Virginia State University
Student Teacher Handbook
Center for Teacher Education
101 Harris Hall
Telephone: (804) 524-5742
Fax: (804) 524-5757
Revised 2005-2006
Table of Contents
Table of Contents .................................................................................................................................................................... 1
Forward .................................................................................................................................................................................... 2
Mission and Vision …………………………………………………………………………………………………………... 3
Student Teaching Policies and Procedures ........................................................................................................................... 7
Conceptual Framework………………………………………………………………………………………………............. 4
Key Contact Persons ………………………………………………………………………………………………………… 5
Student Teaching Policies and Procedures …………………………………………………………………………………... 7
Eligibility Requirements....................................................................................................................................................... 7
Placement Procedures ........................................................................................................................................................ 7
Changes in Placements ...................................................................................................................................................... 8
Housing and Transportation ............................................................................................................................................... 8
Schedules for Student Teaching and Internships ............................................................................................................. 8
Attendance ........................................................................................................................................................................... 8
Professionalism ................................................................................................................................................................... 9
Student Discipline ............................................................................................................................................................... 9
Confidentiality ...................................................................................................................................................................... 9
Appointments with Students............................................................................................................................................. 10
Home Visitations................................................................................................................................................................ 10
Appointments with Parents and Guardians ..................................................................................................................... 10
Outside Course Work, Employment, and Extracurricular Activities ................................................................................ 10
Conflict Resolution ............................................................................................................................................................ 10
Substitute Teaching .......................................................................................................................................................... 10
Assignments and Lesson Planning ................................................................................................................................... 10
Assessment and Evaluation.............................................................................................................................................. 11
Options for Unsuccessful Teacher Candidates ................................................................................................................ 11
The Role of School Personnel ............................................................................................................................................... 11
The Cooperating Teacher .................................................................................................................................................. 11
The Building Principal ........................................................................................................................................................ 12
The Role of University Personnel .......................................................................................................................................... 12
The University Supervisor.................................................................................................................................................. 12
The Role of the Student Teacher/Intern .............................................................................................................................. 13
The Initial School Visit ....................................................................................................................................................... 13
Planning Your Student Teaching/Internship Schedule ................................................................................................... 15
Sample Teaching Schedule .............................................................................................................................................. 15
After the Student Teaching Internship Experience .............................................................................................................. 16
Eligibility for Licensure ...................................................................................................................................................... 16
