Clinical Experience Guide
For
School/Agency Partners
Table of Contents
Placement Procedures ................................................................................................................. 3
Placement Sites ......................................................................................................................... 3
Placement Process .................................................................................................................... 3
Placement Timeline .................................................................................................................. 5
Placement Policies .................................................................................................................... 7
Criminal Background Check ............................................................................................... 7
Professional Liability Insurance ......................................................................................... 7
Admission to Student Teaching ......................................................................................... 8
Visiting Student Teaching ................................................................................................... 8
Attendance and Scheduling ................................................................................................ 8
Supervision ............................................................................................................................ 9
Evaluation during Student Teaching ................................................................................. 9
Professional Disposition ...................................................................................................... 9
Ethical Behavior .................................................................................................................. 10
Teaching Portfolio .............................................................................................................. 10
Lateral Entry Teaching ....................................................................................................... 10
Substitute Teaching ............................................................................................................ 10
Roles and Responsibilities ........................................................................................................ 11
The Intern/Student Teacher ................................................................................................. 11
The Cooperating Teacher ...................................................................................................... 12
The School Principal/Agency Director ............................................................................... 13
The University Supervisor .................................................................................................... 14
The Academic Coach ............................................................................................................. 15
The Placement Coordinator .................................................................................................. 16
Types of Field Experiences ....................................................................................................... 17
Field Observation ................................................................................................................... 17
Field-Based Projects ............................................................................................................... 17
Internship I & II ...................................................................................................................... 17
1
Internship III & Student Teaching ....................................................................................... 18
Practicum ................................................................................................................................. 18
Residency ................................................................................................................................. 19
Appendix A: Guidelines for Student Teaching ..................................................................... 20
Observation ............................................................................................................................. 21
Co-Planning and Co-Teaching with Cooperating Teacher as Lead ............................... 21
Planning/Teaching for One-on-One/Small Group Work ............................................... 21
Planning/Teaching for Lesson Segments to the Whole Group ....................................... 22
Co-Planning and Co-Teaching with Pre-Service Teacher as Lead .................................. 22
Independent Planning and Delivery of Whole Units ....................................................... 22
Appendix B: Contact List .......................................................................................................... 24
2
Placement Procedures
At The University of North Carolina at Greensboro (UNCG), clinical experiences are a
critical part of professional preparation programs and are designed and implemented in
collaboration with district/agency partners. While the structure and location of field
experiences vary across the many UNCG programs, the six focus areas of the
Conceptual Framework (Leadership, Professional Knowledge, Professional Practice,
Educational Environment, Data-Driven Decision Making, and Professional Growth)
serve as a guide that influences the structure of all graduate and undergraduate clinical
activities leading to licensure.
Placement Sites
In keeping with the Conceptual Framework, licensure programs at UNCG seek field
placements at schools/agencies that are highly impacted; have strong leadership and
inclusive practices; and have diverse populations with respect to race, culture, ethnicity,
social class, exceptionality, and language. In keeping with state pre-service training
expectations, identified school settings often are traditional public schools but on
occasion may be Department of Public Instruction-accredited charter schools with at
least a 1:15 teacher to student ratio (i.e., at least 15 students in the class). Additionally,
much effort is given to identifying outstanding teachers and other licensed
professionals who want to mentor licensure candidates, have expertise in their field,
and are willing to work collaboratively. These cooperating teachers typically are
identified through recommendations from host school system/agency administrators,
host school field coordinators, previous experience with placements/schools, and
recommendations of colleagues by UNCG graduates. While UNCG has formal
partnership agreements with over 65 districts, schools, and agencies, most placements
are arranged within a 50 mile radius of UNCG’s campus due to travel constraints of
candidates, who must provide their own transportation, and university supervisors. (As
UNCG explores different technology options for distant supervision, this radius may be
extended.)
Placement Process
Often, initial contact regarding future field placements is made by university
supervisors as they visit current interns/student teachers and their cooperating
teachers. Then, the university supervisors communicate preferences for cooperating
teachers and placement sites to the placement coordinator, who identifies approved
cooperating teachers through the district offices/agencies and works with
school/agency administrators and placement coordinators to secure placement
commitments for the following semester or academic year. Once administrator
3
recommendations are communicated back to the university supervisors, university
supervisors pair licensure candidates with cooperating teachers based on candidate
needs and the greatest opportunities for professional growth. The placement
coordinator then provides information about these placements to the appropriate
district/agency personnel.
