Martha Dickerson Eriksson College of Education
Clinical Teaching
Handbook
For Residency II
Dr. Lisa Barron, Clinical Teaching Coordinator
Rev 7/14
Key University Contacts
Office of Clinical Teaching Coordinator
Dr. Lisa Barron
931.221.7190
barronl@apsu.edu
Office of Clinical Teaching Administrative Assistant
Ms. Theresa Dezellum
931.221.7441
dezellemt@apsu.edu
Teacher Licensing Coordinator
Ms. Jana Hatcher
hatcherj@apsu.edu
931.221.6182
Martha Dickerson Eriksson College of Education website
apsu.edu/education
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Dear Teacher Candidate,
Congratulations on reaching this important milestone in your journey to becoming a
teacher. This is an exciting time where you can put into practice all the techniques,
strategies, and ideas that you have learned during your coursework. For most people,
the semester of clinical teaching is the most exciting and fulfilling experience of their
college experience. I hope that will be true for you.
This semester you will experience all the highs and lows of the teaching profession.
Approach each challenge knowing that you have many people to support and guide you.
Your mentor teacher, university supervisor, and the Office of Clinical Teaching are all
here to help you, answer any questions, and give you the needed support to be
successful. Although you will be clinical teaching for only fifteen weeks, make it your
goal to impact student learning in each school where you teach. Be creative, ambitious,
energetic, and responsible. Approach student teaching with the same seriousness and
professionalism as you will when you are the teacher of record in that classroom. You
will get out of this experience what you put into it – so make it a good one.
Again, congratulations on reaching this point in your education. Please remember that I
am always available to assist you with any areas of concerns that you might have. Our
goal is for you to be successful and have a meaningful clinical teaching experience.
Sincerely,
Dr. Lisa Barron
Clinical Teaching Coordinator
Austin Peay State University
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Austin Peay State University
Martha Dickerson Eriksson College of Education
Preparing Professionals through Standards-based Practice
The Teacher Education Program at Austin Peay State University flows from a conceptual
framework that organizes three key elements (knowledge, competency, and dispositions) around
the following four domains of the Tennessee Educator Acceleration Model (TEAM). These
domains, and the accompanying rubrics were adopted by the State of Tennessee as the
evaluation criteria for all teachers in 2011. They are:
1.
2.
3.
4.
Instruction
Environment
Planning
Professionalism
Eleven program outcomes are aligned with the three elements and four domains. These
outcomes are derived from the Tennessee Professional Education Standards (PES), which are
INTASC inspired.
The eleven program outcomes addressed by candidates during student teaching include:
Knowledge of Content, Knowledge of Learning and Development, Knowledge of Diverse
Learners and Differentiated Instruction, Teaching Strategies, Learning Environment/Classroom
Management, Classroom Communication, Instructional Planning, Assessment and Evaluation,
Reflective Practice/Professional Development, Colleagues, Parents and Community, Technology.
Austin Peay State University Teaching Standards and Sub-Standards
Consistent with the institutional vision and mission and with
our heritage as an institution with a major commitment to
quality teacher preparation, the vision of the teacher education
unit at Austin Peay State University is to prepare highly
qualified professionals who are knowledgeable and skilled in
standards-based practice. Our goal is to prepare competent,
reflective, and caring educators who, while working in
collaboration with other professionals, will serve as change
agents to foster development and learning in the lives of all
learners. Our theme, “Preparing Professionals Through
Standards-Based Practices” reflects our vision, mission, and
goals, and supports reflective, data-informed planning for
continuous improvement.
The goal of the teacher education unit at Austin Peay State University is on preparing
professionals for the P-12 environment by providing three key elements - knowledge, skills, and
dispositions - through standards-based practices. Specifically these elements address:
The knowledge element which enables the professional educators to:
 use their general and subject area knowledge to enable students to learn and
communicate effectively with others.
 use technological knowledge and collaborative techniques to foster active inquiry,
problem solving, and performance skills among learners
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The skill element which enables the professional educators to:
 use techniques and strategies to create learning environments that foster student
intellectual, social, and personal development, and
 use technology and collaborative learning strategies to foster active inquiry, problem
solving, and performance skills among learners, and
 use reflection and outcome assessments to improve learning experiences.
The dispositional element which enables the professional educators to:
 create a climate of openness, inquiry, and support by using strategies that develop an
atmosphere of acceptance and appreciation for diverse individuals and groups in the
larger community, and
 practice behavior meeting ethical and professional standards while striving for continual
personal improvement.
Four sets of outcomes are used to measure knowledge, skills, and dispositions for initial
licensure. Two are national models of teacher outcomes. The first is the Interstate New Teacher
Assessment and Support Consortium (INTASC) Model Standards for Beginning Teacher
Licensing and Development. The second are those of the National Council for Accreditation of
Teacher Education Standards (NCATE). Aligned with these standards are eleven program
outcomes outlined in the INTASC inspired Tennessee Teacher Education Professional Education
Standards. The fourth set of outcomes is the Tennessee Educator Acceleration Model (TEAM).
These outcomes are used to ensure a seamless transition from teacher candidate to
professional. Specific standards addressed in the College of Education are:
Standard 1 Professional Growth and Development. Candidates are reflective practitioners
who continually evaluate the effects of their choices and actions on others, who actively
seek out opportunities to grow professionally, and who effectively communicate with
students, parents, colleagues, and others.
1.1 Candidates reflect on effective teaching practices as demonstrated by mentor teachers and
colleagues.
1.2 Candidates consistently reflect on their teaching practices by continually evaluating the effect
their instruction has on all students.
1.3 Candidates monitor their teaching strategies and behavior in relation to student success and
use the information to modify and revise instruction accordingly.
1.4 Candidates seek professional literature, engage colleagues, participate in professional
organizations, and use other resources to support their continuing professional development.
1.5 Candidates demonstrate a broad knowledge of legal and ethical responsibilities, educational