Applying for a Virginia License .......................................................................................................................................... 16
Applying for an Out-of-State License ................................................................................................................................ 16
Career Planning and Placement ....................................................................................................................................... 16
Glossary of Terms .................................................................................................................................................................. 17
1
Forward
The Center for Professional Education Programs at Virginia State University is committed to preparing teacher
candidates that reflect the Unit’s Conceptual Framework: competent, caring, and effective practitioners that create a
positive learning environment for all children. The Conceptual Framework also subscribes to a reflective teaching
model that reinforces constructivist and critical reflective dialogue. The student teaching internship requires teacher
candidates to approach their studies through active learning as they reflect upon the beliefs, knowledge, thoughts,
and actions of teaching and the teaching process. They are challenged to examine their assumptions about teaching
and learning as they interact with the dynamics of pupils in a variety of real school settings.
Preparation and maintenance for teaching in multicultural and global communities is a life-long process, because of
continuous international and domestic changes that influence the teaching and learning process. Consequently, the
student teaching internship, by common consent, is the most important professional course in any teacher education
program. It offers the opportunity to test theories about learning, behavior, and teaching in the reality of the school
and community environment. There is absolutely no substitute for this kind of reality-based application of theory and
practice.
The purpose of this handbook is to describe clearly the roles, expectations, and responsibilities of each team member
so that your student teaching/internship will be a rewarding learning experience. You will have the full support of the
university and your host school as you enter this important phase of your professional preparation. Although the
teacher preparation processes culminates in student teaching/internship and then application for state licensure, the
teaching profession requires educators to be lifelong learners. Accept the challenge, learn all you can, and continue
to grow throughout your teaching career!
2
The Reflective Practitioner:
Creating a Positive Learning Environment for All Students
Mission and Vision of the Unit
Mission
Creating a positive learning environment for all students and using evidence-based performance standards to develop
reflective practitioners are central to the Professional Education Unit’s mission. The Unit promotes and maintains academic
programs with research-based pedagogy, technology-based learning, and reflective practices that integrate service to the
community, ever mindful of the students’ diverse cultural backgrounds.
Vision
The vision of the Professional Education Unit at Virginia State University is to be the driving force in the continuous
preparation of competent, caring, effective, and reflective practitioners who are committed as leaders to meeting the
challenges of educating all students for a diverse global learning community. The following graphic is visually
representative of the Professional Education Unit’s vision.
Philosophy, Purpose and Goal of the Unit
Philosophy
The Professional Education Unit at Virginia State University is aligned with the 20/20 Long Range Vision Plan of Virginia
State University. It is contiguous with the university mission as a land grant institution to prepare reflective practitioners to
assume productive roles in a challenging and ever-changing diverse global society. Our programs are designed to provide
candidates with the opportunity to develop a broad repertoire of competencies, skills, strategies, and dispositions essential
for creating positive learning environments. The philosophy is research-based and grounded in the following basic tenets.
1.
Competence in subject specific knowledge, content knowledge in core curriculum, written and oral expression,
and use of Standard English…
2.
Incorporating evidence based, best practices and performance based standards aligned with the pedagogical
instructional competencies and dispositions…
3.
Being life long learners with a commitment to scholarship and service…
4.
Assessing and monitoring candidates learning through the application of research-based, data driven instruction
and continuous reflection of instructional methodology…
5.
Providing positive learning communities through the delivery of differentiated instruction for diverse candidates
through data-driven instruction and shared decision-making…
6.
Effective management of resources...
7.
Effective communication with all stakeholders in the school community, inclusive of parents, students, and
business communities…
3
8.
Reading and literacy are fundamental building blocks of learning and communicating effectively.
Purpose and Goal
The Professional Education programs reflect the Unit’s purpose in preparing knowledgeable, reflective practitioners, who
educate and engage in diverse learning communities through appropriate use of technology, pedagogical strategies,
research, scholarship, leadership and service. The overall goal of the Unit at Virginia State University, given its underlying
vision, mission, and philosophy, is to facilitate the development of reflective practitioners who are committed to serving the
needs of all students.
Conceptual Framework
The Conceptual Framework provides a unified direction for programs, courses, teaching, candidate performance,
scholarship, service and Unit accountability. This conceptual framework is knowledge-based, articulated, shared, coherent,
