Master’s in
Education
Practicum
Handbook
School of Education
Office of Clinical Experiences
2
Clinical Experiences
University of Wisconsin-Platteville
1 University Plaza, 125 Doudna Hall
Platteville, WI 53818-3099
Phone: 608-342-1271
FAX: 608-342-1002
Email: clinicalexp@uwplatt.edu
Karen Stinson
EOSP Coordinator
Phone: 608-342-1131
Support Staff
Jessica Leibfried
3
FOREWORD
This Master’s in Education Practicum Handbook has been prepared to guide you through your
final phase in your degree completion. We want you to be successful. In order for this to happen, you
will need to work collaboratively with everyone involved in this experience, especially the Site
Supervisor and University Supervisor assigned to you. Pay particular attention to the various roles people
play and the responsibilities each of these individuals has in mentoring you. Included in this handbook
are forms that used to document your experience. If you have any questions, please do not hesitate to call.
Thank you for choosing UW-Platteville for your continued professional development. We
appreciate the confidence you have placed in us to ensure that you have the necessary knowledge, skills,
and dispositions to be successfully endorsed as reading teachers effectively serving students with
disabilities in the State of Wisconsin.
Best of luck in your future endeavors!
Clinical Experiences Coordinator
University of Wisconsin-Platteville
4
TABLE OF CONTENTS
Foreword………………………………………………………………………………3
Table of Contents……………………………………………………………………...4
Practicum Requirements……………………………………………………………….5
Out-of Area Practicum…………………………………………………………………5
Health/Report/Criminal History Check………………………………………………...5
Insurance Coverage………………………………………………………………….....6
Procedures for Certification……………………………………………………………6
Practicum Roles and Responsibilities………………………………………………….7
Initial Observation Report by University Supervisor………………………………….8
Record of Visits to Practicum Students……………………………………………….9
Pre-/Post-Practicum Student Reflection……………………………………………….10
Weekly Log……………………………………………………………………………15
Pre-Observation Plan…………………………………………………………………..16
Post-Observation Reflection…………………………………………………………...17
Observation Report by University Supervisor………………………………………….18
Practicum Evaluation by Site Supervisor.……………………………………………...20
Practicum Evaluation by University Supervisor………………………………………..23
Practicum Final Completion……………………………………………………………26
Content Guidelines ……………………………………………………………………..26
5
PRACTICUM REQUIREMENTS
To be endorsed for licensure, all students must demonstrate basic proficiency in all competency areas.
Grades will be issued by the Site Supervisor and University Supervisor.
Practicum candidates serving a school district as a teacher
or in a similar program
3 Graduate Credits = 1 Quarter – 200 hours
6 Graduate Credits = 1 Semester – 400 hours
*Complete Practicum experience under the direction of a highly-qualified licensed teacher or building
administrator and a University Supervisor
*Carry out duties assigned to you as an employee of your school district or with written permission to
work in the school district/agency as a practicum student/guest.
*Arrange to complete the following tasks:
1. Log 200/400 hours working within an educational setting performing tasks typically assigned in
the area of your new licensure or area of study (ie. choral music conductor, math teacher,
instructional coach)
2. To promote reflective practice, teachers will write journals in which they record important
practical classroom/teacher/learner/administrator experiences and relate them to theories,
methods, and/or cultures informing their practice and/or teacher/learner behaviors. This is an
activity in which teachers are engaged throughout the semester.
3. Plan on seven weeks of consecutive instruction and service to the district.
Out-of-Area Practicum
For those students who wish to fulfill their Practicum requirements more than 100 miles from Platteville,
there will be a charge in the amount of $550.00 to cover university supervisor expenses. This amount will
be billed to you by the Cashiers Office at UW- Platteville. You will be required to sign an out-of-our-area
agreement form before a Practicum placement will be made for you. This amount of $550.00 must be
paid to the University before your final Practicum grade(s) will be forwarded to the Registrar’s Office.
