Suggested Schedule for Assumption of Responsibilities
Sixteen-Week Student-Teaching Experience
The following is a suggested schedule for a co-teaching sixteen-week field experience in student teaching. It is
presented as a guide. This is not an inclusive list of activities and, most likely, the actual schedule will need to be
continually revised to meet the style of the cooperating teacher and the specific demands of the classroom.
Please note the emphasis for teacher candidates co-teach and co-plan.
ARRIVAL AND WEEK ONE - ORIENTATION
 Participate in the Three-Way Conference and complete form (one copy for everyone)
 Cooperating teacher should complete Weekly Evaluation form (See TLEE 485 syllabus)
 Start a daily reflection log to be shared with your supervisor (determine method)
 Establish a final semester binder and lesson planner
 Incorporate the co-planning method established between your cooperating teacher; introduce method to
your university supervisor
 Written lesson plans are required
 Continue to observe students’ learning styles, habits, and strategies
 Review cooperating teacher’s schedule for teaching and grading
 Continue to assist individual students/groups with assignments
 Review textbooks, supplies, teacher manuals, planning books
 Assist teacher with developing thematic bulletin board(s). This is not required, but is suggested
 Discuss the topic of the edTPA submission to be developed and taught
 Identify the contextual factors of the classroom
 Implement co-teaching and co-planning in at least one content area; more if comfortable
WEEK TWO
 Implement multiple co-teaching strategies for at least two content areas
 Continue with co-planning and increasing the co-teaching in content areas
 Discuss with the cooperating teacher ways to assess student learning
 Assist teacher in preparing extension/remedial/instruction materials
 Observe, review, and discuss needs of students based on their individual learning styles and
achievement goals
 Confirm the edTPA topic and dates for presentation
 Continue reflection log
WEEK THREE
 Continue activities already assigned
 Continue to implement co-planning and co-teaching strategies until full immersion into the classroom
 Continue reflection/personal log
 Review goals and school improvement planning for this grade level with cooperating teacher
WEEK FOUR and Week Five
 Continue with co-planning and co-teaching strategies and other teaching assignments
 Attend PTA or school board meetings, if possible
WEEK SIX
 Discuss and assist cooperating teacher with system of reporting pupil progress assessments,
evaluations, and parent conferences
NOTE: By week five the co-teaching pair should be fully implementing co-planning and co-teaching
strategies when appropriate.
A conference with the teacher candidate, cooperating teacher and NIU supervisor is appropriate and
necessary if the teacher candidate is not demonstrating readiness to implement the co-planning and coteaching strategies.
In that case, the university supervisor and cooperating teacher will collaboratively write a deficiency
report that will be submitted to the Elementary Faculty committee for a decision.
Revised 7/2012
WEEK SEVEN
 Continue with all assigned duties (co-planning, co-teaching, etc.)
 Continue with the daily reflection log
WEEK EIGHT
 Complete midterm evaluation and conduct conference
WEEK NINE
 Continue with all assigned duties (co-planning, co-teaching, etc.)
WEEK TEN
 Continue with all assigned duties (co-planning, co-teaching, etc.)
 Observe and take note of all community resources assisting school programs and learner development
WEEK ELEVEN
 Continue with all assigned duties (co-planning, co-teaching, etc.)
 Reflect on curriculum taught, classroom management strategies, and personal teaching style
WEEK TWELVE and WEEK THIRTEEN
 Continue assigned teaching responsibility
 Continue reflection log
 Write, have approved, and send home closure note to parents
WEEK FOURTEEN – WEEK SIXTEEN
 Arrange observations approved by NIU supervisor, principal, and cooperating teacher for visits in varied
classrooms, in the same building, for week 16 (these should not be scheduled for everyday)
 Continue co-planning and co-teaching
 Final Evaluation process
o hard copy is to be completed TYPED and separately submitted by both the cooperating teacher
and the university supervisor
 Meet with cooperating teacher and university supervisor to review
 This form is sent to the Credential File to be used when searching for a job
o LIVE TEXT version – the cooperating teacher and the university supervisor will also submit the
information from the final evaluation to the LIVE TEXT link that will be sent by the Clinical Office
secretary.
 This information is used for university data collection that helps the program meet CAEP
standards
 Observe activities of other classrooms including gifted and challenged students – all observations must
take place in the same building student is assigned. Must be approved by principal, supervisor,
and cooperating teacher and should not be for the entire week. One or two visits are acceptable.
 Meet with the principal
Revised 7/2012