and consistent with the Unit’s mission and is continuously evaluated.
Competent
Competent Practitioners understand the central concepts, tools of inquiry, and structures of the content areas(s) taught; and
create learning experiences that make the subject matter meaningful for learners. (Pearson, Hunter, & Kellam, 1993).
KNOWLEDGE
K.1. Candidates will exhibit adequate knowledge of subject specific content in core curriculum.
K.2. Candidates will demonstrate an understanding of the impact of gender, ethnicity race, socioeconomics,
exceptionalities and diverse learning styles.
K.3. Candidates will demonstrate an understanding that application of content reflects individual cultures.
K.4. Candidates will exhibit pedagogical instructional competencies.
K.5. Candidates will exhibit knowledge of essential strategies of planning, instruction, and assessment.
K.6. Candidates will exhibit knowledge of performance-based best practices for planning, instruction, and
assessment.
K.7. Candidates will exhibit knowledge of appropriate instructional technology and how it may be used to enhance
teaching and learning.
K.8. Candidates will demonstrate knowledge of relevant research supported by theoretically sound pedagogy.
K.9. Candidates will exhibit knowledge of essential concepts of classroom management.
K.10. Candidates will exhibit knowledge of current legal trends and ethical issues in education.
K.11. Candidates will demonstrate knowledge of the reflective practitioner’s model of a positive learning
community.
Caring
Caring Practitioners show respect to all learners and empower them to set achievable goals while maintaining high
standards. Goodlad (1994) (Vygotsky, 1978, 1986; Heath, 1983).
DISPOSITIONS
D.1. Candidates will demonstrate a belief that all students can learn.
D.2. Candidates will demonstrate a respect of diversity, including gender, ethnicity, race, socioeconomics, and
exceptionalities in education, schools, and the community.
D.3. Candidates will demonstrate a respect for the accepted legal and ethical norms in education, schools, and the
community.
D.4. Candidates will demonstrate a commitment to professionalism in dress and conduct.
D.5. Candidates will value positive interpersonal skills and teambuilding.
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D.6. Candidates will demonstrate a value for lifelong learning.
D.7. Candidates will demonstrate a commitment to continuous reflection, personal improvement, inquiry and
application of research-based best practices in education.
D.8. Candidates will demonstrate a commitment to scholarship.
D.9. Candidates will demonstrate a commitment to service for students, parents and community.
Effective
Effective Practitioners use research-based instructional methods, best practice and performance assessments to guide the
teaching and learning process (Dilworth & Brown, 1998) (Wildman, Niles, Magliaro, & McLaughlin, 1990)
(Ausubel,1963; Brog & Gall, 1993).
S.1.
Candidates will be able to interpret content accurately.
S.2.
Candidates will demonstrate competence in written and oral communication.
S.3.
Candidates will be able to adapt knowledge to learners’ levels of understanding and ways of thinking.
S.4.
Candidates will be able to connect research methods with effective theoretical teaching models.
S.5.
Candidates will be able to effectively select materials and instructional strategies that reflect an
understanding of students’ gender, ethnicity, race, socioeconomic status, and exceptionalities.
S.6.
Candidates will be able to use educational and informational technology to enhance student learning and
use technology-based assessments for data driven decision making.
S.7.
Candidates will be able to differentiate instruction for diverse learners.
S.8.
Candidates will be able to accommodate learning styles and facilitate mastery of content and processes
through individualized study.
S.9.
Candidates will be able to create a caring learning environment through goal setting, time management and
self-direction.
S.10. Candidates will be able to utilize teaching and classroom management strategies to create a positive
learning community.
S.11. Candidates will use instructional methods and curriculum materials, based on the reflective practitioner’s
model of positive learning communities.
S.12. Candidates will use professional literature and other credible sources to enhance their knowledge about the
teaching and learning process.
S.13. Candidates will demonstrate a level of metacognition to reflect upon instructional strategies.
S.14. Candidates will be able to utilize collaborative decision-making.
S.15. Candidates will be able to efficiently manage resources.
Key Contacts for Student Teachers
The Center for Professional Education Programs processes applications for admission to teacher education,
placements for all field experiences, and student teaching. Listed below are contact persons for you as you embark
on your student teaching experience.
The main office is located in 101 Harris Hall. The telephone number is (804) 524-5742, and the fax number is (804)
524-5757. Listed below is the contact information for persons involved in your student teaching process.
Mrs. Donna Jones Miles
Coordinator of Field Experience and Special Projects
5
(804) 524-5358
dmiles@vsu.edu
Ms. Michelle Johnson
Coordinator of Admissions
(804) 524-6739
mjohnson@vsu.edu
Secondary content faculty
Name ___________________________________
Title _____________________________________
Telephone # ______________________________
6
Student Teaching Policies and Procedures
The Professional Education Programs at Virginia State University have established critical guidelines to ensure
program integrity and to provide quality educational experiences for their teacher candidates. Exceptions to these
guidelines are made only in extenuating circumstances.
Eligibility Requirements
As you approach your final field experience, please make certain that you have met the minimum criteria to be
accepted for student teaching or internships:

Admission to Teacher Education
o Completed application (includes, general information, an autobiographical sketch, and advisor
recommendation form and evaluation, and a faculty member recommendation form)
o Minimum 2.5 cumulative GPA
o Successful completion of professional education courses with a “C” or better
o Passing Praxis I scores

Admission to Student Teaching Internship
o Completed application (includes application, cover letter, résumé, advisor certification form,
character reference form, physician’s TB screening/test results)
o Minimum 2.5 cumulative GPA
o Successful completion of professional education courses with a “C” or better
o Passing Praxis II scores (if applicable)
o Virginia Reading Assessment (if applicable)
o Child Abuse Assessment
o Membership, Student Education Association
Some school systems have a different tuberculosis (TB) policy or require an additional application form, a personal
interview, or a background or security check
Placement Procedures
The Coordinator of Field Experience and Special Projects works closely with program faculty and area school
divisions to secure an appropriate student teaching position. Candidates will be placed with a highly qualified
cooperating teacher, and in a setting that supports the unit’s Conceptual Framework.
In general, student teachers will not be placed in schools that they attended as a student nor where any of their
immediate family members work or are students. The following placement policy has also been considered in
securing positions:
Local student teaching placements are made in accredited Virginia public schools, programs, and
within approximately one hour’s driving distance from campus. Candidates will be assigned in
accordance with his/her individual program. All placements are based on availability, agreement of
supervisor, and efficiency of endorsement area.
Candidates should not contact school division personnel directly and may not request a student
teaching or internship placement with a specific school division, school, or teacher. Out-of-state
student teaching/internship placements are not an option for any program.
If you find it necessary to withdraw your request for a student teaching, please immediately notify the Coordinator of
Field Experience both by telephone and in writing. Your request cannot be officially withdrawn from a school division
until this notification is received. You must also notify the Coordinator of Field Experience in writing if you wish to
reactivate your request at a later date; your application will not be reprocessed until such notification is received. If
more than a year elapses before you are ready to student teach, you must submit a new application.
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Changes in Placements
Changes in placements typically will not be made once positions within a specific school division have been requested
and/or confirmed. Because many factors are involved in making student teaching assignments, however, a particular
placement occasionally may be inappropriate. If you receive notification of an assignment that you believe will not
satisfy licensure requirements -- i.e., a vocal music placement when you are an instrumental music student or an
elementary level position when you need a secondary placement -- contact the Coordinator of Field Experiences
immediately; do not contact the school or cooperating teacher. The Coordinator of Field Experience will make the
changes necessary to ensure that your placement will meet licensure requirements.
In rare instances you may learn that a placement might be inappropriate after you have made contact with the
cooperating teacher -- i.e., the cooperating teacher’s schedule will not allow sufficient time for you to assume full
responsibility for classroom instruction. In this situation, you should notify the Coordinator of Field Experience
immediately. The Coordinator of Field Experience will work to provide an appropriate experience.
Housing and Transportation
Student teachers are responsible for their own housing during student teaching. Spring student teachers who live on
campus should make arrangements for housing during Spring break. Student teachers are responsible for acquiring
and managing dependable transportation to and from the school site on a daily basis. This also includes attendance
at events outside the routine school day.
Schedules for Student Teaching and Internships
Student teachers are placed for a full semester position. Students must follow the school division, not the university,
calendar -- including vacations, holidays, and workdays. This also includes the arrival and departure times for the
designated school. If the weather is inclement, be sure to listen to the local radio or television station for “no school”
and/or “late opening” announcements. Student teachers must attend any school “make-up” days that are scheduled
during the time of your placement.
Student teachers are expected to follow the cooperating teacher’s schedule throughout the placement, observing the
same hours and attending professional meetings such as faculty meetings, parent conferences, PTA, and county or
city in-service workshops. Student teachers are also expected to take an active part in extra-curricular activities as
appropriate. University holidays are not to be considered unless otherwise notified.
Attendance
There is no provision for absence during student teaching except for personal illness, death in your immediate family,
or other extreme circumstances. Any pre-planned absence from student teaching, including reporting to school late
or leaving school early, must be approved in advance by the cooperating teacher and university supervisor.
In case of unexpected absence (illness, car trouble, etc.), a student must notify the cooperating teacher immediately.
Call the teacher at home or at school as soon as a problem arises. If you cannot reach the teacher, contact the
school principal or other school personnel as directed by the school to which you are assigned. Keep calling until the
teacher or school designee has been notified. At that time you should also inform the Coordinator of Field
Experience. Advance notice should be given when possible. You are still responsible for providing the cooperating
teacher with lesson plans to ensure continuity of instruction during your absence.
Job interviews with school division personnel are important to all student teachers and interns. While you are
teaching, however, please schedule interviews after school hours or during public school breaks whenever possible.
Discuss any scheduling problems with the cooperating teacher and university supervisor in advance. Absences due to
university functions will be cleared with the schools
If the cooperating teacher and university supervisor determine that, for whatever reason, you have had an excessive
number of absences or have frequently been late or left early, they will work with the university supervisor to
determine if it is necessary to extend your placement to ensure that you meet your program’s requirements.
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Professionalism
Student teaching marks a significant step toward becoming a professional educator; therefore, you are expected to
demonstrate the attitudes and actions of a professional educator. These include the following: conforming to the host
school’s rules and policies; extending basic rules of courtesy to teachers, pupils, school staff, and the broader school
community; meeting the standards of dress, personal appearance, and professional behavior expected of the staff at
the host school; and placing school responsibilities ahead of personal wishes.
In addition to the standards of dress set forth by the host school, the Center for Professional Education Programs at
Virginia State University requires all student teachers to adhere to the required dress standards. The time-honored
adage, “First impressions are lasing impressions,” serves as an imperative standard of professional attire for its
student teachers. The Center for Professional Education Programs believes that it is impossible for student teachers
to be effective if their attire is unprofessional. Inappropriate apparel conveys negative messages to school personnel,
parents, students, and the public. It can also be the source of student disciplinary problems.
The concept of professional apparel is a tasteful combination of casual and dressy apparel, which varies between
genders.
Female Student Teachers