This extra payment covers the additional expenses that are incurred in the student teaching process by the
university supervisor.
Health Report/Criminal History Check
This is something that is becoming more common in school districts. Please check with the School
District to see if this is something that you are required to do.
6
Insurance Coverage
All student teachers/practicum students are provided professional liability insurance by the State of
Wisconsin by the provisions of SS 165.35 (6) and 895.41 (1) of Chapter 81, Laws of Wisconsin 1975.
This coverage protects the student teacher against claims from third parties for personal injury or property
damage caused by negligent acts. If you are using your own classroom, you will be covered under your
own school district provisions.
Procedures for Certification
If your practicum experience leads to new teaching or administrative endorsement, you will need to apply
for licensure in Wisconsin near the completion of their Practicum. The application form may be obtained
online at www.dpi.state.wi.us/dpi/dlsis/tel. Candidates who intend to teach in another state should write
to the State Superintendent of Public Instruction in that state and ask for the procedures for obtaining a
teaching certificate in that state. It should be kept in mind that having a copy of a Wisconsin Teaching
Certificate will hasten the process of obtaining a certificate in another state.
The completed application and money should be submitted to the following: Certification Officer, School
of Education, 1 University Plaza, UW-Platteville, Platteville, WI, 53818. The Certification Officer will
verify that all requirements have been met, including the submission of your final practicum grade, and
forward the application packet onto the Department of Public Instruction.
7
PRACTICUM ROLES AND RESPONSIBILITIES
Role
Responsibilities
Master’s Degree
Coordinator
1. Verifies that student has completed all coursework and earned a qualifying Praxis II score
(if needed) in preparation for practicum experience
2. Maintains student’s file to verify completion of program
3. Coordinates review of licensure portfolio
1. Administers and coordinates all practicum experiences
2. Works with administrators of cooperating schools in assigning practicum students to the
site supervisors
3. Assigns University Supervisors to work with Site Supervisors and practicum students
4. Monitors practicum evaluations to ensure they are appropriately conducted and recorded
5. Acts as fiscal agent for the practicum program
6. Serves as liaison between the student, Education Office of Special Programs, various
departments of the University and cooperating schools
1. Attends orientation to Practicum Supervision with Coordinator of Education Office of
Special Programs.
2. Observes practicum candidates at least 3 times per quarter for a 3 credit practicum and at
least 6 times per semester for 6 credit practicum.
3. Completes the observation paperwork, discusses contents with the practicum candidate,
and submits paperwork to the Clinical Experiences Coordinator.
4. Organize and participate in 3-way conference with onsite supervisor and practicum
candidate to prepare evaluation. Reminds candidate/student to include written evaluation
and two other written evaluations from on-site supervisor in candidate/student’s portfolio.
5. Has final responsibility for assigning students a grade for the graduate practicum. The
letter grade should be a consensus from following people: University Supervisor, Site
Supervisor and/or Licensed Cooperating Teacher
1. Supports student on working toward towards his/her educational goals
2. Collaborates with University Supervisor in assigning a grade for the practicum
3. Collaborates with University Supervisor in assigning a grade for general education
teachers/unemployed teachers completing the practicum OR may delegate this task this
responsibility to the Licensed Cooperating Teacher supporting the practicum student.
4. Participate in 3 way conference with candidate/student and university supervisor to
prepare evaluation. Supports student on working toward towards his/her educational goals
1. Assists candidate in completing practicum
2. Must be a fully-licensed teacher or administrator willing to allow the candidate to
complete practicum under his/her direction
3. Collaborates with University Supervisor on a Final Evaluation
4. Participate in 3-way conference with candidate/student and university supervisor to
prepare evaluation.
1. Completes Pre- and Post-Practicum Self-Assessment
2. Keeps a Journal of practicum activity, observations, and reflections throughout the
practicum experience.