4
Placement Timeline
In keeping with the placement-related deadlines established by UNCG’s many partner
districts/agencies, UNCG adheres to the following placement timeline (student
teaching placement deadlines are listed in red; all other deadlines refer to non-student
teaching field experiences):
Function
Entity
Date Due
Responsible
Placement
January
Coordinator
List of eligible cooperating teachers (as received
from some districts) are sent to the program
coordinators
Potential cooperating teachers are identified and
University
January - April
contacted by university supervisors during site
Supervisors
visits
Placements for Fall Semester (and Spring if at Same Site)
Fall student teaching requests are due to the
Program
March 1
placement coordinator
Coordinators
Administrators are contacted for fall student
Placement
March - April
teaching placement approval and districtCoordinator
required paperwork is completed
District-required paperwork is submitted for fall
Placement
April 30
student teaching placements
Coordinator
Background checks are reviewed by district
District
May - June
personnel
Personnel
All other (non-student teaching) fall placement
Program
June 1
(and spring if at the same site) requests are due to Coordinators
the placement coordinator
Fall student teaching placements are finalized by District
June 4
district personnel
Personnel
Administrators are contacted for placement
Placement
June - August
approval for fall (and spring if at same site)
Coordinator
Lists of administrator-approved placements for
Placement
August
fall (and spring if at same site) are sent to the
Coordinator
program coordinators
Lists of candidate-cooperating teacher pairings
Program
September 1
for fall (and spring if at same site) are due to the
Coordinators
placement coordinator
Candidate-cooperating teacher pairings for fall
Placement
September 4
(and spring if at same site) are shared with
Coordinator
partner schools
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Function
Entity
Date Due
Responsible
Placements for Spring Semester (and Summer)
Spring student teaching placement (if not at same Program
September 1
sites as fall placements) requests are due to the
Coordinators
placement coordinator
Administrators are contacted for spring student
Placement
September – October
teaching placement (if not at same site as fall
Coordinator
placement) approval and district-required
paperwork is completed
District-required paperwork is submitted for
Placement
October 15
spring student teaching placements
Coordinator
Background checks are reviewed by district
District
October – December
personnel
Personnel
All other (non-student teaching) spring
Program
December 1
placement (if not at same sites as fall placements) Coordinators
requests are due to the placement coordinator
Spring student teaching placements are finalized District
December 10
by district personnel
Personnel
Administrators are contacted for placement
Placement
December – January
approval for spring (if not at same site as fall)
Coordinator
Lists of administrator-approved placements for
Placement
January
spring (if not at same site as fall) are sent to the
Coordinator
program coordinators
Lists of candidate-cooperating teacher pairings
Program
February 1
for spring (if not at same site as fall) are due to
Coordinators
the placement coordinator
Candidate-cooperating teacher pairings for
Placement
February 4
spring are shared with partner schools
Coordinator
NOTE
The due dates in the previous chart allow UNCG to meet the various deadlines set by partner
districts/agencies and are meant to indicate final due dates (i.e., changes to placements after these
deadlines should occur in rare circumstances only). Placement requests are made as they are
received, so earlier submission of placement requests may allow for placements to be finalized
prior to the indicated dates. Thus, program coordinators are encouraged to submit placement
requests (for fall, spring, and/or summer) as early as possible.
6
Placement Policies
In addition to adhering to the aforementioned timeline, the UNCG Collaborative for
Educator Preparation (informed by the Council of Program Coordinators with
representatives from each licensure program) has specific policies regarding the clinical
experiences of licensure candidates. These policies guide the organization and
evaluation of clinical experiences from pre-admission to recommendation for licensure
and are explained in more detail in the Teacher Education Handbook.
To facilitate reading the following policies, UNCG students will be referred to as The
Intern/Student Teacher, also called “licensure candidates” or “candidates” for short; the LEA
or agency supervising teachers will be referred to as The Cooperating Teacher, also called
“clinical teachers” or “On-Site Teacher Educators (OSTEs)” by some programs; the
district/school/agency personnel responsible for the placement-based oversight of interns/student
teachers will be referred to as The School Principal/Agency Director; UNCG faculty will be
referred to as The University Supervisor; UNCG clinical faculty employed as coaches
through the Project ENRICH grant will be referred to as The Academic Coach; the UNCG
School of Education placement coordinator will be referred to as The Academic Coach
The academic coaches hired through Project ENRICH are clinical faculty members who
work with faculties of select partner schools in Guilford County Schools and WinstonSalem/Forsyth County Schools with the mission of linking the university campus and
the school district for the purpose of establishing and maintaining program coherence.
The academic coach is responsible for ensuring that administrators and teachers in
partner schools understand the role of the cooperating teacher, have knowledge of and
understand the UNCG Teacher Education programs, and are prepared to serve as a
training site for future teachers. The academic coach is also responsible for establishing
learning communities in the partner schools and providing professional development
for partner school faculty.
In fulfilling the responsibilities of this position, the academic coach should…
1.
2.
3.
4.
Share exemplary practices and provide models and examples.
Observe clinical teachers and provide feedback.
Conference with clinical teachers about co-teaching and teacher development.
Provide training for and monitor the use of formative assessment tools such as the
TGAP and CDAP.
5. Plan, facilitate, and monitor professional development activities for partner school
faculty.
6. Facilitate collaboration, the sharing of ideas, and the celebration of successes.
7. Provide resources.
7
8. Collaborate with school administrators and university faculty regularly for
reflection and planning.
9. Perform other professional development and liaison related duties as needed.
8
The Placement Coordinator; and preschool through 12th grade students will be called
Students.