Dress shoes

Stockings

Skirts

Blouses

Pants

Jackets

Sweaters
Male Student Teachers

Dress shoes

Socks

Shirts

Ties

Trousers

Jackets

Sweaters
Unacceptable Attire:

Provocative clothing that fits too
tightly or is sheer

Extremely long fingernails
Unacceptable Attire:

Earrings

Head gear of any kind
Jewelry should not be worn in your nose, eyelids or tongue. Sports attire is unacceptable (i.e., sneakers, sandals,
shorts, tee shirts, jeans).
The Center for Professional Education Programs recognizes and considers as professional attire the garments
required in the area of physical education. However, student teachers in this area are still required to adhere to the
required dress standards when they are not engaged in physical education instruction. Notwithstanding this
exception, they are required to adhere to all other professional standards at all times.
Confidentiality
Student teachers are expected to regard all information as confidential. During your student teaching, you will
probably have access to confidential records and other highly personal information concerning students. You must
safeguard such knowledge and use it for professional purposes only.
Please exercise professional judgment about when, where, and with whom to discuss any aspect of your
student teaching internship experience. Share any specific concerns about confidentiality with the
cooperating teacher or university supervisor.
Student Discipline
Student teachers may not participate in administering corporal punishment to any students. Under no circumstances
may you use physical force, hit, or place your hands in anger on students to discipline them.
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Appointments with Students
Occasionally, students will request appointments with you for a variety of reasons. At times, you might feel the need
to respond to a purely academic or disciplinary challenge faced by students by scheduling an appointment with the
student. All appointments and requests for appointments with students beyond the normal interactions of the school
day should be initially discussed with the cooperating teacher who will then determine the feasibility of scheduling
such appointments. Under no circumstances are you to make or keep and after school appointment with a student
prior to obtaining approval from the cooperating teacher.
Home Visitations
The policies and procedures for appointments apply to home visitations by the student teacher. Additionally, in spite
of whatever academic, disciplinary, and/or counseling reasons, unless the cooperating teacher accompanies and
arranges for a visit in a student’s home, student teachers are prohibited from participating in such activities
Appointments with Parents and Guardians
The cooperating teacher must arrange all appointments with parents or guardians. Occasionally, parents or
guardians seek to make appointments with you. Such requests and reason(s) must be initially presented to the
cooperating teacher for review and approval. Under no circumstances are you to initiate or respond to appointment
requests without explicit approval of the cooperating teacher.
Outside Course Work, Employment, and Extracurricular Activities
Student teaching is considered to be a full-time experience that takes precedence over all other responsibilities.
Therefore, a student may not enroll in additional course work. In addition, you are encouraged to avoid any outside or
personal commitments during this semester (i.e., outside employment, participation in extra-curricular activities,
including athletics). In no case may outside responsibilities be scheduled during the hours required for student
teaching. You will be asked to drop any activities that interfere with your student teaching or internship.
Conflict Resolution
It is possible that conflicts will occur between the student teacher, the cooperating teacher and/or other personnel
within the school setting. If this occurs, the student teacher has the professional responsibility to initially discuss the
situation with the cooperating teacher. If no resolution is reached, the problem(s) must be reported to the university
supervisor/Director of Field Experiences for immediate attention and resolution.
Substitute Teaching
Student teaching is the culminating experience for all initial teacher education programs. It is a critical opportunity for
candidates to demonstrate their proficiency in integrating the knowledge, skills, and dispositions outlined in the unit’s
conceptual framework. As such, student teaching requires a significant commitment to a full-time experience under
the mentorship of a qualified cooperating teacher. Under no circumstance may you serve as a substitute teacher
Assignments and Lesson Planning
Student teachers are expected to submit all assignments given by the cooperating teacher as well as lesson plans for
approval in a complete and professional format on or before the due date. You will need to keep a separate grade
book during student teaching. Under no circumstance should you take home your cooperating teacher’s grade book.
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Assessment and Evaluation
Anticipate that feedback from those assessing your performance will applaud your strengths and point to areas where
improvement is necessary. Expect to accept both types of information eagerly and graciously, knowing your response
pattern is a mark of your professional development. These are opportunities to grow into an effective educator.
The student teacher is observed and evaluated based on clearly defined criteria using the Student Teaching
Assessment form. To ensure that a fair and consistent process is provided, student teachers from Virginia State
University will be evaluated on a regular basis by their university supervisor and their cooperating teacher using the
Assessment of Student Teaching and its accompanying rubric. University faulty in Professional Education Programs
and the major field will be using the same form, during periodic visits to the classroom. In addition, building
administrators are encouraged to participate in reporting observations.
The university supervisor has primary responsibility for assigning the student’s university grade. These mid-term and
final semester grades are a product of a variety of activities included in course syllabi, along with the evaluations of
the student teaching performance.
Options for Unsuccessful Teacher Candidates
Occasionally, student teachers experience difficulties in meeting the demands of an internship. At any juncture of an
internship when a student teacher is making unsatisfactory progress, the appropriate professionals give top priority to
the situation. Under no circumstances will negative dispositions be tolerated. Depending on the nature of the
unsatisfactory situation, the following options for amelioration might be employed:

The student teacher may be requested to return to the university for more training in knowledge, skills and
dispositions.

