fairs, professional development workshops or conferences,
student science fairs or problem-solving competitions are permitted with the concurrence of
the student teaching team.
If a student teacher is ill and unable to go to school, he/she must call the school and the
cooperating teacher, and confirm arrangements for any material for which he/she was to
have been responsible. Any necessary lesson plans, materials, and other pertinent items
must be delivered to the school by the start of the school day. Once the student teacher has
confirmed all arrangements with the cooperating teacher, he/she must notify the university
supervisor of his/her absence from student teaching.
Professional Conduct and Decorum
Candidates enrolled in any field placement portion of the Teacher Education Program at
Lake Superior State University are to adhere to the Michigan Professional Educator’s Code of
Ethics. Their dress and decorum shall not be excessive nor be disruptive to the education of
learners in the classroom nor to the rights of teachers to teach.
The term "school" used in this policy refers to the student teaching placement school.
 Student teachers will not use tobacco products on school grounds or at school events in
accordance with state and federal laws.
 Student teachers will not use or be under the influence of alcohol or illegal drugs while
teaching or in attendance at any school function.
 Student teachers will not engage in lewd behavior, use of profanity, or behavior that
jeopardizes the learning and teaching at the school.
Confidentiality
Confidentiality is of the utmost importance while working with schools and learners.
Therefore candidates will employ the highest regard for issues of confidentiality while in the
schools and the community.
 Student teachers will not divulge any information about any student to persons or
agencies that are not directly or legally involved in the welfare of the learner.
 Student teachers will refrain from public discussions regarding learners, cooperating
teachers, university supervisors, or administrators.
 Student teachers will not display any documents that may reveal confidential information
about a learner in the school.
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Problems
Candidates who enroll in student teaching make a commitment to the goals, responsibilities,
and expectations outlined in this guide. The University and the schools have the right to
engage in procedures to facilitate a change in placement when there is concern with the
growth, development, and behavior of a student teacher. These procedures will follow due
process and include, but are not limited to the design and implementation of improvement
plans, change or termination in placement, or dismissal from the program.
Should a student teacher demonstrate difficulty in meeting the student teaching outcomes,
an initial conference on the matter including all members of the student teaching team, i.e.
student teacher, cooperating teacher(s), and university supervisor, should be held. Regular
meetings of the student teaching team help in the early identification, and addressing
problems promptly aids in their solution.
If the problem is not resolved, the university supervisor will contact the School of Education
administrator of the situation. The building administrator may need to be involved at this
time, as well.
The student teaching team will develop a plan of assistance to provide support and coaching
for the student teacher to address the identified deficiencies. The plan must include
outcomes to be met, outline tasks to be completed in specific terms, provide a timeline for
accomplishment of the outcomes, and identify the instruments to be used in assessment of
improvement.
Should the conditions of the plan not be met, consultation with the School of Education
administrator may result in the termination of the placement and/or dismissal from the
program. A candidate whose student teaching placement has been terminated may have the
opportunity to repeat the student teaching experience upon approval by the School of
Education. The candidate may attempt to repeat the experience one time.
Dismissal from the program is a serious matter. When candidate has not provided evidence
of growth, has failed to meet the expectations of a plan for pedagogical improvement, has
committed a grave violation of department policy, has established a pattern of questionable
behaviors, or has been convicted of a felony crime, the School of Education has the right to
dismiss the candidate from the program.
Substitute Teaching During Student Teaching
LSSU allows student teachers to substitute teach as part of their student teaching experience
according to the following criteria/guidelines:
1. Student teachers may substitute teach only in the classroom in which they are assigned for
student teaching.
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2. Student teachers must have completed all necessary requirements for substitute teaching
in the district (applications, fingerprinting, criminal background check, etc.) and hold a
valid substitute permit.
3. Student teachers will be paid the same as a regular substitute teacher
4. The student teaching team and school administrator/district must approve of the
substitute assignment.
5. Student teachers may not substitute for more than two consecutive days, nor for more
than 15 days total during their student teaching.
6. An accurate record of the dates and experiences must be kept by the student teaching
team and be available to the university.
7. Substitute teaching must not conflict with a university supervisor's visit. The university
supervisor must be notified in a timely manner so that it will not conflict with supervisory
or student teaching responsibilities.
8. Student teachers will be available to cover the cooperating teacher's classroom on those
days, such as orientation meetings, where the absence of the cooperating teacher is
necessary for the promotion of the student teacher program. This is part of student
teaching and not considered substitute teaching for which they would be paid.
Grading of Student Teaching and Coursework
Student teachers will be graded on their student teaching and co-requisite seminar
independently. The student teaching experience, EDUC492, will be evaluated with a grade
of CR (credit) or NCR (no credit). The seminar, EDUC480, will be graded in the traditional
A, B, C, D, F manner. Student teachers must successfully complete all course and fieldwork
requirements to be recommended for Michigan certification.
