Student teaching is the culmination of the teacher education program. It provides students with the opportunity to integrate theoretical information into classroom application and practice. As student teachers move from novice to a full-time career in education the cooperating teacher plays a crucial role in their development. The time, energy, and professional expertise offered by the cooperating teacher are integral to the student teacher’s success. Research indicates that this experience is the single most influential aspect of teacher preparation.

The University is indebted to the public, parochial, and private schools across Iowa, throughout the nation, and in international locations for their willingness to share their classrooms and their professional expertise with our student teachers. This handbook has been designed to facilitate the process by serving as an information and resource guide. The contents have been divided into the following sections: I) Responsibilities, II) General Information, III) Seminar Requirements, IV) Evaluation, V) Iowa Legislation and VI) Ethics. In many cases samples of materials that will be utilized during the student teaching experience are included. Student teachers are expected to use the handbook information in conjunction with the elementary student teaching packet of forms.

In 2003 the Iowa legislature passed legislation that impacts students and cooperating teachers. The legislation, Iowa House File 549, included the following text: “The student teaching experience shall include opportunities for the student teacher to become knowledgeable about the Iowa teaching standards, including a mock evaluation performed by the cooperating teacher. The mock evaluation shall not be used as an assessment tool by the practitioner preparation program.” As a result of this legislative directive, information about the Iowa teaching standards and an evaluation form are included in Section V. It is a requirement of our teacher education program that student teachers complete a mock evaluation in order to encourage conversations between the student teacher and their cooperating teacher that address the Iowa teaching standards.

As of April 2008, as an incentive to educators who work with teacher preparation programs, the Iowa Board of Educational Examiner’s (BOEE) approved a process by which teachers may earn two licensure “renewal” units every five years. The renewal unit is earned by documenting professional activities which relate directly to the training/development of teachers or administrators such as: serving as a cooperating teacher and/or hosting a practicum experience. Details and the forms which must be filled out and submitted at the time of licensure renewal can be found at the link below under Information for Cooperating Teachers.

Student teachers are a valuable resource for enhancing K-12 classroom instruction and hopefully you are about to begin a very productive and rewarding experience for all parties involved. We appreciate your cooperation and sincerely welcome your suggestions for the improvement of the program.

Student Field Experiences Team, Office of Student Services, N201 LC University of Iowa

Student Teachers have met the required grade point average, successfully completed the coursework prescribed by the Teacher Education Program, and have been recommended by faculty for student teaching. Student teaching is a supervised clinical experience designed to help candidates become familiar with curriculum and instruction, apply effective teaching practices, develop classroom management skills, and understand the roles and responsibilities of school personnel.

Failure to comply with one or more of the responsibilities listed below may result in corrective action, modification of the placement, or termination of the student teaching assignment.

Student Teachers are expected to:

• Adhere to the policies, procedures, and professional expectations of the assigned school and district.
• Approach the student teaching experience as a professional apprenticeship by seeking guidance from and collaborating with the Cooperating Teacher, College Supervisor, and school administrators while demonstrating initiative and a willingness to learn.
• Maintain a professional appearance and demeanor consistent with district and school expectations and demonstrate professional dispositions appropriate to the teaching profession.
• Communicate effectively, respectfully, and professionally with the Cooperating Teacher, College Supervisor, school personnel, students, and families, as appropriate.
• Maintain confidentiality regarding students, colleagues, schools, and any information protected by law or school policy.
• Comply with all school and district regulations, schedules, and calendar requirements, including attendance at faculty meetings, professional development activities, conferences, child-study meetings, and other assigned responsibilities. Student Teachers are expected to follow the Cooperating Teacher’s contractual work schedule.
• Demonstrate professional behavior that is punctual, dependable, respectful, and responsible. Daily attendance is required.
• Develop and implement detailed lesson plans that are reviewed and approved by the Cooperating Teacher and made available to the College Supervisor upon request.
• Demonstrate appropriate knowledge of content, human growth and development, instructional strategies, classroom management practices, and technology integration.
• Engage in reflective practice by maintaining a reflective journal documenting the student teaching experience and by completing all student teaching and seminar requirements.
• Complete and submit all required assessments and documentation, including the Proposal, Midterm Self-Evaluation, and Final Self-Evaluation forms in the TK20 field experience system.
• Complete and submit the Evaluation of College Supervisor form in TK20 at the end of the semester.
• Notify the Cooperating Teacher and College Supervisor as soon as possible in the event of an absence. Lesson plans and instructional materials must be provided to the Cooperating Teacher when an absence occurs.
• Attend and actively participate in all meetings, seminars, and activities required by the College Supervisor and Teacher Education Program.
• Exercise discretion when bringing personal property, including electronic devices, to the placement site. The College of Education is not responsible for loss, theft, or damage to personal items used during student teaching.
• Contact the College Supervisor or the Office of Student Field Experiences (319-335-06395) if concerns or problems arise during the placement.