The duration of the internship may be extended in an effort to correct the unsatisfactory situation.

The student teacher may receive an “I” (incomplete) grade until all deficiencies have been eliminated.
The Role of School Personnel
The Cooperating Teacher
Qualifications. The cooperating teacher plays a critical role in helping you to complete your student teaching or
internship experience successfully. Although the precise qualifications of each cooperating teacher may vary with
each teacher and with the needs of each student teacher, only those cooperating teachers who have:







Virginia licensure appropriate to the subject or area being taught;
Three or more years of successful teaching experience;
Recognized knowledge of the pertinent teaching field;
A working knowledge of how to integrate the academic disciplines;
An understanding of VSU’s conceptual framework and your program’s knowledge base;
Experience with a wide variety of teaching methods, techniques, and materials; and
Respect of professional colleagues.
Specific Roles and Responsibilities. The cooperating teacher will serve as a mentor, model, coach, counselor,
supervisor, evaluator, researcher, and collaborator throughout the student teaching/internship experience. Each of
these roles is important to your professional development and growth. Cooperating teacher responsibilities for
supporting a student teacher are divided into four main areas:
Planning:
 Providing an initial orientation to the assigned school and classroom;
 Discussing basic instructional materials and faculty and student handbooks, sharing an overview of the school
faculty and the working relationships in the school, and reviewing his/her classroom expectations;
 Orienting you to the school planning process; helping establish objectives for the students; providing specific
expectations and deadlines for daily lesson plans, unit plans, and student evaluation; and
 Planning with the university supervisor for continuous performance evaluation in all phases of teaching.
11
Climate:
 Providing a teaching/learning atmosphere that supports dialogue and discussion, sharing advice and
constructive feedback, and encouraging open communication for your own self-reflection and professional
growth;
 Establishing a teaching/learning climate that is conducive to student learning and that allows you to develop your
planning skills; and
 Providing opportunities to test theory and practice in the classroom.
Teaching:
 Reviewing and providing feedback on lesson plans prior to their being taught;
 Observing informally and providing oral feedback on both classroom management skills and at least one lesson
or activity each day;
 Serving as a resource regarding supplies, equipment, curriculum responsibilities, and the teaching process;
 Working cooperatively with the university supervisor to see that you meet program goals and expectations;
 Working cooperatively with the university supervisor to monitor your readiness to assume increased classroom
teaching responsibilities, and providing those additional opportunities as appropriate; and
 Providing increasing feedback and support as you assume full responsibility for classroom instruction.
Reflection:
 Keeping you continually apprised of progress and revising goals and expectations as necessary;
 Keeping the university supervisor and principal informed of your progress on a regular basis;
 Completing mid-term and final evaluations in cooperation with your university supervisor; and
 Providing opportunities for professional growth by encouraging observations of other educators, attendance at
professional meetings, and participation in the entire school’s programs.
The cooperating teacher will share teaching activities with you in a variety of ways, but eventually will leave you alone
in the classroom for extended periods of time. His/her brief periodic absences not only will provide will help ease
your transition to full-time teaching responsibilities. Remember, though, that “soloing” does not imply that the
cooperating teacher will leave you alone all day; observations and feedback on your teaching skills are even more
critical as you assume a greater teaching role. It is the total responsibility for teaching each day that is important, not
just being alone in the classroom.
The Building Principal
The principal has ultimate responsibility for the school in which student teachers are placed. Because of this, the
student teacher and cooperating teacher have an obligation to keep the principal informed about unusual classroom
events or potentially harmful or dangerous situations such as suspected child abuse or students in distress.
Some ways in which the principal might assist a student teacher and cooperating teacher include:

Helping introduce the student to school faculty and staff;

Helping interpret the student teaching/internship program to the broader community;

Ensuring that the student has the space and supplies needed during the experience; and

Providing time for the student teacher and cooperating teacher to have conferences.
The Role of University Personnel
The University Supervisor
The university supervisor is the primary liaison between the university and the cooperating school. He/she will
facilitate your transition from university student to student teacher/intern and will be of help in the following areas:




Interpreting the teacher education program and student teaching expectations to the cooperating teacher
and/or principal;
Defining his/her specific expectations and requirements for your placement;
Discussing the lesson and unit plan formats suggested or required by the program
Providing appropriate professional literature and other instructional resources when needed;
12







Visiting, observing, and holding individual and joint conferences with you, the cooperating teacher, and the
building principal;
Helping to interpret your plans and experiences based on the theory, research, knowledge, and best
practices taught in your program;
Encouraging your personal and professional growth as a developing teacher;
Arranging for other resources to help with specific instructional problems;
Working with you, the program faculty, and the CTE if special concerns arise;
Providing ongoing, mid-point, and final evaluations of your teaching progress; and
Assigning final course credit.
The university supervisor will visit you shortly after your student teaching begins. During this first visit he/she will talk
with you and the cooperating teacher in general about the student teaching program and will provide you with a
syllabus detailing his/her specific requirements.
The number and length of visits and observations by the supervisor will vary according to the supervisor’s schedule
and your specific needs, but you should expect an average of at least one visit every three weeks. During these visits
the supervisor will:

Review your lesson plans;

Observe one or more classes or activities while you are teaching; and

Confer with you and the cooperating teacher, or schedule another time to do so.
During his/her final visit, the supervisor will meet with you and the cooperating teacher to discuss the final evaluation
of your progress.
The university supervisor will keep in contact with you as necessary between visits and will provide you with directions
for contacting him/her in case of emergencies.
The Role of the Student Teacher
The Initial School Visit
It is important for you to become acquainted with your host school and cooperating teacher soon after your placement
assignment is made. Both you and your cooperating teacher will have many questions that can be answered during
that first visit.
Please contact your cooperating teacher and the principal to make arrangements for this visit; do not arrive without
notice. Most principals and teachers prefer that you save time by calling, rather than writing a letter, to set up the
meeting date and time. Be sure to allow enough time for your visit. If school is in session, you will want to visit the
classroom as well as have time to get acquainted with your cooperating teacher. At this time, you should also get your
cooperating teacher’s home phone number for emergencies.
You should prepare for this visit by writing down a list of questions and items you would like to discuss with your
cooperating teacher. Some topics you may wish to consider are:

School philosophy, school policies, school calendar, and daily schedule;

Required reports and record-keeping, building floor plan, grading standards, and discipline procedures (ask for a
copy of the school handbook if one is available);

The curriculum and specific skills or SOL content to be covered during your placement (take your copy of the
grade-appropriate SOLs with you and ask if a course outline or curriculum guide is available);

The instructional materials and strategies that your cooperating teacher uses (ask if you may borrow copies of
textbooks or other materials to review prior to the start of your experience);

School expectations for students and information about your pupils and their classroom routines (ask if your
school has a student handbook);

Information about the community in which your school is located; and

School expectations for you in terms of dress, behavior, participation in school activities, etc.
You should also remember that this first visit is an opportunity for your cooperating teacher to learn about you. Be
prepared to discuss your experiences, skills, special interests, and expectations for your student teaching experience.
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Make the most of this valuable opportunity to get to know the school, its staff, and its students. A positive first visit
will help the staff to welcome you and will set the stage for a positive student teaching experience.
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Planning Your Student Teaching Schedule
There are no hard and fast rules for introducing you to the instructional process in the classroom. Each student
teacher’s cooperating teacher, and learning situation creates unique factors that must be considered when making
those decisions. In addition, Virginia’s focus on SOL instruction and testing, block scheduling, and integrated
instruction will require you to work with your cooperating teacher in new and different ways. For example, you may
need to revise your teaching schedule for full-time responsibility to accommodate SOL review and testing dates. You
also may need to consider incorporating extended periods of time during which you and your cooperating teacher
work together with smaller groups of students, sharing both space and delivery of instruction.
You must work with your cooperating teacher and university supervisor to develop an appropriate schedule of
activities that provides you with a broad range of experiences, is compatible with specific school needs, and enhances
pupil learning in your classroom. Some factors that should be considered when planning for increasing involvement
are:

The school’s academic program and scheduling design, including SOL instruction and testing, teaming, block
scheduling, etc.