3. For each visit by University Supervisor, completes Pre-Observation Plan and PostObservation Reflection
4. Update Portfolio submitted for review and completed electronically
5. Participate in 3 way conference with university supervisor and on-site supervisor (reading
teacher) to prepare evaluation. This evaluation and two other written evaluations from onsite supervisor must be included in student’s portfolio.
6. Completes additional activities as assigned by University personnel.
Clinical
Experiences
Coordinator
University
Supervisor
Site
Supervisor
HighlyQualified
Licensed teacher
or administrator
Practicum
Candidate
8
INITIAL OBSERVATION REPORT BY UNIVERSITY SUPERVISOR
University Supervisor_____________________ Date__________________________
Practicum Student ________________________School________________________
Number of Practicum Credits________________
Time Spent:
With Practicum Student____________________
With Site-Supervisor______________________
ORIENTATION VISIT
_____ 1. Explain all forms
_____ 2. Outline University expectations of student
_____ 3. Explain the roles of student, University Supervisor and Site Supervisor
_____ 4. Facilitate the development of an observation plan
Comments:
____________________________________
Site-Supervisor Signature
_____________________________________
University Supervisor
___________________________________
Practicum Student Signature
____________________________________
Date
9
RECORD OF VISITS TO PRACTICUM STUDENTS
Semester _______________, ______
University Supervisor ___________________________________
TIME (Hrs.)
Practicum Student
Date
W/Practicum
Student
W/Site Supervisor
Observation of.
Teaching
TIME (Hrs.)
Practicum Student
Date
W/Practicum
Student
W/Site Supervisor
Observation of
Teaching
10
Discuss with Site-Supervisor and University Supervisor
Give Copy to University Supervisor
_____PRE- ____POST- PRACTICUM STUDENT REFLECTION
OF PRACTICUM COMPETENCIES BASED ON WISCONSIN TEACHING STANDARDS
____________________________
Practicum Student
____________________
Date
____________________________
Grade(s)
____________________
Subject Taught
D=
Key: Distinguished
Performs as a
competent,
Reading
candidate
P=
Proficient
Performs as a
successful
beginning Reading
candidate
B=
Basic
Performs with
minimal competency;
regular supervision
required
U=
Unsatisfactory
(Incomplete)
Requires more
education/practice
NO =
Not
Observed
SEE RUBRIC
Please check each of the following competencies in the
space that best represents your judgment of your
performance.
D
Standard 1: Content: The teacher understands the
central concepts, tools of inquiry, and structures of the
discipline she or he teaches and can create learning
experiences that make these aspects of subject matter
meaningful for pupils.
My own strengths and areas I would like to improve related to this
standard and my practicum experience:
Goals:
P
B
U
NO
11
Standard 2: Development: The teacher understands
how children with road ranges of ability learn and
provides instruction that supports their intellectual,
social and personal development.
My own strengths and areas I would like to improve related to this
standard and my practicum experience:
Goals:
Standard 3: Diversity: The teacher understands how
pupils differ in their approaches to learning and the
barriers that impede learning and can adapt instruction
to meet the diverse needs of pupils, including those with
disabilities and exceptionalities.
My own strengths and areas I would like to improve related to this
standard and my practicum experience:
Goals:
Standard 4: Instructional Strategies: The teacher
understands and uses a variety of instructional
strategies, including the use of technology to encourage
children’s development of critical thinking, problem
solving and performance skills.
My own strengths and areas I would like to improve related to this
standard and my practicum experience:
Goals:
12
Standard 5: Environment: The Teacher uses an
understanding of individual and group motivation and
behavior to create a learning environment that
encourages positive social interaction, active engagement
in learning and self motivation.
My own strengths and areas I would like to improve related to this
standard and my practicum experience:
Goals:
Standard 6: Communication: The teacher uses effective
verbal and nonverbal communication techniques as well
as instructional media and technology to foster active
inquiry, collaboration, active engagement in learning
and self motivation.
My own strengths and areas I would like to improve related to this
standard and my practicum experience:
Goals:
Standard 7: Instructional Planning: The teacher
organizes and plans systematic instruction based upon
knowledge of subject matter, pupils, the community, and
curriculum goals.