In addition, “student teaching” will be used to refer to all final clinical experiences, which may
be called “final internships” or “final clinical placements” by some programs.
Criminal Background Check – In order to participate in field-based experiences,
all licensure candidates must complete the Criminal Background Check Form and pay
the required fee before visiting a classroom or agency. Candidates that do not receive a
clear background check must submit a statement of explanation to the placement
coordinator detailing the nature, date, and outcome of the incident. This statement is
required for charges, dismissals, prayer for judgment, nolo contendere (no contest), and
guilty or not guilty pleas (including minor traffic violations). Explanations will be kept
on file (requiring update for any new charges) with limited information shared with
partner districts/agencies as necessary. Serious charges or failure to disclose criminal
history may result in a candidate’s inability to secure field placements and/or removal
from Teacher Education.
Professional Liability Insurance – In addition to the required criminal
background check, all licensure candidates must secure $1,000,000.00 in professional
liability insurance coverage that is active for the duration of the clinical experience
before visiting a classroom or agency. Proof of this coverage is to be submitted by the
candidates to the Office of Student Services (OSS) in room 140 of the School of
Education Building or to the OSS email (soeoss@uncg.edu). Details on this requirement
and a list of courses with field experiences (thus requiring the criminal background
check and professional liability insurance) may be found on the OSS website. (This list
is fluid and constantly being updated as other courses add field-based experiences.) In
instances in which a candidate causes damage or injury during the field experience,
neither the University nor the state of North Carolina will be responsible for providing
legal defense for that individual nor for paying for any judgment that may be entered
against the individual.
Admission to Student Teaching – In order to be eligible to student teach,
candidates must be admitted to Teacher Education by February 15 the year before
spring student teaching or November 1 the year before fall student teaching.
Additionally, candidates must meet all individual program requirements, including
GPA minimums and the satisfactory completion (grade of C or better) of prerequisite
licensure courses.
9
Visiting Student Teaching – Under special circumstances students may be
approved to student teach under the supervision of another college or university.
Additionally, in special circumstances, student teachers from other colleges or
universities may arrange supervision through UNCG at the visiting candidate’s
expense ($600 for the semester to cover mileage, etc.).
Attendance and Scheduling –Absence from student teaching is excused only in
cases of serious illness or emergency, and those exceeding five days must be made up
before the candidate may receive course credit. Candidates are not expected to make up
days due to official school closings. Notification of intended absence should be
communicated directly to the cooperating teacher, administrator, and university
supervisor in advance of the absence and with as much notice as possible.
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Supervision – Teachers must meet all of the qualifications established by the
Department of Public Instruction (DPI) for mentor teachers as well as the district in
which they teach in order to be eligible to supervise a UNCG student teacher. The
guidelines outlined by DPI for the selection of mentor teachers include:
1. Successful teaching in the area of licensure
a. appraisal ratings among the highest in the school (regardless of
instrument/process used)
b. strong recommendations from principal and peers
2. Commitment
a. willingness to serve as a [cooperating teacher]
b. willingness to participate in on-going annual professional development
related to mentoring
3. Other
a. preference given to career status teachers who have experience in the
district norms, culture, and mission, as well as the state's goals (ABC's),
strategic priorities, and standard course of study
b. preference given to those who have successfully completed [cooperating
teacher] training (offered at UNCG as an online TGAP module (email Dr.
Cheryl Greenberg for an invitation to the course) and the summer Clinical
Teacher/OSTE Training (email Christina O’Connor for dates)
Evaluation during Student Teaching – Candidates’ clinical performance will be
evaluated by UNCG faculty and the cooperating teacher at least three times using the
Teacher Growth and Assessment for Pre-Service (TGAP) rubric. Candidates must
receive a score of 3 or better on a 6-point scale on each TGAP rubric in order to be
eligible for recommendation for licensure at the end of student teaching. Also at the end
of student teaching, candidates’ performance will be evaluated by UNCG faculty and
the cooperating teacher using the North Carolina Certification of Teaching Capacity
(CoTC), which is aligned with the TGAP so that scores of 3 or above should result in a
“met” on each item. Candidates must receive the rating of “met” in all categories in
order to be eligible for recommendation for licensure.
Professional Disposition – Candidates must receive a score of 3 or better on a 6-
point scale in all categories on the last of the three (at or near the end of student
teaching) Candidate Dispositions Assessment Process (CDAP) in order to be eligible for
recommendation for licensure. Candidates who receive unsatisfactory scores will be
required to successfully complete a behavior intervention plan, as described in the
Professional Improvement Policy (PIP).
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Ethical Behavior – Candidates must adhere to the University of North Carolina at
Greensboro Academic Integrity Policy and Student Code of Conduct, the Code of Ethics for
North Carolina Educators, and public school laws of North Carolina.
Teaching Portfolio – All candidates must compile and submit teaching
portfolios through TaskStream and receive a passing evaluation (demonstrating
proficiency in meeting the North Carolina Professional Teaching Standards) in order to
be eligible for recommendation for licensure. With the exception of students in the
Master of Arts in Teaching (MAT) programs, candidates for a master’s degree must also
provide evidence of meeting the North Carolina Standards for Graduate Teacher
Candidates.
