DRAFT~
IMPORTANT INFROMATION FOR WORKING WITH CAPITAL UNIVERSITY
TEACHER EDUCATION CANDIDATE
Please share your insight and expertise with your teacher education candidate. Supervisors will
check in with you and the candidates once a week, but will not necessarily observe teaching.
More closely monitored supervision will be provided during the student teaching experience.
Following are some suggestions for working with your teacher education candidate. Your
teacher education candidate is not a “finished product,” but we are confidant that he or she will
be much more ready to be a teacher as a result of working with you and your students. We
cannot thank you enough for agreeing to serve the teaching profession in this capacity.
 Candidates are expected to notify you, the school, and their supervisor if they are not
able to come to school on any day.
 They are expected to arrive at and leave school at the same times that teachers are
expected to arrive and leave unless other arrangements have been made and approved
by both the field experience supervisor and cooperating teacher.
 If exceptions must me made to the daily schedule, the candidate is required to share a
written statement of the exception with the cooperating teacher.

They are expected to assist you in all your regular duties.
 They may not be used as a substitute teacher under any circumstances.
 Candidates will begin their participation on Tuesday, October xx and will continue
through Tuesday, Nov. xxx 2010.
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Please exchange contact information you and the candidate prefer to use.
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Make sure you have received contact information from the candidate’s supervisor. If you
need to contact the supervisor, but do not have his or her direct contact information
available, call Mrs. Maryellen Butler, at 614 236 6302 or email her at mbutler@capital.edu.
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Share your lesson plan format, seating arrangement, basic schedule, curriculum guides, and
information about media, resources, etc. as soon as possible.
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Share information regarding emergency procedures, school rules, location of staff
bathrooms, lunch time expectations, etc. as soon as possible.

Provide a work area for your teacher education candidate.
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Encourage your candidate to talk with you about their goals and assignments. Make it
possible for your teacher education candidate to have a variety of experiences and
responsibilities in the classroom, if appropriate with Intervention Specialists in your school.
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Establish a time for you and the candidate to confer on a regular basis at least once a week to
talk about responsibilities, expectations, feedback, recommendations, etc. Talk through the
elements on the evaluation form together each week and set goals for the coming week.

By the end of the first week, designate a content area, topic, theme or focus of interest for the
candidate to begin planning to teach.
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Designate a part of the classroom environment that the candidate will be responsible for
enhancing. (For example: bulletin boards, book displays, hall displays, learning centers, etc.)
Agree upon a date for completion of this task.

Empower the candidate to work with individuals and small groups of students early in the
experience. Gradually provide opportunities for whole-class instruction. .

Provide guidelines and opportunities for evaluation of student performance in a variety of
curriculum areas.

Review the candidate’s plans for teaching. Offer suggestions. Candidate’s plans should
include concepts, goals, procedures, materials, evaluation, and/or follow-up activities. Let
the student teach from his or her plans, and critique the student’s implementation of the
plans. Encourage the candidate to reflect on what they have learned by teaching. Note:
Candidates must have written plans that you have reviewed and approved at least two
days in advance in order to teach.

Enable the candidate to practice guiding students through transitions.
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In cooperation with the candidate, gradually increase the curriculum areas the student is
responsible for planning and teaching.

Invite the candidate to participate in professional development opportunities as you see
appropriate.

Complete a final evaluation form to be placed in the candidate’s file and used in the
determination of the candidates’ grade in the methods course. Use the Tk-20 system to enter
all assessment data. Discuss the final evaluation with the candidate and supervisor.

Please work through the elements on the evaluation form throughout the experience.
Discuss your evaluation with the student so that you can help the candidate be successful in
this experience.
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Please consider your candidate as an individual and avoid comparing his or her performance
to other teacher education candidates in the building or that of candidates you have worked
with in the past.
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Just as you do with your own students, try to scaffold each candidate’s growth so they can
progress from where they are in the beginning of the experience to what they can accomplish
by the end.