policy, and organizational, historical and professional dimensions of classrooms and schools.
1.6 Candidates effectively communicate with families and teachers, and collaborate with other
professionals within the school and within community agencies to foster student learning.
1.7 Candidates understand schools as organizations within the larger community and effectively
communicate school goals and accomplishments to the community and general public.
1.8 Candidates use knowledge of effective verbal and nonverbal communication techniques to
foster active inquiry, collaboration and supportive interaction in the classroom.
1.9 Candidates write at a professional level, using proper grammar and writing techniques and
appropriately referencing research.
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Standard 2 Knowledge of Instruction. Candidates plan instruction based upon knowledge
of subject matter, students, the community, and curriculum goals and use a variety of
instructional strategies to encourage development of critical thinking, problem solving
and performance skills in students.
2.1 Candidates understand and use the principles and techniques associated with various
instructional strategies that reflect best practice (such as cooperative learning, direct instruction,
whole group instruction, independent study and interdisciplinary instruction) and that foster high
expectations for all students.
2.2 Candidates organize instruction to create learning experiences that content to real life
experiences and enable students to apply learning to future careers.
2.3 Candidates vary their role in the instructional process (e.g. instructor, facilitator, coach,
audience) to achieve different instructional purposes and to meet individual student needs.
2.4 Candidates use a wide variety of resources and methods, including technology and
assessment data, teacher-created materials, textbooks, technology, community and business
resources to develop and use clear, accurate presentations of concepts to promote student
learning.
2.5 Candidates use reading comprehension and writing strategies in the content area and assist
students in applying mathematics concepts to subject content.
2.6 Candidates support acquisition of English necessary for continuous learning in the content
area of student whose first language is not English.
2.7 Candidates use their knowledge of subject matter, learning theory, curriculum and student
development, assessment measures, and assessed student needs in planning instruction for all
students.
2.8 Candidates evaluate, select and create learning experiences that are developmentally
appropriate, aligned with Tennessee curriculum standards, relevant to students and abased upon
the principles of effective teaching.
2.9 Candidates identify long-range instructional goals, sequence short range instructional
objectives, and develop units and daily lessons that target these goals and objectives.
2.10 Candidates work with others in developing individualized plans, adjust goals, teaching
strategies or supports to help students with disabilities succeed in the general curriculum and
plan for students who require an expanded curriculum.
2.11 Candidates use multiple teaching and learning strategies in active learning opportunities to
promote the development of critical thinking, problem solving and performance capabilities in the
content areas.
2.12 Candidates model effective communication strategies in conveying ideas and information,
asking questions, listening, giving directions, probing for student understanding, and helping
students express their ideas.
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Standard 3 Knowledge of Assessment and Evaluation. Candidates know, understand and
use formal and informal assessment strategies to evaluate and ensure the continuing,
intellectual, social and physical development of the learner.
3.1 Candidates understand the characteristics, uses, advantages, and limitations of different
types of assessments for evaluating student learning.
3.2 Candidates understand state and federal accountability requirements.
3.3 Candidates select construction and use formal and informal assessment strategies and
instruments appropriate to the learning expectations being evaluated to make instructional
decisions based on student performance information.
3.4 Candidates actively solicit and use information about students’ learning needs and progress
form parents, other colleagues and the student themselves.
3.5 Candidates develop and maintain useful records of student work and progress and
responsibly communicate student progress to students, parents and other colleagues.
3.6 Candidates collaborate with special education teachers and others to plan and design
accommodations, modifications, adaptations or alternate assessments, based on the results of
recommended individual assessments.
Standard 4 Knowledge of Students. Candidates understand the diverse needs of students
and that students differ in their approaches to learning. They can create learning
opportunities that meet the needs of all students. They support students’ intellectual,
social and personal development.
4.1 Candidates understand how learning occurs-how all students construct knowledge and
acquire skills-and are able to provide learning opportunities that support their intellectual, social
and personal development.
4.2 Candidates draw upon an in-depth knowledge of developmental progression in student
physical, social, emotional, moral, and cognitive domains when making instructional decisions.
4.3 Candidates recognize that students with disabilities may exhibit greater individual variation
and that a disability often influences development and functioning in more than one area.
4.4 Candidates use this knowledge of students to optimize learning opportunities for each
student.
4.5 Candidates understand and identify differences in student approaches learning and
performance.
4.6 Candidates design instruction and adapt instructional techniques for all students within the
broader context of their families, cultural backgrounds, socioeconomic classes, languages,
communities, peer/social groups and exceptional learning needs.
4.7 Candidates create a learning community which is inclusive and in which individual differences
are respected.
4.8 Candidates demonstrate an understanding of the implications of disability legislation and
special education policies and procedures and they provide equitable access to and participation
in the general curriculum for students with disabilities.
4.9 Candidates understand language development, the role of language in learning and how
culture, gender, and exceptional learning needs affect communication in the classroom.
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4.10 Candidates act as advocates for all students, advise them, recognize student problems, and
seek additional help as needed and appropriate.
Standard 5 Knowledge of Classroom Management. Candidates use an understanding of
individual and group motivation and behavior to create a leaning environment that
encourages positive social interaction, active engagement in learning and self-motivation.
5.1 Candidates understand human motivation and behavior and create a leaning environment
that is inclusive and supports positive social interaction, active engagement in learning and selfmotivation for all students.