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Student Teaching Forms
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Student Teaching Placement Agreement
Student Teacher:
LSSU ID: A
This is to confirm that the above-named candidate has been assigned to the placement described
below. The student teacher and cooperating teacher(s) agree to follow the policies and
procedures as described in the Student Teaching Handbook and as reflected on the Student
Teaching Team Roles and Responsibilities Chart.
This agreement must be completed and submitted to the School of Education administrator by the
end of the first week of the student teaching placement.
District:
School:
Beginning Date:
Ending Date:
Cooperating Teacher 1:
Grade:
Subject(s):
Cooperating Teacher 2:
Grade:
Subject(s):
Building Administrator:
University Supervisor:
Student Teacher Signature
Date
Cooperating Teacher 1 Signature
Date
Cooperating Teacher 2 Signature
Date
Building Administrator Signature
Date
University Supervisor Signature
Date
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Student Teaching Team Roles and Responsibilities
The following chart includes roles and responsibilities integral to a successful student teaching
experience. It should be completed at an initial meeting as the student teaching team discusses
and clarifies the expectations, roles, and responsibilities of each member. Each team is
encouraged to adapt the matrix to its specific situation, with the option of deleting or adding
items as appropriate. Student teaching teams are encouraged to revisit and revise the matrix as
needed throughout the experience.
Student Teacher:
University Supervisor:
Cooperating Teacher 1:
Cooperating Teacher 2:
Other:
Team Member
ST
Roles and Responsibilities
US CT1 CT2 O
1. Become familiar with the materials that describe the LSSU program,
including the goals and expectations held for student teachers and the
responsibilities of each member of the student teaching team
2. Attend orientation sessions
3. Define reasonable goals, objectives, and evaluation criteria for the student
teaching experience
4. Develop and monitor the Student Teaching Schedule that includes gradual
assumption of full teaching responsibilities.
5. Provide the student teacher with close supervision to ensure the safety and
well-being of students in the classroom
6. Set high standards for the student teacher’s behavior in the professional
setting, including dress, general demeanor, and attitude toward professional
responsibilities
7. Observe the student teacher closely and provide evaluative feedback promptly
about strengths and weaknesses observed
8. Establish and maintain a Student Teaching Folio that includes all unit and
lesson plans, as well as other relevant materials.
9. Keep data concerning attendance, the nature of the student teacher’s work,
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Team Member
ST
Roles and Responsibilities
US CT1 CT2 O
and other relevant factors associated with his/her progress
10. Participate in check-ins approximately every other week
11. Complete Check-In Forms
12. Conduct formal observations centered upon pre-determined focus areas
13. Participate in discussions following each formal observation
14. Complete Formal Observation Forms
15. Participate in progress report meetings
16. Complete Progress Report Forms
17. Report verbally, and in writing when necessary, to the field placement director
concerning the student teacher’s progress at mid-term and at any time at
which the student teacher is having difficulty and requiring intervention
strategies
18. Participate in final evaluation meeting
19. Complete Final Evaluation Form
20. File the Final Evaluation Form and all pertinent documentation of the student
teacher’s work with the field placement director.
21. Submit the final evaluation of the student teacher.
22. Arrange for the student teacher to observe other professionals at work in the
school
23. Be knowledgeable about the student teacher’s academic program
24. Help the student teacher understand how the experience relates to the
conceptual framework of the LSSU Teacher Education Program
25. Help the student teacher derive meaning from the experience
26. Act as a resource person to help the student teacher enrich his/her
understanding and practice
27. Attend supervisory meetings at LSSU
28. Ensure that all plans and preparation are completed carefully in advance, and
that these materials are available to the cooperating teacher in case of absence
29. Welcome suggestions that allow skills and knowledge to grow
30. Set realistic, appropriate standards of performance for students in the
classroom and provide them with support and encouragement through direct,
constructive feedback
31. Observe and interact with other professionals at work in the schools
32. Attend support seminars, when held, during the experience
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Team Member
ST
Roles and Responsibilities
US CT1 CT2 O
33. Attend at least one professional conference/seminar
34.
35.
36.
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Student Teaching Activities
The following experiences and activities will help the student teaching team develop a calendar
that will provide a solid and diverse experience for the student teacher. This is not a required
checklist, but rather a list of suggestions for consideration by the team.
1. Orientation to the School
_______
_______
_______
_______
_______
Meet the principal, assistant principal and other administrative staff
Tour the school building and facilities
Become familiar with the school mission and vision
Meet the guidance staff, become familiar with the school’s system of
permanent records
Meet various school specialists and become familiar with the testing and
referral systems of the school including individualized education plans (IEPs)
_______
_______
_______
Meet the custodian(s)
Visit the school office; become acquainted with the personnel
Become familiar with policies and procedures described in the school
handbook, including school calendar, rules, time schedule, teacher duties
_______
Become familiar with school policies toward discipline, attendance, passage in
the halls, homework, etc.