Lateral Entry Teaching – Lateral entry teachers in UNCG’s NC TEACH
program must successfully complete at least one year as a lateral entry teacher in the
licensure area, with 50% or more of their teaching responsibilities in their licensure
content. In order to be supervised and evaluated by UNCG faculty (along with schoolbased faculty and/or administrators), NC TEACH participants must obtain a lateral
entry position within a 50 mile radius of UNCG’s campus (or these individuals should
go through a Regional Alternative Licensure Center (RALC) to fulfill the lateral entry
requirements).
Substitute Teaching – Approval for substitute teaching may be made at the
recommendation of the university supervisor as long as all student teaching paperwork
required by UNCG and the district is finalized. For short-term substitute teaching (1-3
days), candidates may only substitute for their cooperating teachers and must receive
approval from their university supervisors, who will then inform the placement
coordinator of the arrangement. For long-term substitute teaching (more than 3 days),
the candidate must obtain a letter of approval signed by the principal, cooperating
teacher, and university supervisor as well as written guarantees of continued university
and on-site supervision (to include completion of all evaluation forms) during the
substitute teaching timeframe. These letters of approval, support, and guarantees of
supervision must be submitted to the placement coordinator for final approval. During
the substitute teaching position, candidates must remain enrolled in the student
teaching course and successfully complete all licensure program requirements.
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Roles and Responsibilities
The internship process and student teaching are collaborative efforts that require the
resources of UNCG, the local education agency (LEA) – school districts and individual
schools – and the community. Those most directly involved in making internships and
student teaching successful experiences are cooperating teachers, school
principals/agency directors, university supervisors, the placement coordinator, and the
interns/student teachers themselves. Each of these individuals makes unique
contributions to the pre-service teacher’s professional development.
The Intern/Student Teacher
The intern/student teacher works closely with the cooperating teacher who is
responsible for the classroom in which (s)he is placed. This individual is a UNCG
student seeking teaching licensure but may be completing a variety of clinical
experiences, from field observation to full-time student teaching (see Types of Field
Experiences section). As students of teaching, interns/student teachers are expected to
engage in observations, co-planning and co-teaching, and independent planning and
teaching with the support of their cooperating teachers in order to build capacity
toward extended lead teaching to occur during the final, student teaching semester (see
Appendix A: Guidelines for Student Teaching).
In the transition from students to professionals, the intern/student teacher should…
1. Keep the university supervisor informed about classroom schedules and events.
2. Direct questions or concerns to the cooperating teacher, university supervisor, or
other appropriate supervisor.
3. Schedule observations and conferences with the cooperating teacher and university
supervisor.
4. Provide observers with copies of plans and materials.
5. Confer regularly with the cooperating teacher and university supervisor regarding
progress and concerns.
6. Meet regularly with the cooperating teacher to plan for instruction.
7. Prepare written lesson and unit plans according to both cooperating teacher and
university supervisor expectations.
8. Arrange to share all plans and materials with the cooperating teacher in a timely
manner in order to allow for appropriate feedback and adjustment if needed.
9. Engage in reflective practices as required by university supervisors and/or course
instructors.
10. Prepare for and participate in field-experience-related seminars.
11. Participate in orientation activities, faculty meetings, PTSA meetings, and other
school-based functions unless in conflict with required university activities.
12. Initiate introductions to school/agency faculty, staff, and administrators.
13
13. Notify the cooperating teacher, university supervisor, and other appropriate
supervisor in the event of an absence (prior to the absence).
14. Comply with the school/agency absence policies and have substitute teacher plans
available if scheduled to teach.
15. Dress and behave professionally in accordance with school/agency expectations.
16. Take initiative in asking questions, seeking resources, inviting feedback, and
creating learning opportunities.
17. Reflect on teaching and learning practices through formal discussions and
assignments and informal practices.
18. Observe teachers and students and relate observations to theory, content
knowledge, and professional skills.
19. Prepare a professional portfolio through TaskStream.
20. Participate in school-based and university-based Professional Learning
Communities.
The Cooperating Teacher
The intern/student teacher works closely with the teacher who is responsible for the
classroom in which (s)he is placed. This cooperating teacher, in guiding the progress of
an intern/student teacher, will be a member of a team collaborating in the preparation
of teachers. The cooperating teacher should recognize that an intern/student teacher is
a developing professional and should create and maintain an environment that is
conducive to the intern’s/student teacher's professional growth.
In keeping with her/his responsibilities, the cooperating teacher should…
1. Participate in cooperating teacher training offered by UNCG, including completion
of the online TGAP module (email Dr. Cheryl Greenberg for an invitation to the
course) and the summer Clinical Teacher/OSTE Training (email Christina O’Connor
for dates).
2. Identify the intern’s/student teacher's personal and professional qualifications and
assist the intern/student teacher in adjusting to the school setting.
3. Work with the university supervisor in planning a well-balanced program of
learning activities consistent with the teaching assignment.