5.2 Candidates organize and manage resources such as time, space facilities, technology,
activities, instructional assistants and volunteers to engage all students in productive tasks and
maximize the amount of class time spent in learning
5.3 Candidates develop shared expectations for all and create and maintain a positive, inclusive
classroom climate of mutual respect, support and inquiry.
5.4 Candidates understand and use a wide variety of classroom management strategies that
foster self-control and self-discipline.
5.5 Candidates can defuse potential conflict and use conflict resolution strategies to maintain a
smoothly functioning learning community.
Standard 6 Knowledge of Technology. Candidates promote the equitable, ethical and legal
use of technology resources and use technology and technology based resources to
facilitate developmentally appropriate student learning, and to enhance their professional
growth and productivity.
6.1 Candidates integrate instructional technology to facilitate learning in their classrooms, to
supplement instructional strategies, to design instructional materials, and to enhance hands-on
experiences and problem solving.
6.2 Candidates select and use grade-level and content-specific technology resources, including
assistive technology, to increase student participation in the total curriculum.
6.3 Candidates apply technology to analyze assessment data and to guide classroom decisions
regarding student learning.
6.4 Candidates use technology in their own learning process and to change their current
educational practice.
6.5 Candidates use technology to gather, sort, and analyze information needed for their own
research projects.
6.6 Candidates use technology to effectively communicate with students, parents, and
colleagues.
6.7 Candidates use tools such as databases and spreadsheets for sorting, compiling, and
analyzing data gathered from a variety of sources.
6.8 Candidates model the legal and ethical use of technology resources.
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Standard 7 Knowledge of Content. Candidates know, understand, and use the central
concepts, tools of inquiry and structures of the discipline(s) they teach and can create
learning experiences that develop student competence in the subject matter.
7.1 Candidates demonstrate a broad general understanding of the major concepts of the
discipline they teach, including those addressed in the licensure standards for the teaching
endorsement(s) they seek.
7.2 Candidates understand and are able to use assumptions and the processes of inquiry for the
discipline being taught.
7.3 Candidates create interdisciplinary learning experiences that allow students to integrate
knowledge, skills and methods of inquiry form several related subject areas.
7.4 Candidates use connections in instruction across disciplines and draw on their knowledge to
build understanding and motivate students.
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Clinical Teaching at Austin Peay State University
Overview and Ready2Teach
Overview
Clinical teaching at APSU meets all criteria of Enhanced Clinical Teaching required for
teacher licensure by the state of Tennessee. It is the final phase of the teacher
education program. The Enhanced Clinical Teaching model is a semester of full-time
public school teaching consisting of two assignments, each under the direction of an
experienced licensed teacher. Together, the two assignments total at least 75 days in
length.
For each placement of student teaching, the teacher candidate earns five semester
hours of credit. Grades for student teaching are on a Pass (P) or Fail (F) basis. The
teacher candidate must also be enrolled in Student Teaching Seminar (EDUC
4950/5940) for two semester hours of credit. Possible grades for the Seminar are A, B,
C, D, or F.
Each clinical teaching assignment provides opportunities for the candidate to develop
competencies through observation, teaching, conferencing, assessment, and reflection.
The teacher candidate, mentor teacher, university supervisor, and school administrator
must work as a team in order to make the experience as valuable as possible. The
collaborative involvement of public school personnel and university personnel are
essential to the success of the clinical experience.
Ready2Teach
As a part of the Tennessee Board of Regents (TBR), Austin Peay State University is
involved in the teacher education redesign know as Ready2Teach. The primary goals of
the Ready2Teach initiative are to prepare teacher candidates so that they have a
positive impact on student performance from the first time they enter the classroom, and
to work collaboratively with schools to improve outcomes for students, schools, and
communities. The Ready2Teach initiative will produce graduates with strong academic
content knowledge aligned with Tennessee high school curriculum standards, strong
skills in instruction, assessment, and management, and well-developed skills in meeting
the academic and social needs of all students.
One of the facets of the Ready2Teach redesign is that teacher candidates will spend
more of the semester preceding clinical teaching in the schools, gaining real-world
experience and skills. This would give the teacher candidates a year of teaching
experience, known as Residency. Residency 1 is the semester preceding the traditional
clinical teaching semester, and Residency 2 is the clinical teaching semester.
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Eligibility for Clinical Teaching
Candidates for clinical teaching in Residency 2 will request approval to student teach during
the semester preceding the clinical semester (typically during Residency 1). Application
packets will be distributed at the beginning of each semester to candidates enrolled in EDUC
4080/5080 or are available in the Office of Clinical Teaching (CX-228). Deadlines for
submission of the completed application are February 15 for students wishing to student
teach the following Fall Semester and by September 15 for students wishing to student teach
the following Spring semester.
Candidates must provide evidence that all requirements for Milestone III have been met.
These requirements are:
 GPA minimum: 2.75 overall, in the major, and in the minor
 Minimum grade of “C” in all professional Education courses
 Pass all required Praxis II exams
 Pass all Milestone III requirements
 Completion of all courses required for licensure/degree
 No serious infractions on disciplinary record and no adverse dispositions on file
 Completion of Security Clearance by TBI/FBI
Successful evaluations by 4080 instructor, clinical teachers in field observations, incident
reports, and a review of university disciplinary record must also be submitted to the
Office of Clinical Teaching before permission to student teach is granted.
Once Milestone III has been approved, teacher candidates will be eligible to begin their
Residency 2 clinical placements (fifteen weeks). All coursework should be completed at
this time. Taking additional courses with student teaching and the teaching seminar is
prohibited.
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Clinical Teaching Policies and Requirements
The Clinical Teaching Handbook is to be read carefully; teacher candidates are
expected to adhere to ALL policies and procedures. Failure to do so will result in the
termination of residency assignments.
Placements:

Teacher candidates will not be assigned to schools where members of their
immediate families are staff members or students, to high schools where they
attended as students, or to schools where they have worked on a full-time basis.
Failure to disclose these relationships will result in cancellation of the clinical
placement.

Once assignments are confirmed by school districts, teacher candidates must
respect their assignments as they would teaching contracts.

Requests for changes must be made in writing and addressed to the Coordinator
of Clinical Teaching who will decide if the change can be justified.

Candidates who withdraw after receiving assignments must notify the Office of
Clinical Teaching of their intent to withdraw in writing.
Professionalism:

The conduct of student teachers must be professional at all times.
Unprofessional conduct in the classroom, in the school, and in any activities
associated with clinical teaching may result in dismissal from student teaching.

Social Media – It is prohibited to upload pictures or videos of the class to any
social media (FaceBook, Instagram, Twitter, etc.). Candidates should be not
post anything related to their assignment, their class, the mentor teacher, the
students, the school, nor the edTPA on social media.

Dress code – teacher candidates are expected to be professionally dressed at all
times. Ladies should not wear low-cut tops or short skirts/dresses. Jeans should
not be worn unless they are approved by the mentor teacher and university
supervisor. No facial piercing, other than earrings, are allowed.
Time Commitment:

No other coursework may be taken during the clinical teaching semester.
Approval to enroll in an additional course must be obtained in writing from the
Dean of the College of Education.

Clinical teaching generally begins when university classes begin and ends during
final exam week. However, teacher candidates will follow the calendar (holidays,
breaks) of the public school system(s) to which they are assigned, not the
university’s, once clinical teaching begins.
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
Outside employment is strongly discouraged during the clinical semester.
Teacher candidates may not be excused from clinical teaching responsibilities or
seminars because of employment. A statement of intent to engage in paid
employment during the clinical semester must accompany the application packet.

Excused absences are limited to illness of the teacher candidate or an immediate
family member or a death in the teacher candidate’s family. When absent, the
teacher candidate is responsible for supplying all teaching plans to the mentor
teacher if the teacher candidate is in charge of instruction during the absence.
Over 3 absences per semester must be made up after the student teaching
assignment has ended in order to receive credit for student teaching.
Legal Issues:

Teacher candidates may not participate in or serve as the only witness in the
administration of corporal punishment.

Teacher candidates may not participate in school district work stoppages.

Teacher candidates must provide evidence of comprehensive general liability
insurance with minimum limits of not less than $1,000,000.

School board and local school regulations are the deciding criteria for
contingencies not specifically covered by APSU policies. Teacher candidates
cannot legally assume responsibility for activities in or out of the classroom not
specifically covered by laws of the state of Tennessee.
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Teacher Candidate Responsibilities
The clinical teaching schedule in Residency 2 consists of two placements of
approximately 7.5 weeks each. The following list is suggested as general
responsibilities of the teacher candidate. Due to extended field experiences and
responsibilities in Residency 1, a “phase-in” period should not be necessary. Rather, if a
co-teaching model is adopted, teacher candidates should begin to teach small groups or
individuals from the first week, and then continue to assume additional teaching
responsibilities. The mentor teacher and the teacher candidate can share equal
responsibilities of the teaching, as long as the teacher candidate assumes full
responsibility for planning those days, as well as full responsibility during the time the
unit is taught.












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Send introductory letter to parents.
Learn school rules and procedures.
Learn the students’ names, learning styles, and individual differences.
Assist in monitoring hall, lunchroom, and other non-teaching duties.
Take attendance, work with individual students or groups.
Observe how mentor teacher motivates and manages the class.
In cooperation with the mentor teacher, make lesson plans (due to the mentor
teacher before instruction) for any lessons to be taught the following week.
Assume responsibility for teaching selected lessons on some or all days.
Assist with assembling and preparing materials.
Formal observations and evaluation by mentor teacher and university supervisor
may begin during the second week.
Lesson plans should be prepared by the teacher candidate and approved by the
mentor teacher and university supervisor.
When appropriate, observe other teachers in other grade levels or subjects.
University mentor reviews all materials, including unit, evaluations, meeting
documentations, and weekly reflections.
Additional Responsibilities:



Attend the orientation seminar at the beginning of the Residency 2 semester.
This orientation must be completed before clinical teaching can proceed.
Attend at least 5 meetings during the Residency 2 semester such as school
board meeting, faculty meetings, or IEP meetings. Each meeting should be
documented by the mentor teacher or other person in charge signing an agenda
or providing some other written form of documentation. Only 5 meetings are
required to have documentation of attendance – however, ALL faculty meetings
and professional development sessions should be attended.
Attend all seminars. These may be with the university supervisor, or may be
focused seminars held on campus for edTPA.
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The Clinical Teaching Seminar
The Clinical Teaching Seminar is an integral part of the clinical semester; all teacher
candidates must participate to receive the two credit hours for EDUC 4950/5940.
Candidates enrolled in EDUC 5940 will meet with the Clinical Teaching Coordinator,
Dr. Lisa Barron, and will complete additional assignments for graduate credit. Licensure
requirements are not fulfilled until all seminar requirements have been satisfied and a
grade of "C” or better is awarded for the course. Seminar grades are determined by the
summative assessment related to clinical teaching evaluations, the Milestone IV Portfolio
or the Teaching Performance Assessment, and by attendance and participation in the
seminar.
An orientation seminar is hosted on the APSU campus at the beginning of each
semester, usually the week prior to APSU’s academic calendar. A mid-semester seminar
is hosted on APSU’s campus between assignment #1 and assignment #2 and an end-ofsemester seminar will also be hosted on the APSU campus. University supervisors will
meet with teacher candidates throughout the placements for approximately one hour
with the clinical students under their supervision; the dates and location for seminars
with the supervisors will be announced. Meetings may or may not be hosted on the
APSU campus. In addition, seminars related to the edTPA will also be held throughout
the semester. Attendance at all seminars is mandatory for all teacher candidates.
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Clinical Teaching Evaluation Process
Evaluation Process Overview
Effective teaching is the goal of the evaluation process. The evaluation process is comprised
of self-evaluation by the student teacher and formal and informal evaluations by the mentor
teacher and the university mentor. Evaluation is an on-going process with formative
evaluations conducted by the mentor teacher and university mentor throughout each
assignment. At the end of the clinical teaching experience, summative evaluations are
completed by both the mentor teacher and the university mentor.
Evaluation of the Residency 2 Clinical Teaching at Austin Peay is standards-based and
employs an adaptation of the Tennessee Education Acceleration Model (TEAM) documents
and procedures, which are appropriate for pre-service teachers. These same domains and
indicators make up the primary criteria for evaluation of the student teacher. Evaluations
include:
Mentor Teacher Evaluations
 Daily informal feedback on performance
 Three formative evaluations
 Summative evaluation
University Mentor Evaluations
 Three formative evaluations
 Summative evaluation
Coordinator of Clinical Teaching
 Overall performance in clinical teaching
School Principal
 Evaluation of teaching (optional)
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Termination of Clinical Teaching Assignment
Overview
The clinical teaching program is a collaborative relationship between APSU, cooperating school
districts, mentor teachers, and the teacher candidate. Each candidate is to be made aware that
her/his presence in the district, and in a particular classroom, is that of a guest. Occasionally
there are circumstances that warrant the candidate’s termination of the clinical teaching
experience. When such action is deemed necessary, there are specific procedures that should
be taken into consideration cooperatively by all parties involved.
Reasons for Termination
1. Mutual consent and agreement for termination by the candidate, cooperating school, and
university mentor for reasons of illness, injury, or other unforeseen problem.
2. Failure by the candidate to establish and maintain a satisfactory performance level in
classroom instruction and management.
3. Failure by the candidate to abide by the policies of the cooperating school or APSU.
4. Unprofessional conduct toward university personnel, school personnel or students.
Procedures for Termination
Termination of the clinical assignment of a teacher candidate for the reasons previously stated
in numbers 2, 3 or 4 should follow these prescribed procedures in a sequential manner.
The candidate shall be informed by the mentor teacher and university mentor of any
unsatisfactory performance. This shall be done through written evaluations, personal
conferences, and written documentation of any infractions of school policy or professionalism.
A candidate may not be terminated for a series of minor or undocumented problems.
When it is evident that a student teacher does not follow through with prescribed verbal and
written suggestions for improvement, a formal meeting shall be initiated by the university
mentor, mentor teacher, teacher candidate, and Coordinator of Clinical Teaching. It will be
determined if the candidate should continue on probationary status or should be terminated.
Unprofessional conduct toward school personnel or students will result in immediate termination of a
teacher candidate. The Dean of the College of Education will be notified of such actions.
Termination
When a clinical placement is terminated, the teacher candidate will meet with the Coordinator of
Clinical Teaching, Dr. Lisa Barron. The options offered will depend upon EACH INDIVIDUAL
CASE and what is deemed to be in the best interest of the candidate, the school, the mentor
teacher, and the students in the classroom. Some options that may be considered are:
a. Movement to another classroom for the remainder of the semester. This may be in another
school or district and will be done ONLY if a classroom placement is available.
b. Withdrawal from student teaching with the option to continue in a different assignment the
following semester. During the interim time, there will be prescriptive growth experiences
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created by the Coordinator of Clinical Teaching that must be completed and submitted for
review prior to reassignment for student teaching.
c. Termination of student teaching with a failing grade.
If the teacher candidate is to be terminated or withdrawn from student teaching, she/he will be
given a letter stating the decision made, the reasons for that decision, and whether or not an
opportunity for application to student teach again at a later date will be permitted. The letter will
also specify the growth assignments that are expected prior to reassignment to student
teaching.
The final decision to terminate a student teacher is the responsibility of the Coordinator of
Clinical Teaching with the consensus and approval of the Director of Teacher Education. This
decision will be based upon input from the school principal, the mentor teacher, the university
mentor, and the student teacher.
When a student teacher is terminated for cause, a course grade of Pass or Withdraw shall not
be granted for the placement in question.
Appeals Procedure
If the teacher candidate wishes to appeal the decision to terminate the assignment, specific
procedures must be followed:
1. Candidate must submit a written narrative explaining why the decision to terminate
should be reconsidered to the Director of Teacher Education, not the Coordinator of
Clinical Teaching, within three (3) days from the date of termination.
2. The Director of Teacher Education will convene a panel to process the appeal. The
panel will consist of the Director of Teacher Education, The Dean of the College of
Education, the Chairs of the Departments of Teaching and Learning and Educational
Specialties, two faculty members from the student’s program of study, and a K-12
representative or neutral university supervisor.
3. The committee will review the case and all documents related to the case.