My own strengths and areas I would like to improve related to this
standard and my practicum experience:
Goals:
13
Standard 8: Assessment: The Teacher understands and
uses formal and informal assessment strategies to
evaluate and ensure the continuous intellectual, social,
and physical development of the pupil.
My own strengths and areas I would like to improve related to this
standard and my practicum experience:
Goals:
Standard 9: Reflection: The teacher is a reflective
practitioner who continually evaluates the effects of his
or her choices and actions on pupils, parents,
professionals in the learning community and others and
who actively seeks out opportunities to grow
professionally.
My own strengths and areas I would like to improve related to this
standard and my practicum experience:
Goals:
Standard 10: Collaboration: The teacher fosters
relations with school colleagues, parents and agencies in
the larger community to support pupil learning and wellbeing and acts with integrity, fairness and in an ethical
manner.
My own strengths and areas I would like to improve related to this
standard and my practicum experience:
Goals:
14
Please add the appropriate content area standards below:
D
Standard 1:
What I’m feeling confident with:
Goals:
Standard 2:
What I’m feeling confident with:
Goals:
Standard 3:
What I’m feeling confident with:
Goals:
Standard 4:
What I’m feeling confident with:
Goals:
Standard 5:
What I’m feeling confident with:
Goals:
Standard 6:
What I’m feeling confident with:
Goals:
P
B
U
NO
15
Discuss with Site-Supervisor and University Supervisor
Give to University Supervisor at End of Practicum
WEEKLY LOG
DATE
Activity
Wisconsin
Teaching
Standard
Connection
Reflection
Attach assessment and supporting documents you will use with this lesson
16
PRE-OBSERVATION PLAN BY PRACTICUM STUDENT
Fill out one week in advance of observation and submit to University Supervisor
Student ________________________
University Supervisor_____________________
Task
Date___________
________________________Ex: Group Lesson, Individual Instruction, Team Meeting, Collegial
Collaboration, Parent Meeting, Other – Be specific.
Goal(s)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Two or Three Content Guideline Connections
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Objective – What do I hope to accomplish?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Plan to achieve objective
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
17
POST-OBSERVATION REFLECTION
Fill out immediately after observation and prior to conversation with University Supervisor.
Did I accomplish my objective? Why or why not?
What went well?
What didn’t go well and why? What might I do differently in the future?
What effect has this experience had on me?
18
OBSERVATION REPORT BY UNIVERSITY SUPERVISOR
Visit
1
2
3
Date
Student ____________________________ University Supervisor
____________________________
____________________________
Time spent with Practicum Student_______
Time spent with Site-Supervisor/Cooperating Teacher _________
Time spent observing lesson_________________
COMPONENTS OF PROFESSIONAL PRACTICE
Check 2 or 3 observation areas during observation and narrate evidence of competency
in each area observed.
Standard 1: Content: The teacher understands the central concepts, tools of inquiry, and structures of the
discipline she or he teaches and can create learning experiences that make these aspects of subject matter meaningful
for pupils
Standard 2: Development: The teacher understands how children with broad ranges of ability learn and provides
instruction that supports their intellectual, social and personal development.
Standard 3: Diversity: The teacher understands how pupils differ in their approaches to learning and the barriers
that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities
and exceptionalities.
Standard 4: Instructional Strategies: The teacher understands and uses a variety of instructional strategies,
including the use of technology to encourage children’s development of critical thinking, problem solving and
performance skills.
Standard 5: Environment: The Teacher uses an understanding of individual and group motivation and behavior to
create a learning environment that encourages positive social interaction, active engagement in learning and self
motivation
Standard 6: Communication: The teacher uses effective verbal and nonverbal communication techniques as well
as instructional media and technology to foster active inquiry, collaboration, active engagement in learning and self
motivation.
Standard 7: Instructional Planning: The teacher organizes and plans systematic instruction based upon knowledge
of subject matter, pupils the community and curriculum goals.