Become familiar with field trip policies and procedures
_______
_______
_______
_______
Study fire drill regulations and crisis intervention plan
Get to know faculty in addition to student teaching team
Become familiar with important characteristics of the community and student
body
_______
_______
Learn about resources, including technology available to enhance teaching
Other:
2. Classroom Routines (Non-Instructional)
_______
Take and report attendance
_______
Make announcements
_______
Learn student names
_______
Collect and check homework and other assignments under the supervision of
the cooperating teacher
_______
Return graded work to students
_______
Oversee fire drill
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_______
_______
Become familiar with accident and injury procedures
Obtain, issue, and store equipment and books
_______
_______
Begin and dismiss class
Other:
3. Out-of-Classroom Activities
_______
_______
Help plan or observe an assembly or classroom program.
Observe or work with a club and/or activity group.
_______
_______
Help plan or attend a school party.
Participate in at least one community improvement activity.
_______
_______
_______
_______
_______
_______
_______
_______
_______
Attend a school-sponsored event for the public such as a play, a concert, or an
athletic event.
Attend parent’s night, open house, PTA/PTO, or similar program
Talk with a parent at PTA/PTO meeting
Attend staff meetings
Chaperone school dance, athletic program, or other co-curricular activity
Monitor study hall, lunch room, hallway, bus, or similar areas
Attend a school board meeting
Become familiar with central office functions
Participate on school improvement committee
_______
Other:
4. Prepare to Teach
_______
Observe cooperating teacher
_______
Study cumulative records of pupils as needed
_______
Have individual conferences with students
_______
Take notes on observations and reflect on preparing to teach
_______
Observe other teachers in the same department or grade level
_______
Observe other teachers in a different department or grade level
_______
Become familiar with curriculum guides
_______
_______
Become familiar with primary and supplementary texts, and teachers’ manuals
Become familiar with commercially developed curricula
_______
_______
Become familiar with teacher developed unit and lesson plans
Become familiar cooperating teacher’s grouping philosophy and grouping
patterns
_______
_______
Become familiar with the cooperating teacher’s classroom management style
Other:
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5. Planning Instruction
_______
Write and submit daily lesson plans to the cooperating teacher in advance
_______
_______
Prepare and discuss unit plans with the cooperating teacher in advance
Develop instructional materials (worksheets, PowerPoint presentations,
transparencies, laboratory exercises, etc.)
_______
_______
Identify and organize additional resources
Incorporate appropriate technology to enhance instruction and learning
_______
_______
Establish and maintain a resource materials file
Other:
6. Implementing Instruction
_______
Work with an individual student
_______
_______
_______
_______
_______
_______
_______
_______
_______
Work with small groups
Instruct entire class together with the cooperating teacher
Instruct entire class alone, observed by the cooperating teacher
Instruct entire class alone without observation
Use a variety of instructional materials
Plan and implement remedial measures with a pupil in the classroom
Be available for extra help for students
Reflect on plans as implemented and maintain written record of strengths and
recommendations for improvement
Other:
7. Evaluating Students
_______
Construct, administer, and grade quizzes, tests, homework, exercises, etc.
_______
Use assessment results to improve teaching
_______
Participate in student evaluation and grading, including conferencing with
students
_______
_______
_______
_______
Adminster a standardized test
Report student progress or problems to parents
Participate in parent conferences
Other:
8. Using Resources For Instruction
_______
_______
_______
School library
Duplicating equipment (photocopier, etc.)
Audiovisual equipment (VCR, overhead projectors, etc.)
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_______
_______
Teachers’ professional library
Resource centers
_______
_______
Field trips
Community resources
_______
_______
Computers and software
Bulletin boards
_______
Other:
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Teaching Skills Easily Monitored by Observation
The following may be used by student teachers to develop a possible focus
for an observation linked to student teaching outcomes.
1. How many questions do I ask in a certain time?
2. What is my convergent - divergent question ratio?
3. Do I use higher order questions regularly?
4. Do I clearly and carefully emphasize each part of a demonstration?
5. Do I summarize each point in my lesson?
6. How often do I check my pupils' understanding? How do I check it?
7. Do I use teaching aids effectively?
a. Are they visible from all parts of the room?
b. Are they attractive and colorful?
c. Are they familiar to my students?
d. Are they simple?