Download Student Teacher Activities Checklist Form

Download Professional Dispositions Form (coming soon)

In recent semesters the teacher education program has experienced a few situations in which a practicum or student teacher has become ill while completing their field experience at a school site. With this in mind, we request that the student teacher print a copy of an “Emergency Contact Information” form which is found on ICON. A copy of the completed form should be given to their cooperating teacher. The cooperating teacher may keep the form and/or give it to the school secretary whichever is appropriate with school protocol.

Student Teachers with two placements should provide an “emergency notification” form for each placement.

Download Emergency Contact Information Form

The Cooperating Teacher is a licensed educator who has been recommended by school district personnel to serve as a mentor, role model, and professional guide for the Student Teacher. Cooperating Teachers play a critical role in supporting the development of future educators by providing opportunities for observation, practice, reflection, and professional growth.

Cooperating Teachers are expected to:

• Welcome the Student Teacher to the school community by introducing them to faculty, staff, and students; providing an appropriate workspace; and helping students understand the Student Teacher’s role in the classroom.
• Gradually induct the Student Teacher into increasing levels of instructional and professional responsibility, culminating in substantial teaching responsibilities as appropriate.
• Foster a positive and supportive learning environment that promotes the Student Teacher’s professional growth and development.
• Encourage the Student Teacher to participate in instructional decision-making and develop increasing independence as a reflective practitioner.
• Collaboratively develop a plan outlining expectations, responsibilities, and goals for the student teaching experience. This plan serves as the Student Teaching Proposal. The Confirmation Form is completed through TK20.
• Provide the Student Teacher with an overview of curriculum, classroom routines, instructional expectations, long-range plans, and sample lesson plans.
• Establish clear expectations for lesson planning, including required components, timelines for review, and expectations regarding instructional preparation.
• Provide the Student Teacher with opportunities to participate in a variety of professional experiences, including classroom instruction, assessment, supervision responsibilities, parent-teacher conferences, professional learning activities, and faculty meetings, as appropriate.
• Observe the Student Teacher regularly and provide ongoing feedback to support professional growth and instructional effectiveness.
• Complete required evaluations and provide timely written feedback regarding the Student Teacher’s performance. Communicate concerns promptly with the College Supervisor so that appropriate support and intervention can be provided.
• Collaborate with the College Supervisor throughout the placement and participate in conferences as needed.
• Complete the Midterm Evaluation in TK20 and recommend a rating that accurately reflects the Student Teacher’s progress while identifying goals for continued growth during the remainder of the placement.
• Complete the Final Evaluation in TK20 and recommend a rating that reflects the Student Teacher’s overall performance and readiness for entry into the profession.
• Complete all required student teaching evaluation forms through the TK20 system.
• Prepare a narrative recommendation describing the Student Teacher’s professional experiences, strengths, and demonstrated competencies. The recommendation should be prepared on school letterhead, signed by the author (electronically or in ink), and provided to the Student Teacher during the final conference. If possible, include contact information including a cell phone number for follow-up inquiries from prospective employers.
• Provide feedback to the Office of Student Field Experiences regarding the student teaching experience and the Teacher Education Program.
• Contact the College Supervisor or the Director of Student Field Experiences when concerns arise or when circumstances warrant additional support or intervention (319-335-6395 or julie-heidger@uiowa.edu).