4. Provide the intern/student teacher with a place to work and store personal items.
5. Acquaint the intern/student teacher with the school’s administration, appropriate
faculty, background of the students, class schedules, curriculum materials, and
equipment.
6. Acquaint the intern/student teacher with school regulations, reports to parents,
extracurricular activities, and school patterns.
7. Explain school policies and procedures for evaluation and grading of students and
assist the intern/student teacher in the evaluation of students.
14
8. Conduct regular formal and informal conferences with the intern/student teacher to
plan, share information, answer questions, evaluate the intern’s/student teacher’s
professional performance, and make appropriate decisions.
9. Encourage the intern/student teacher to participate in non-instructional activities
such as faculty meetings, professional meetings, school organizations, and schoolrelated activities.
10. Develop an overall plan for observation and evaluation. This plan should be
discussed with the intern/student teacher and university supervisor before the
student teacher assumes full-time teaching responsibilities. This includes
evaluations using the TGAP and CDAP and evaluation of the candidate’s Teaching
Portfolio, as decided by the university supervisor and cooperating teacher.
11. Participate in evaluation of the intern’s/student teacher’s performance and complete
and submit a CoTC that documents this evaluation of the final internship, if the
candidate is completing an entry level teaching licensure program. Forms are sent to
OSS as directed by the placement coordinator.
NOTE
It is important that, if the cooperating teacher has concerns about the candidate’s performance or
dispositions, (s)he consult with the university supervisor and/or placement coordinator as
quickly as possible.
The School Principal/Agency Director
The school principal/agency director is very important to the overall success of the
internship and student teaching experience. The administrator gives direction and
leadership to the school/agency and sets the tone for the environment in which the
intern/student teacher works. In addition to participating in the selection of the
cooperating teacher, the school administrator should…
1. Coordinate the placement of interns/student teachers with the placement
coordinator through direct recommendations or referral to a third party responsible
for field placements at the school/agency.
2. Aid in the orientation of interns/student teachers to the school community and the
general operation of the school.
3. Make administrative provisions for adequate conferences between the cooperating
teacher and the intern/student teacher and participate in conferences when
desirable.
4. Provide the intern/student teacher opportunities to participate in staff meetings,
school-related activities, and school planning.
5. Work closely with the university supervisors to ensure that the experience of the
intern/student teacher is meaningful for the intern/student teacher and beneficial to
the students.
15
6. Be available to sign the CoTC at the end of student teaching or appoint a designee
for this task.
The University Supervisor
The university supervisor serves as a liaison between the university and the
school/agency. The university supervisor visits and observes interns/student teachers
in the school, evaluates student teaching performance, and discusses observations with
the intern/student teacher and cooperating teacher as a part of a continuous, systematic
evaluation process.
The university supervisor has the overall responsibility for ensuring that student
teaching is a rigorous, intellectual, educational experience. In keeping with her/his
responsibilities, the university supervisor should…
1. Act as liaison in acquainting the public school/agency personnel with the
philosophy and objectives of the student teaching program.
2. Provide information to the cooperating teacher relating to the supervision of
interns/student teachers.
3. Visit and observe the intern/student teacher five or more times during the semester,
including a minimum of one time every two weeks during the student teacher’s fulltime teaching experience.
4. Provide a written evaluation after each visit to be given to the intern/student
teacher within two days of the visit.
5. Confer with the intern/student teacher after each evaluation to discuss strengths
and make suggestions for improvement.
6. Ensure open lines of communication among interns/student teachers, cooperating
teachers, and university supervisors.
7. Complete a formal evaluation of the student teacher at the end of the student
teaching period using the TGAP and CDAP.
8. Participate in evaluation of the intern’s/student teacher’s performance and complete
and submit a CoTC that documents this evaluation of the final internship, if the
candidate is completing an entry level teaching licensure program. Forms are sent to
OSS as directed by the placement coordinator.
9. Assign a final grade for the student teaching placement.
10. Complete all other paperwork/forms as appropriate, including scoring all TGAP,
CDAP, and Portfolio Evidences on TaskStream no later than the day of graduation
each semester.
11. Work within the guidelines of the Professional Behavior Intervention Procedures,
addressing problems in a professional manner and as quickly as possible.
16
12. Discuss with the Director of the Collaborative for Educator Preparation situations
that may lead to the removal of an intern/student teacher from a school placement
before any action is taken.
NOTE
If the university supervisor, in evaluating candidate performance and dispositions, determines
that there are difficulties with the candidate’s continuation or progression in the program or
with satisfactory completion of the program, (s)he must consult with the department chair. The
chair and university supervisor must then notify the Director of the Collaborative for Educator
Preparation.
The Academic Coach
The academic coaches hired through Project ENRICH are clinical faculty members who
work with faculties of select partner schools in Guilford County Schools and WinstonSalem/Forsyth County Schools with the mission of linking the university campus and
the school district for the purpose of establishing and maintaining program coherence.