The opportunities for working with the teacher using a variety of co-teaching strategies;

The readiness of the pupils to accept a student teacher; and

The cooperating teacher’s willingness to allow you to assume additional responsibilities.
The following chart presents one possible schedule for increasing your teaching responsibilities in each type of
placement. If this is your second student teaching/internship position, you may be able to assume teaching duties
more quickly. Remember, however, that the needs of the pupils in the classroom must take precedence over your
needs as a student teacher.
Sample Teaching Schedule
Week(s)
1
Student Teacher
Responsibilities
Observe in classroom, learn pupils’ names
Become acquainted with materials, equipment, records, plan/grade book
Study school policies, meet other faculty and staff
Assume light instructional duties (help individual students, take groups to library, lead small group discussions), share
some cooperative teaching activities planned by your cooperating teacher
Prepare for increasing your teaching responsibilities
2
Continue observing in your own and other classrooms in the school
Increase responsibilities for small group instruction, increase role in planning cooperative teaching activities with your
cooperating teacher
Assume responsibility for planning and leading instruction in at least one subject or class each day
3-5
6-13
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Increase leadership responsibility for cooperative teaching activities with your cooperating teacher, gradually add
responsibility for planning and leading instruction in additional subjects until a full load is reached.
Continue with full-time teaching responsibilities, incorporating cooperative teaching activities with your cooperating teacher
as appropriate.
Decrease teaching responsibilities
Observe in other programs and classrooms in your school
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After the Student Experience
Eligibility for Licensure
In order to be eligible for Virginia licensure you must meet all requirements for completing the licensure program:




Finish all course work
Complete all appropriate student teaching
Have earned your bachelor’s degree (if completing an initial licensure program)
Pass the appropriate specialty area test when required by the state
Your transcript will contain a statement that indicates which licensure program you have completed. This statement is
added after your licensure request has been processed.
Applying for a Virginia License
Visit the Virginia Department of Education website for detailed information about applying for a Virginia Teaching
License: http://www.pen.k12.va.us/VDOE/newvdoe/teached.html
Applying for an Out-of-State License
You are responsible for checking licensure requirements if you are seeking an out-of-state license. Contractual
agreements with other states vary, depending on whether those states offer a comparable license (content area or
range of grade levels). Other states may also have additional test and/or course work and/or GPA requirements. The
Center for Professional Education Programs can provide limited information on contractual agreements with other
states, but you should contact individual state licensure offices directly for detailed information.
Career Planning and Placement
Career Planning and Placement offers a number of services to students seeking summer jobs, internships, and career
positions after graduation. The office provides information and workshops on creating resumes, establishing teacher
application portfolios, and interviewing for teaching positions, as well as providing access to job search databases.
You are encouraged to register to use TrojanTRAK which allows you to upload a resume to a database which can be
accessed by school systems requesting applicants who are available to be considered for teaching vacancies. NOTE:
Career Planning and Placement does not maintain a placement/credential file for you. You are responsible for your
own application portfolio and should maintain a file of practicum and student teaching evaluations, test scores,
transcripts, and letters of recommendation.
Career Planning and Placement is located in 207 Memorial Hall and is open from 8:00 am – 5:00 pm, Monday-Friday
and by appointment. The telephone number is (804) 524-5211.
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Glossary of Terms
Conceptual Framework: An underlying structure in a professional education unit that gives conceptual meanings
through an articulated rationale to the unit’s operation, and provides direction fro programs, courses, teaching,
candidate performance, faculty scholarship and service, and unit accountability
Cooperating Teacher: An educator in a school or agency setting who meets stated qualifications to serve as a
supervisor and mentor a teacher education student during his/her practicum, student teaching, or internship field
experience.
Field Experiences: A variety of early and ongoing field-based opportunities in which candidates may observe, assist,
tutor, instruct, and/or conduct research. Field experiences may occur in off-campus settings such as schools,
community centers, or homeless shelters.
Initial Teacher Education Program: Programs at baccalaureate or postbaccalaurate levels that prepare candidates for
the first license to teach.
Knowledge Base: Empirical research, disciplined inquiry, informed theory and the wisdom of practice.
Licensure: The official recognition by a state governmental agency that an individual has met state requirements and
is approved to practice in an occupation as a professional. (Some state agencies call their licenses certificates or
credentials.)
Performance Assessment: A comprehensive assessment through which candidates demonstrate their proficiencies in
subject, professional, and pedagogical knowledge, skills, and dispositions, including their abilities to have positive
effects on student learning.
Student Teaching Internship: An in-depth, direct teaching experience conducted in a school setting that is a
culminating field-based experience for initial licensure at the undergraduate or graduate level.
University Supervisor: A university faculty member or other qualified educator employed by the university to supervise
and mentor a teacher education student during his/her practicum, student teaching, or internship field experience.
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