Standard 8: Assessment: The Teacher understands and uses formal and informal assessment strategies to evaluate
and ensure the continuous intellectual, social, and physical development of the pupil.
Standard 9: Reflection: The teacher is a reflective practitioner who continually evaluates the effects of his or her
choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks
out opportunities to grow professionally.
Standard 10: Collaboration: The teacher fosters relations with school colleagues, parents and agencies in the
larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.
See Other Side for Additional Standards
19
Add appropriate content area standards below:
Standard 1:
Standard 2:
Standard 3:
Standard 4:
Standard 5:
Standard 6:
_______________________________________
University Supervisor
_______________________________________
Practicum Student
20
GRADUATE PRACTICUM EVALUATION
(By Site Supervisor/Cooperating Teacher)
(Student portfolio will need a final evaluation of practicum experience completed by site supervisor or licensed
cooperating teacher.)
____Midterm
____Final
Student:
Semester:
Year:
Program:
Grades
taught:
Hours
completed:
Key
D=Distinguished
P=Proficient
B=Basic
Performs as a competent,
experienced practicum
student
Performs as a successful,
beginning practicum
student
Performs with minimal
competency; regular
supervision required
Please check each of the following competencies in the space that best
represents your judgment of the practicum student’s performance in relation to
the Wisconsin teaching standards.
Standard 1.Content: The teacher understands the central concepts, tools of
inquiry, and structures of the disciplines she or he teaches and can create
learning experiences that make these aspects of subject matter meaningful for
pupils.
Standard 2.Development: The teacher understands how children with broad
ranges of ability learn and provides instruction that supports their intellectual,
social, and personal development.
Standard 3.Diversity: The teacher understands how pupils differ in their
approaches to learning and the barriers that impede learning and can adapt
instruction to meet the diverse needs of pupils, including those with disabilities
and exceptionalities.
Standard 4.Instructional Strategies: The teacher understands and uses a
variety of instructional strategies, including the use of technology, to encourage
children’s development of critical thinking, problem solving, and performance
skills.
U=Unsatisfactory
(Incomplete)
NO=Not Observed
Requires more
education/practice
D
P
SEE RUBRIC
B
U
NO
21
Standard 5.Environment: The teacher uses an understanding of individual and
group motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in learning, and selfmotivation.
Standard 6.Communication: The teacher uses effective verbal and nonverbal
communication techniques as well as instructional media and technology to
foster active inquiry, collaboration, and supportive interaction in the classroom.
Standard 7.Instructional Planning: The teacher organizes and plans systematic
instruction based upon knowledge of subject matter, pupils, the community,
and curriculum goals.
Standard 8.Assessment: The teacher understands and uses formal and
informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the pupil.
Standard 9. Reflection: The teacher is a reflective practitioner who continually
evaluates the effects of his or her choices and actions on pupils, parents,
professionals in the learning community and others, and who actively seeks out
opportunities to grow professionally.
Standard 10.Collaboration: The teacher fosters relationships with school
colleagues, parents, and agencies in the larger community to support pupil
learning and well-being and acts with integrity, fairness, and in an ethical
manner.
Add appropriate content area standards below:
Standard 1.
Standard 2.
Standard 3.
Standard 4.
Standard 5.
Standard 6.
OVERALL COMPETENCE: (Circle one)
A
B
INCOMPLETE
Practicum Student’s Initials
(Student has read evaluation)
22
EXPLANATIONS AND COMMENTS: Please type; This form will be reproduced as it is submitted!
(Please use space below for additional observations of performance or to clarify the competency ratings.
Limit comments to space provided.)