The academic coach is responsible for ensuring that administrators and teachers in
partner schools understand the role of the cooperating teacher, have knowledge of and
understand the UNCG Teacher Education programs, and are prepared to serve as a
training site for future teachers. The academic coach is also responsible for establishing
learning communities in the partner schools and providing professional development
for partner school faculty.
In fulfilling the responsibilities of this position, the academic coach should…
10. Share exemplary practices and provide models and examples.
11. Observe clinical teachers and provide feedback.
12. Conference with clinical teachers about co-teaching and teacher development.
13. Provide training for and monitor the use of formative assessment tools such as the
TGAP and CDAP.
14. Plan, facilitate, and monitor professional development activities for partner school
faculty.
15. Facilitate collaboration, the sharing of ideas, and the celebration of successes.
16. Provide resources.
17. Collaborate with school administrators and university faculty regularly for
reflection and planning.
18. Perform other professional development and liaison related duties as needed.
17
The Placement Coordinator
The placement coordinator serves as a liaison between the university and the school
district and school or agency. The placement coordinator communicates with district
and school (or agency) personnel responsible for the recommendation and assignment
of cooperating teachers and the university supervisors responsible for the
recommendation and assignment of interns/student teachers to coordinate appropriate
placements for clinical experiences. In keeping with her/his responsibilities, the
placement coordinator should…
1. Maintain current (within most-recent five years) Memorandums of Understanding
(MOUs) with partner district/agencies.
2. Coordinate the placement of interns/student teachers with the school principal or
other identified school/agency-based placement representative (e.g., Curriculum
Facilitator, School Counselor, Department Chair) according to the needs of both the
school/agency and the university.
a. NOTE: For some licensure programs housed outside of the School of Education
(SOE), program-specific placement coordinators will coordinate their program’s
own placements with partner districts/schools/agencies.
3. Match recommendations made by district and school (or agency) personnel with
those made by the university supervisors in order to provide interns/student
teachers the greatest possible opportunity for professional growth.
4. Communicate relevant timelines and expectations between district/agency partners
and licensure programs.
5. Distribute informal evaluations via email twice each semester (middle and end) to
allow for early notification of concerns regarding individual interns/student
teachers and/or specific placements.
6. Communicate concerns regarding the required criminal background check and
professional liability insurance to interns/student teachers and secure appropriate
documentation for district/agency partners.
7. Collect Certificates of Teaching Capacity (CoTCs) from cooperating
teachers/university supervisors as a final evaluation of a candidate’s performance.
8. Maintain current and longitudinal records of all field placements by all licensure
programs in order to ensure diversity of placements.
NOTE
For licensure programs housed outside of the School of Education (e.g., Music Education) as
well as some graduate programs (e.g., Educational Leadership), program-specific placement
coordinators will arrange field placements for their program’s own students and provide the
completed placement information to the SOE placement coordinator. The SOE placement
coordinator will share placement related information from the districts (e.g., list of approved
18
cooperating teachers) to all program coordinators and program-specific placement coordinators
and will provide a master list of all arranged placements to the appropriate district personnel.
Types of Field Experiences
Field Observation
The pre-professional field observation is the initial field experience in both
undergraduate and graduate initial licensure programs. While the act of observing
teachers and students will be completed throughout a licensure candidate’s
internship/student teaching experience, clinical experiences formally designated as
field observations will be among a candidate’s first experiences in a classroom/agency
setting and also may occur prior to formal admission to Teacher Education. During the
field observation, candidates should learn as much as possible about classroom
structure and management, teaching, planning, preparing, organizing, and adapting for
individual differences. Candidates should ask cooperating teachers about the use of
certain approaches and techniques and pay attention to the multiple roles and
responsibilities of the professional. Candidates may use this time to assess their interest
in formally pursuing careers in education and should look for opportunities to relate
their observation findings to the concepts presented in their professional education
courses. The range of field observation hours required in a semester, depending on the
program, is between 6 and 50 hours, or an average of 20 hours.
Field-Based Projects
Some professional education courses do not require semester-long field experiences but
do require the completion of projects that must be completed in the field. These fieldbased projects may involve home visits, service learning activities, case studies,
remediation for students with disabilities, and lesson and program development and
delivery, among other activities. The range of hours required in a semester to complete
field-based projects is between 6 and 150 hours, or an average of 38 hours.
Internship I & II
Several licensure programs at UNCG require three internships prior to the final student
teaching semester, with the first two internships occurring three and two semesters
prior to student teaching (during the junior year for a traditional undergraduate
candidate). During these first two internships, candidates complete field-based
observations; lesson planning and delivery; one-on-one, small-group, and whole-class
teaching; and other field-based experiences that are integrated into program
coursework (often associated with professional Methods courses). These internships are
19
designed to prepare teachers for their roles as professionals, practicing various
pedagogical strategies, studying their own teaching practices and philosophies,
participating in site-based decision making, and collaborating with teachers and other
members of the education community. These placements may be at different sites each
semester or carry over from one semester to the next. The range of internship hours
required in a semester prior to the final year in a licensure program, depending on the
program, is between 25 and 150 hours, or an average of 74 hours.