4. The committee will accept or reject the appeal. The Director of Teacher Education will
meet with the student to inform him/her of the decision and the recommendation of the
committee.
Dismissal from the Teacher Education Program
When a clinical teaching placement is terminated a determination will be made regarding
admission status in the teacher education program. Termination may happen with or
without continued good standing in the program, depending on the circumstances.
Status shall be established in writing at the time of termination.
When termination of a clinical placement occurs with withdrawal of full admission status,
the College of Education will not thereafter support the candidate’s application for an
alternative license to teach.
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Responsibilities of the Mentor Teacher
Overview
Mentor teachers play an essential role in the clinical teaching semester. Research
indicates that the mentor teacher can be the most important single factor in determining
teacher candidates’ future success as classroom teachers. The attitudes, teaching
styles, and sense of teamwork mentor teachers exhibit toward the student teaching
enterprise are deciding elements in the success of the clinical teaching experience.
Because mentor teachers are so important, APSU makes a concerted effort to support
classroom teachers in their work as mentors of teacher candidates. In-service
workshops for mentor teachers are available upon request by a school or school system.
University mentors seek to provide support and assistance as needed. The university
also provides a modest honorarium to those who undertake this tremendous
responsibility.
Guidelines of the Tennessee State Board of Education stipulate that the following criteria
must be used in the selection of mentor teachers.
1) At least four years of full-time teaching experience.
2) Licensure in the appropriate content areas.
3) Evaluation as a highly competent teacher through either local assessment and/or
state evaluation procedures.
4) Willingness to assume the roles expected of a mentor (i.e., confidante, advocate,
coach, and critic).
5) Ability to work as a member of a “collaborative mentorship” team member and
facilitate learning experiences including pedagogical instruction.
The mentor teacher, by virtue of accepting a teacher candidate, assumes a number of
significant responsibilities. Mentor teachers are asked to:
Prepare your students. Create an atmosphere in which the student teacher has a
definite feeling of belonging.
Provide school policies and procedures. Orient the clinical student to the faculty,
staff, school, and community. Preparing a “Teacher Candidate Survival Kit” is a great
way to do this.
Orient the teacher candidate to the building. Instruct the candidate on the
regulations of the school building, use of machines, materials, and supplies.
Provide appropriate instructional materials if possible. Provide appropriate access
to student records, learning technologies, other materials and a desk.
Introduce students’ needs and classroom processes. Acquaint the teacher
candidate with pupils’ needs, the curriculum patterns, and the various types of plans for
instruction used in the school and classroom.
Gradually allow the teacher candidate to assume responsibilities. Allow the
teacher candidate to begin working with small groups or individual students and
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gradually assume the responsibility for the entire class. Or, work on establishing an
effective co-teaching model that will allow the candidate to have responsibility for various
aspects, as well as the planning.
Demonstrate a variety of effective teaching and management techniques.
Encourage use by the candidate of a variety of teaching and evaluating strategies.
Clearly define the extent of the candidates’ authority and responsibilities.
Provide frequent encouragement, constructive criticism, and recognition of
success. Regularly discuss the teacher candidate’s strengths and weaknesses and
make specific suggestions for improvement of performance.
Conduct formative and summative assessment conferences in collaboration with
the University mentor and teacher candidate. During each conference, discuss in
depth the candidate’s growth and professional development.
Keep records. Keep thorough records. Write and submit assessment reports relative to
the teacher candidate’s progress and general promise as a teacher.
Monitor student growth. Make certain that K-12 student growth is maintained at an
appropriate level while the class is under the direction of the student teacher.
Facilitate professional development. Help the teacher candidate develop as a
professional by aiding in the transition from college student to novice professional
educator.
Communicate with the university supervisor. Provide time for and maintain
communication with the university mentor about the teacher candidate’s progress.
Remember, the university mentor is your first line of communication, the “eyes and ears”
for the university.
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Ideas for Teacher Candidate Survival Kit
As a mentor teacher, preparing a notebook of necessary information and forms can be a
wonderful way to greet your teacher candidate and get the placement off to a good start.
You may wish to gather the information and place it in a three-ring binder so other
information/materials can be added later. If you do not have the time to organize
everything, give the materials to the student teacher and ask that they be reviewed and
put into a binder for the first day of school.
Sample Survival Kit Items
• Mentor introductory information (include home phone number)
• School and student handbooks with mission statements and policies
• School calendar
• Curriculum guides and textbooks with teacher editions
• Mentor teacher’s daily schedule
• Class lists and seating charts for students
• Class rules
• Faculty list of teachers and other staff
• Map of school with room numbers for location of teacher workrooms, restrooms,
faculty room, and library
• Fire drill and building-evacuation procedures
• List of students with special needs or health issues (e.g., first aid and medications)
• Sample of report card and progress reports
• Policies for communication with parents—any special forms required
• Discipline policies for school and classroom—written and informal procedures
• Guidelines for referring students to principal—forms and expectations
• List of supervisory duties during the school day (e.g., cafeteria, hall duty, bus duty, etc.)
• Policies for reporting child abuse, neglect, and other legal issues—state laws
• Procedures for supporting/assisting at-risk students
• Professional development and in-service opportunities occurring during the placement
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Responsibilities of the University Supervisor
Overview
As a representative of the College of Education and the Office of Clinical Teaching, the
university supervisor serves as a liaison between the College of Education and the
personnel of the schools through visits to the teacher candidate. They support and
guide the mentor teacher and the teacher candidate. They articulate university
requirements regarding clinical teaching. They observe and evaluate teacher
candidates. They serve as mentors, coaches, and critics for the teacher candidate.
Typically, the university mentor is a “generalist” – a person responsible for the evaluation
of all teacher candidates within a given territory or group of schools. Teacher candidates
are assigned to university mentors at the ratio of four student teachers per three-hour
load.
Guidelines of the Tennessee State Board of Education stipulate that the following criteria
must be used in the selection of university supervisors:
1. Evaluation as a highly competent role model for teachers.
2. Appropriate professional experience for grade levels supervised.
3. Ability to demonstrate effective teaching strategies and methods.
4. Willingness to assume the roles expected of a mentor.
5. Willingness to stay current with the latest research on teaching and learning.
6. Ability to work as a team member and facilitate professional learning.
In addition, the Office of Clinical Teaching requires the university supervisor to be willing
and able to utilize computer technology consistently and competently.
The university mentor’s responsibilities are to:







Provide pertinent materials to teacher candidates, mentor teachers, and building
administrators.
Facilitate understanding of the clinical teaching experience. Help teacher
candidates, mentor teachers, and building administrators develop an understanding of
performance-based clinical teaching.
Assist in the teacher candidate’s growth. Assist in the improvement of the teacher
candidate’s instructional, management, and discipline skills through observations and
conferences.
Maintain files. Keep an individual file on each candidate’s progress throughout the
length of the clinical teaching experience.
Collaborate with the mentor teacher. Work as a team with the mentor teacher,
drawing on his or her expertise and daily presence in the classroom with the teacher
candidate.
Conduct formative and summative evaluations. Observe the teacher candidate on
three occasions in order to provide formative evaluations of the candidate’s
performance. Conduct a summative evaluation at the end of each teacher candidate’s
experience.
Participate in assessment conferences. Participate in the formative conferences with
mentor teachers and teacher candidates. Facilitate discussion, especially during these
conferences, about the candidate’s strengths and areas of improvement.
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 Report any serious problems to Coordinator of Clinical Teaching immediately.
 Submit all assessments from the mentor teacher to the Office of Clinical Teaching in a
timely manner.
 Recommend final grade to the Coordinator of Clinical Teaching.
 Conduct weekly seminars with assigned group of teacher candidates.
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Responsibilities of the School Administrator
Overview
Participation by the principal or designee in the clinical teaching experience is of great
importance to the teacher candidate, the mentor teacher, and the APSU College of
Education. The principal plays a key role in selecting qualified mentor teachers who will
assume mentoring roles and who will orchestrate, in cooperation with higher education
faculty, the activities of the candidate in the classroom. Likewise, the principal helps the
candidate become a welcomed addition to the teaching staff in the school. As a
resource person and observer, the principal can effectively aid the candidate during the
final phase of pre-service training. The specific responsibilities of the principal include:
1. Assist in selecting qualified mentor teachers for each teacher candidate.
An effective mentor teacher is a competent instructor who is willing to share
students, classroom responsibilities, and professional expertise with a teacher
candidate. Mentor teachers must have completed at least four years of successful,
full-time teaching and must hold a professional license in the area in which the
teacher candidate is seeking licensure. They must be able to demonstrate effective
teaching strategies and be willing to conference regularly with the candidate and the
university mentor to provide feedback on the progress of the teacher candidate.
2. Welcome the student teacher.
Teacher candidates tend to be nervous when beginning the clinical teaching
assignment, even after completion of the pre-clinical field experience. Taking time
for a brief tour of the building and introducing the candidate helps her/him feel a part
of the school and aids in the important transition from “college student” to “teacher”.
3. Orient the teacher candidate to school policies.
An overview of the staff and student handbooks and staff member expectations will
help the teacher candidate become familiar with policies and procedures. This
orientation will also help teacher candidates better understand their role in the
school.
4. Include the teacher candidate on the staff mailing list, in mailbox assignments,
and in social functions.
Being included in this way enhances the teacher candidate’s professional image.
Candidates frequently comment on these actions and tend to see them as symbols
of belonging to the school staff.
5. Maintain communications with the mentor teacher and the university mentor.
Open communication enables all participants to have input throughout the
experience. If a problem should develop, everyone is informed and better able to
assist the teacher candidate.
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Applying for Licensure
In order to obtain a teaching license, a candidate must be recommended for the license
by Austin Peay State University. A recommendation is forwarded to the State
Department of Education when a candidate successfully completes the following:
 Specialty Area Praxis II Exam(s) in the major
 Appropriate Principles of Learning and Teaching Praxis II Exam
 All Graduate/Undergraduate Degree Requirements (if applicable) including
edTPA
 Successful Completion of Student Teaching
 Submission of all necessary paperwork to the College of Education’s Coordinator
of Teacher Certification, Claxton 212.
The candidate for licensure is responsible for making sure that all necessary
paperwork is submitted to the Licensure Office including the following:
 Official transcripts from other universities, regardless of relevance to certification
(Transcripts sent to the Admissions office for admittance to the university, cannot
be released to the Certification Office) Please send official transcripts to:
Coordinator, Teacher Certification, PO Box 4428, Clarksville, TN 37044
 Official Praxis II Examination Scores
 Application for licensure forms
Application for teaching licensure in other states is the responsibility of the student.
Completion of the Tennessee application process is an absolute requirement, even if
there is no intent to seek employment in Tennessee Schools.
Individual questions regarding licensure should be addressed to Coordinator of Teacher
Certification, Ms. Jana Hatcher. Email: hatcherj@apsu.edu Phone: 931.221.6182.
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Outgoing Courtesy Placements
Outgoing Courtesy Placements
A teacher candidate’s request to complete the clinical teaching requirement under the
supervision of another university (a "courtesy placement") will be granted only in
exceptional cases, such as transfer of spouse for military duty. Placements in
Tennessee schools outside the APSU service area, is almost never an option.
It should be noted that a request for a courtesy placement may delay your placement
and subsequent completion of clinical teaching. APSU students requesting a courtesy
placement must:

Submit a timely courtesy placement request in writing to the Office of Clinical
Teaching Experiences. This request must identify the licensure area, reason(s)
for the request, and all necessary documentation to support the request.
Deadlines for applying for courtesy placements are the same as for all student
teaching placements (September 15 for spring placements and February 15 for
fall placements).

Be fully admitted to the teacher education program, including successful
completion of all Praxis II exams prior to student teaching. Courtesy placements
will NOT be granted to candidates who do not FULLY meet eligibility
requirements.

Enroll in twelve hours of clinical teaching coursework and seminar at APSU.

Accept responsibility for all additional fees required by the host university.

It is the candidate’s responsibility to pay the host university directly.

Agree to follow the policies and procedures pertaining to enhanced clinical
teaching as outlined in the APSU Clinical Teaching Handbook.

Participate in all meetings and seminars required of teacher candidates at the
host university.

Submit evaluations (preferably APSU forms but those of the host university will
be accepted) from the mentor teacher(s) and university mentor(s) at the end of
the fifteen-week assignment.

Submit a completed LiveText electronic portfolio based on the requirements
outlined in the Milestone IV Portfolio handbook at the end of the fifteen-week
assignment.
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Incoming Courtesy Placements
If the request is approved, the Coordinator of Clinical Teaching will arrange the courtesy
placement at the university nearest to the candidate’s place of relocation. Candidates
should be aware that there is no guarantee that another university in the area of
relocation will agree to accept an APSU student. Candidates may not arrange their
own courtesy placements, but may be asked to facilitate the process if they are already
relocated to the region of the requested placement.
Incoming Courtesy Placements
As a courtesy to other universities, the APSU College of Education will consider placing
and supervising clinical students from other institutions outside of Tennessee (in-state
courtesy placements will not be honored). Requests for such placements must come
from the university that will recommend the candidate for licensure. The written request
must outline the reasons for the request and must affirm that the candidate has
completed all prerequisites for clinical teaching and is in good standing with the licensing
university.
The visiting teacher candidate will register with the licensing university. However, an
$850 fee is charged by Austin Peay to cover the costs of supervision and travel. A
check for $850 should be made out to Austin Peay State University. The fee is due to
the Office of Clinical Teaching at the beginning of the clinical teaching semester.
All incoming candidates are required to have an Austin Peay background clearance,
even if the candidate has a positive clearance from their home institution.
The Coordinator of the Office of Clinical Teaching will find placements for the incoming
candidate and will assign a university mentor to observe and evaluate the candidate.
The visiting clinical student is expected to participate in the clinical teaching seminars
held on campus, as well as weekly seminars with the university mentor. At the
completion of clinical teaching, all evaluation materials will be sent to the licensing
institution.
Visiting teacher candidates must meet all requirements of the home institution.
However, such requirements cannot conflict with policies and procedures outlined in this
handbook.
Requests for visiting clinical teaching placements must be no later than February 15th for
placement for the fall semester, and no later than September 15th for placement for the
spring semester.
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Legal Status of Teachers
Legal Status:
According to the Tennessee Code Annotated, Chapter 13, Section 49-5-403: A student
teacher, while serving a non-salaried internship under the supervision of licensed
teacher, shall be accorded the same protection of the laws as that accorded a licensed
teacher, and shall, while acting as such student teacher, comply with all rules and
regulations of the State and applicable local board of education, and observe all duties
-5-201. A student teacher who has been jointly assigned
to a before-and-after school care program and who performs in a non-salaried internship
under the direction of a regularly employed teacher shall, while serving in this position,
be accorded the same protection of the laws as is accorded a licensed teacher,
specifically including protections under title 29, chapter 20.
Legal Rights and duties of Teachers:
Tennessee Code Annotated, Section 49-5-403
49-5-403. Teachers – Certificates required
(a)
No person shall be employed to teach in any public elementary or high
school or receive pay for teaching out of the public funds of any school system until he
shall have received a certificate from the commissioner or state board of education, as
prescribed by this title.
(b)
As used in parts 2, 4, and 7 of this chapter the word “employ” and all
derivatives thereof shall mean to put to work in a position compensated from public
funds, and shall not be construed to preclude election by the local board of education of
a teacher prior to his having received certification, in accordance with the rules and
regulations of the state board of education.
(c)
This section shall not apply to a student teacher who is hereby defined as a
student enrolled in an institution of higher learning approved by the state board of
education for teacher training and who is jointly assigned by such institution of higher
learning and the local board of education to perform practice teaching under the
direction of a regularly employed and certificated teacher. A student teacher, while
serving a non salaried internship under the supervision of a certificated teacher, shall be
accorded the same protection of the laws as that accorded a certificated teacher, and
shall, while acting as such student teacher, comply with all rules and regulations of such
board of education and observe all duties of teachers as set forth in 49-5-201. [Acts
1925, ch.115, 8: Shan. Supp., 1487a47; Code 1932, 2336: impl.am. Acts 1951, ch.58,
7; Act 1969, ch.73, 1: 1974 (adj.S.), ch. 654, 60, 61; 1976 (Adj.S.), ch. 400, 2: T.C.A.
(orig.ed.), 49-1301]
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APSU Clinical Teaching
Forms and Resources
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APSU College of Education
Approved lesson plan
Lesson Description
Describe the topic of the lesson. Provide the context in which the lesson was taught.
What grade level? What type of school? What is the length of the lesson? In what part
of the school year was the lesson taught? Help the reader understand what you taught and
to whom. Provide the demographics of the students in the class if this lesson is not part of
a unit plan.
Standards
Provide the standards and performance indicators to be covered by this lesson.
Performance Objectives
Provide the objectives for this lesson. These must be measurable.
Assessment
Describe the form of assessment planned to measure each objective. Describe any modifications
to the objectives that will be needed to meet the special needs of students.
Instruction
Part A: Introduction (also known as anticipatory set, bell ringer).
Create a focus for students. The introduction should involve students and builds on prior
knowledge.
Part B: Instruction
Describe in detail the differentiated instructional strategies you will use to deliver the materials.
This can be in the form of direct or indirect instruction.
Part C: Closure
Describe what the teacher will do to bring closure to the lesson. Describe the activity or
activities the students will complete as part of the lesson closure. How will you check for
understanding? What will students do?
Part D: Modifications to instruction
Identify ways to modify instruction and assessment for diverse students.
Materials
List all the materials, resources, and technology that will be used in the lesson.
Reflection
Provide a written reflection of your perceptions of the strengths and weaknesses of the lesson.
What problems arose? What modifications would you make before you teach the lesson again?
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Mentor Teacher Daily Schedule
(Complete and submit to University Supervisor by first observation)
Mentor Teacher Name: ___________________________School:__________________
Teacher Candidate Name:_________________________School term/year:__________
TIME
Monday
Tuesday
Wednesday
Thursday
Friday
Arrival time for teachers_______Dismissal time for teachers_______Lunch___________
Arrival time for students_______Dismissal time for students________
Date/reason school will not be in session________________________
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Teacher Candidate Information Form
Complete and submit to University Supervisor and Mentor Teachers
Name:_________________________________________Phone:______________
Address:___________________________________________________________
Email:_____________________________________________________________
Major – Content (Concentration) Area of Certification:
__________________________________________________________________
Areas of Interest (Academic, Outside):
__________________________________________________________________
__________________________________________________________________
Prior Work Experience:
__________________________________________________________________
__________________________________________________________________
Additional information to help us get acquainted:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
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Weekly Reflections
You should write a reflection at least every week. Submit to your University
Supervisor each week.
1.
Give a brief description of a teaching/learning incident you experienced recently.
This can be something you observed or something you participated in.
2.
What were the consequences (effects or outcomes) of this event?
3.
Did an educational dilemma exist? If so, describe it.
4.
Is this incident significant enough for you to reinforce it? Why or Why not?
5.
What, if anything, would you have done differently? Why?
6.
What do you expect the students learned from this event?
7.
What did you learn from this event?
8.
What further thoughts or questions were generated from this event?
9.
What in your training helped you respond to the critical incident?
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