8. Do I change my style of interacting with students?
9. Do I pause and allow students time to think?
10. Do I pause after questions? (Wait time)
11. Do I use visual, audio and kinesthetic channels when I teach?
12. Do I use metaphors and analogies in my presentation?
13. How do I show enthusiasm for my subject?
14. How much eye contact do I have with my students?
15. Do I give clear, easy to follow directions?
16. Do I encourage student reaction? How?
17. Does most of my class participate?
18. Do I use examples to illustrate new concepts?
19. Do I listen carefully to student responses?
20. Do I encourage students to interact with each other in discussions?
21. Do I use probing questions to assess a student's understanding?
22. Do I repeat student statements or answers?
23. Do I have any mannerisms which I repeat to the distraction of students?
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Check-In Summary
Date:
Student Teacher:
LSSU ID: A:
University Supervisor:
District:
School:
Grade(s):
Subject(s):
Cooperating Teacher:
Notes (interactions, positives, concerns, options, etc.):
Original: University Supervisor, Copy: Student Teacher
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Observation Report
Student Teacher:
LSSU ID: A
University Supervisor:
District:
School:
Grade(s):
Subject(s):
Cooperating Teacher:
Date:
Time/Class Period:
Focus of Observation:
This focus was chosen because:
This focus is connected with Claim(s):
Data Gathering Instrument or Approach
Summary of Discussion:
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Next Steps:
Attach supporting documentation (University supervisor notes and data, student teacher
reflection, etc.).
Student Teacher Signature
Date
University Supervisor Signature
Date
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Student Teacher Reflection on Observation
Student Teacher:
LSSU ID: A:
University Supervisor:
District:
School:
Grade(s):
Subject(s):
Cooperating Teacher:
Date:
Time/Class Period:
Focus of Observation:
Reflections:
Student Teacher Signature
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Progress Check Form
Progress Check  #1
 Student Teacher
 #2
Date:
 Cooperating Teacher
 University Supervisor
Student Teacher:
 Final
LSSU ID: A
District:
School:
Grade(s):
Subject(s):
Cooperating Teacher(s):
University Supervisor:
Directions: Assess and/or comment on each outcome; cite examples where appropriate.
M = Making Appropriate Progress, N = Needs Improvement, NA = Not Applicable/Not Yet Observed
CLAIM
M N NA COMMENTS
1. Candidates analyze and
synthesize ideas, information,
and data to make applications
of subject knowledge in inquiry,
problem solving, and critical
thinking.
2. Candidates demonstrate deep
subject knowledge through
their ability to engage learners
in concepts and problem
solving from multiple
perspectives.
3. Candidates intentionally infuse
technological tools into
curriculum, instruction and
assessment to enhance
differentiation, collaboration,
and student achievement.
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CLAIM
M N NA COMMENTS
4. Candidates respond to the results of
self-evaluation and reflection for
continued improvement in their
implementation of research-based
pedagogical practices that result in
student learning.
5. Candidates demonstrate
professional dispositions
throughout coursework, field
experience, and student
teaching.
6. Candidates demonstrate
commitment to equity and
democracy in their active
participation in learning
communities at the university,
school, and community levels.
7. Candidates value the uniqueness of
each individual through their
commitment to learners and
learner-centered processes.
Additional Comments
Student Teacher Signature
Date
Cooperating Teacher Signature
Date
Cooperating Teacher Signature
Date
University Supervisor Signature
Date
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Student Teaching Final Evaluation
Date:
 Student Teacher
 Cooperating Teacher
 University Supervisor
Student Teacher:
 Final
LSSU ID: A
District:
School:
Grade(s):
Subject(s):
Cooperating Teacher(s):
University Supervisor:
Claim 1. Candidates analyze and synthesize ideas, information, and data to make applications
of subject knowledge in inquiry, problem solving, and critical thinking.
Assessment:
Claim 2. Candidates demonstrate deep subject knowledge through their ability to engage
learners in concepts and problem solving from multiple perspectives.
Assessment:
Claim 3. Candidates intentionally infuse technological tools into curriculum, instruction and
assessment to enhance differentiation, collaboration, and student achievement..
Assessment:
Claim 4. Candidates respond to the results of self-evaluation and reflection for continued
improvement in their implementation of research-based pedagogical practices that result in
student learning.
Assessment:
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Claim 5. Candidates demonstrate professional dispositions throughout coursework, field
experience, and student teaching.
Assessment:
Claim 6. Candidates demonstrate commitment to equity and democracy in their active
participation in learning communities at the university, school, and community levels.
Assessment:
Claim 7. Candidates value the uniqueness of each individual through their commitment to
learners and learner-centered processes.
Assessment:
Student Teacher Signature
Date
Cooperating Teacher Signature
Date
Cooperating Teacher Signature
Date
University Supervisor Use Only
Final Evaluation:
Credit
University Supervisor Signature
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No Credit
Date
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