Internship III & Student Teaching
During the final year in a licensure program, candidates at UNCG typically are placed
at the same sites for two consecutive semesters for the purpose of experiencing the
cadence of an entire academic year (this varies by program). During the final internship
before student teaching, candidates continue to complete field-based activities that are
integrated into program coursework (Methods classes) but may increase their level of
responsibility and time in the classroom (or at the agency) with a goal of gradually
moving toward increased independence. The range of internship hours required in the
final internship prior to student teaching, depending on the program, is between 50 and
150 hours, or an average of 106 hours.
During the final full-time student teaching semester, candidates follow the schedule of
the school/agency and move through the recursive stages of observation, co-planning
and co-teaching with the cooperating teacher as the lead, independent planning and
teaching for one-on-one work and small group work, independent planning and
teaching for lesson segments to the whole group, co-planning and co-teaching with the
candidate as the lead, and independent planning and delivery of whole units (see
Appendix A: Guidelines for Student Teaching for descriptions of the these stages and
related activities). The student teaching semester involves a minimum (as set by DPI) of
10 weeks of full-time presence in the classroom/agency, with UNCG student teachers
typically completing 14 weeks, to include independent planning and teaching for one
full unit of instruction (often 6 weeks in duration). Candidates in dual-licensure
programs will complete two student teaching placements.
Practicum
At the graduate level, all field experiences are referred to as practica and may occur in
one’s place of employment if already licensed. Practicum activities may involve field
observation, field-based projects, internships, and student-teaching-like obligations.
20
Residency
UNCG has two full-time residency programs: Project ENRICH (Educational Network
for Renewal, Innovation, Collaboration and Help), which involves master’s level
teaching licensure candidates working in high-need schools in high-need areas (i.e.,
Math, Science, ESOL, and Special Education), and PTLA (Piedmont Triad Leadership
Academy), which involves master’s level administrative licensure candidates working
in high-need schools. In these full-time paid residencies, candidates complete
coursework toward master’s degrees and licensure and receive additional support and
enrichment within their cohorts. Both Project ENRICH and PTLA involve a 12-month
clinical residency.
21
Appendix A: Guidelines for Student Teaching
Research and thinking about student teaching advocates for a co-teaching model for student teaching, rather than a completely solo experience (Feiman-Nemser & Beasley, 1997; Fosnot, 1996).
The stages that pre-service teachers encounter when following this model are as follows. These stages are recursive (not linear) and at a given time a pre-service teacher may be in more than
one stage.
Stage
Observation
Co-Planning and CoIndependent
Independent
Co-Planning and CoIndependent
Teaching with
Planning/Teaching for
Planning/Teaching for
Teaching with PrePlanning and
Cooperating Teacher as
One-on-One/Small
Lesson Segments to the
Service Teacher as
Delivery of Whole
Lead
Group Work
Whole Group
Lead
Units
Throughout all stages, cooperating teachers and pre-service teachers should give attention to classroom management, integration of technology, differentiation of instruction, accommodation for
students with special needs and English Language Learners, formative and summative assessment, and 21 st century knowledge and skills.
Suggested 
Learn the names of

Assist cooperating

Plan for and teach

Present a special report

Plan lessons and

Collaborate
students
teacher with
individual students;
or conduct an activity
units with
with other
Activities






Become familiar with
student work
Become familiar with
teaching materials such
as textbooks
Become familiar with
school policies and
procedures
Observe the roles and
functions of the teacher
assistant, volunteers,
guidance counselor and
other professionals such
as physical therapists,
occupational therapists,
or speech therapists,
and support staff
Assist the cooperating
teacher with the
development of
teaching materials,
classroom displays,
bulletin boards,
organizational tasks,
etc.
Become familiar with
and participate in
record keeping (such as
attendance, checking
homework, etc.)

preparing lesson
plans
Assist cooperating
teacher in delivering
instruction planned
by the cooperating
teacher by working
with small groups,
assisting during
whole group
instruction, parallel
teaching or other coteaching structure



Plan and lead small
group activities or
discussions
Act as an advisor for
a group of students
involved in a
supplementary
project, a
dramatization,
debate, or similar
activities
Guide a group of
students in make-up
or remedial work, a
special assignment,
or laboratory work

relevant to the topic
under study
Develop plans and
conduct the class for two
or three consecutive
periods, in middle or
high school, or for
several activities in
elementary school,
followed by consultation
with the cooperating
teacher

assistance from the
cooperating teacher
Deliver instruction
by co-teaching with
the cooperating
teacher assisting,
working with small
groups, parallel
teaching (lessons
are planned
primarily by
student teacher)





professionals
Incorporate
different points
of view in
instruction
Integrate
effective
literacy
instruction
throughout the
curriculum
Integrate 21st
century
knowledge and
skills
Integrate
technology
with
instruction
Organize
student
learning teams
Research and thinking about student teaching advocates for a co-teaching model for student teaching, rather than a
completely solo experience (Feiman-Nemser & Beasley, 1997; Fosnot, 1996). The stages that pre-service teachers encounter
when following this model are as follows. These stages are recursive (not linear) and at a given time a pre-service teacher
may be in more than one stage.