___________________________________
___________________________________
Student Signature
Site Supervisor/Cooperating Teacher Signature
___________________________________
___________________________________
University Supervisor Signature
Date
**** A signed copy of this form must be included in the practicum student’s portfolio.
23
GRADUATE PRACTICUM EVALUATION
(By University Supervisor)
____Midterm
____Final
Student:
Semester:
Year:
Program:
Grades
taught:
Hours
completed:
Key
D=Distinguished
P=Proficient
B=Basic
Performs as a competent,
experienced practicum
student
Performs as a successful,
beginning practicum
student
Performs with minimal
competency; regular
supervision required
Please check each of the following competencies in the space that best
represents your judgment of the practicum student’s performance in relation to
the Wisconsin teaching standards.
Standard 1.Content: The teacher understands the central concepts, tools of
inquiry, and structures of the disciplines she or he teaches and can create
learning experiences that make these aspects of subject matter meaningful for
pupils.
Standard 2.Development: The teacher understands how children with broad
ranges of ability learn and provides instruction that supports their intellectual,
social, and personal development.
Standard 3.Diversity: The teacher understands how pupils differ in their
approaches to learning and the barriers that impede learning and can adapt
instruction to meet the diverse needs of pupils, including those with disabilities
and exceptionalities.
Standard 4.Instructional Strategies: The teacher understands and uses a
variety of instructional strategies, including the use of technology, to encourage
children’s development of critical thinking, problem solving, and performance
skills.
U=Unsatisfactory
(Incomplete)
NO=Not Observed
Requires more
education/practice
D
P
SEE RUBRIC
B
U
NO
24
Standard 5.Environment: The teacher uses an understanding of individual and
group motivation and behavior to create a learning environment that
encourages positive social interaction, active engagement in learning, and selfmotivation.
Standard 6.Communication: The teacher uses effective verbal and nonverbal
communication techniques as well as instructional media and technology to
foster active inquiry, collaboration, and supportive interaction in the classroom.
Standard 7.Instructional Planning: The teacher organizes and plans systematic
instruction based upon knowledge of subject matter, pupils, the community,
and curriculum goals.
Standard 8.Assessment: The teacher understands and uses formal and
informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the pupil.
Standard 9. Reflection: The teacher is a reflective practitioner who continually
evaluates the effects of his or her choices and actions on pupils, parents,
professionals in the learning community and others, and who actively seeks out
opportunities to grow professionally.
Standard 10.Collaboration: The teacher fosters relationships with school
colleagues, parents, and agencies in the larger community to support pupil
learning and well-being and acts with integrity, fairness, and in an ethical
manner.
Add appropriate content area standards below:
Standard 1.
Standard 2.
Standard 3.
Standard 4.
Standard 5.
Standard 6.
OVERALL COMPETENCE: (Circle one)
A
B
INCOMPLETE
Practicum Student’s Initials
(Student has read evaluation)
25
EXPLANATIONS AND COMMENTS: Please type; This form will be reproduced as it is submitted!
(Please use space below for additional observations of performance or to clarify the competency ratings.
Limit comments to space provided.)
___________________________________
___________________________________
Student Signature
Site Supervisor/Cooperating Teacher Signature
___________________________________
___________________________________
University Supervisor Signature
Date
**** A signed copy of this form must be included in the practicum student’s portfolio.
26
PRACTICUM FINAL COMPLETION
To be completed satisfactorily, each practicum experience must have at least:
1) Evidence of at least one signed evaluation by cooperating teacher/site supervisor of the practicum
experience matched to WI teaching and/or administrative/pupil personnel standards. This
evaluation will be used as part of the candidate’s grade for the practicum semester along with the
portfolio review.
2) Evidence of at least three university supervisor conferences and written observations. Evidence of
at least one signed evaluation by university supervisor of the practicum experience matched to WI
teaching and/or administrative/pupil personnel standards.
3) Evidence of at least one face-to-face conference with the candidate, university supervisor and
cooperating teacher with signatures of all three on the observation form.
** CONTENT GUIDELINES **
Please attach the content guidelines appropriate for your area (Next Generation Science Standards,
mathematics content guidelines, National Association of Music Professionals) to the Pre-Practicum
Student Reflection.