Observation
The pre-service teacher needs to become familiar with the students, the subject area, the cooperating teacher’s philosophy
and objectives, and the general organization of the classroom and the school. During observation, the pre-service teacher
should work actively with the cooperating teacher in developing observational and monitoring skills as well as discussing
goal-setting, instructional planning, assessment strategies, and classroom management. Collaboration between the preservice teacher and the cooperating teacher is essential in order to familiarize the pre-service teacher with the clinical
teaching situation.
Co-Planning and Co-Teaching with Cooperating Teacher as Lead
Through collaborative planning in which the cooperating teacher takes the lead in determining the lesson goals,
objectives, activities, anticipated outcomes , and assessment measures, the pre-service teacher should work actively with
the cooperating teacher to determine how lessons will be delivered and the pre-service teacher’s role in this lesson
delivery. Strategies for co-teaching may include the cooperating teacher delivering whole group instruction while the preservice teacher supports individuals throughout the room or conducts a focused observation of the students; team
teaching in which the teachers jointly provide instruction; parallel teaching in which each teacher teaches the same lesson
to one half of the class; or guided small-group instruction.
Planning/Teaching for One-on-One/Small Group Work
Initial teaching responsibility should be delegated to the pre-service teacher when she/he becomes reasonably well
acquainted with the students in the class and the learning environment. It is important that the pre-service teacher be as
successful as possible in this initial teaching experience. During this period the pre-service teacher should be working
23
actively with the cooperating teacher in developing skills in goal-setting, instructional planning, assessment, and
classroom management. As the pre-service teacher gains ability and confidence, the extent of her/his participation in
actual teaching should increase according to her/his ability and may progress from one-on-one work with students to
providing small-group instruction. Again, collaboration between the pre-service teacher and the cooperating teacher is
essential for a successful clinical teaching experience.
Planning/Teaching for Lesson Segments to the Whole Group
With the support of the cooperating teacher, the pre-service teacher should be further integrated into the whole-class
instruction by involving the pre-service teacher in the planning and instruction of certain segments of the lesson. While
the cooperating teacher maintains primary responsibility for instruction, the pre-service teacher may perform preidentified duties in regards to lesson planning and instructional delivery to the whole group.
Co-Planning and Co-Teaching with Pre-Service Teacher as Lead
Through collaborative planning in which the pre-service teacher takes the lead in determining the lesson goals, objectives,
activities, anticipated outcomes , and assessment measures, the pre-service teacher should work actively with the
cooperating teacher to determine how lessons will be delivered and the cooperating teacher’s role in this lesson delivery.
Strategies for co-teaching may include the pre-service teacher delivering whole group instruction while the cooperating
teacher supports individuals throughout the room or conducts a focused observation of the students, team teaching in
which the teachers jointly provide instruction, parallel teaching in which each teacher teaches the same lesson to one half
of the class, or guided small-group instruction.
Independent Planning and Delivery of Whole Units
The student teacher performs all of the activities of a full time teacher (although the legal responsibility for student
learning, behavior and safety remains with the cooperating teacher). The student teacher performs all duties related to
teaching, including planning and directing instruction, managing teaching and learning materials, constructing and
administering tests, evaluating student activities and products, reporting, implementation of classroom management, and
24
other teaching-related activities. This may include working as the lead teacher or as a co-teacher with the cooperating
teacher. This is the culmination of the student teacher's progress through the teacher education curriculum and provides
the opportunity for the student teacher to demonstrate her/his professional competence. At UNCG, the expectation is
that all student teachers will assume full planning and teaching responsibility for at least one full unit of instruction.
25
Appendix B: Contact List
Name
Judy Pelance
Lynne Allen
Claudia Pagliaro
Bree Jimenez
Title
SOE Placement
Coordinator
Function
Coordinates
placements for
undergraduate (and
some graduate)
licensure programs
within the SOE; Serves
as a liaison between
districts/agencies and
all UNCG licensure
programs
Lecturer, Specialized Assists in the
Education Services
placement of interns
(SES)
and student teachers
for Professions in
Deafness
Program
Directs Deaf Education
Coordinator, SES
Program
SES Placement
Coordinates
Coordinator
placements for
licensure programs
within SES (M.Ed.,
general curriculum,
and PAIL)
Email
jrpelanc@uncg.edu
Phone
336-334-9880
lballen@uncg.edu
336-256-1370
cmpaglia@uncg.edu
336-525-1504
bajimene@uncg.edu
336-517-7745
Dr. Anne T. Akers
Dave Wharton
Brett Nolker
School Library
Program
Coordinator
Program
Coordinator, Latin
Field Placement
Coordinator, Music
Coordinates school
library placements
within LIS
Directs the B.A. and
M.Ed. program in
Latin
Coordinates formal
and informal field
experiences for Music
27
atakers@uncg.edu
336-334-3476
wharton@uncg.edu
336-509-8172
dbnolker@uncg.edu
N/A