The Cooperating Teacher is one of the most influential individuals in the final phase of a Student Teacher’s professional preparation. Through mentorship, modeling, feedback, and support, Cooperating Teachers play a critical role in helping Student Teachers develop the knowledge, skills, and professional dispositions necessary for a successful teaching career. The following suggestions are intended to enhance the student teaching experience for both the Cooperating Teacher and the Student Teacher.

Cooperating Teachers are encouraged to:

• Provide the Student Teacher with materials and resources that will assist in understanding the school and district, such as faculty handbooks, school policies, staff directories, schedules, and other relevant information.
• Share preferences regarding professional communication, classroom routines, and expectations. Provide a designated workspace whenever possible and prepare students for the arrival of the Student Teacher.
• Introduce the Student Teacher to students in a manner that promotes acceptance, credibility, and professional respect.
• Introduce the Student Teacher to faculty and staff members and provide an orientation to the school building and its procedures.
• Encourage the Student Teacher to attend faculty meetings, professional learning opportunities, and school events when appropriate. Recognize and support the Student Teacher’s dual role as both a developing professional and a learner.
• Familiarize the Student Teacher with appropriate student records and school procedures while emphasizing legal and ethical responsibilities related to confidentiality.
• Support the Student Teacher in developing effective classroom management strategies by sharing practical suggestions, resources, and professional insights.
• Provide opportunities for collaborative planning and co-teaching during the early stages of the placement and encourage the Student Teacher to explore and refine instructional practices.
• Encourage reflective practice by asking the Student Teacher to analyze instructional decisions, lesson effectiveness, and classroom interactions before offering recommendations.
• Provide feedback that is specific, constructive, timely, and supported by examples and professional rationale.
• Schedule regular conferences to discuss progress, address questions, celebrate successes, and identify areas for growth.
• Assist the Student Teacher in arranging opportunities to observe teachers, students, programs, and grade levels beyond the assigned classroom when appropriate.

The College Supervisor serves as the College of Education representative and is available to student teachers for instruction, guidance, support, and evaluation throughout the student teaching experience. The College Supervisor is expected to function in accordance with the policies and procedures of the assigned school district and to interact constructively with school personnel.

Please note: Responsibilities may be modified for student teachers placed at special sites outside the University of Iowa’s local supervisory area.

College Supervisors are expected to:

• Clarify expectations, requirements, policies, and procedures associated with the student teaching experience.
• Review the contents of the Student Teaching Handbook with student teachers and cooperating teachers.
• Become familiar with school and district policies and procedures relevant to the student teacher’s placement.
• Elementary Supervisors: Schedule and facilitate a minimum of three to four Supervisor Sessions with assigned student teachers. These sessions should address student teacher needs and provide opportunities to share experiences, ask questions, compare practices, and discuss professional expectations. Some of these meetings occur during the first week of the placement.
• Schedule an initial conference with the student teacher and cooperating teacher to review expectations, clarify policies, and review the Student Teaching Proposal.
• Observe student teachers regularly in a variety of instructional settings and provide written feedback following each observation. At a minimum, supervisors must complete:
  • Four observations with written feedback during an eight-week placement.
  • Eight observations with written feedback during a sixteen-week placement.
    The Proposal Conference, Midterm Conference, and Final Conference do not count as observations.
• Maintain regular communication with cooperating teachers through conferences, phone calls, email, or other appropriate means to support student teacher growth and development.
• Provide student teachers and cooperating teachers with timely written feedback regarding progress, strengths, areas for growth, and recommendations.
• Maintain a cumulative record of observations and other pertinent information for each student teacher.
• Use the following materials as the basis for Midterm and Final Conferences:
  • Cooperating Teacher Evaluation
  • Student Teacher Self-Evaluation
  • College Supervisor Evaluation
    All evaluation forms are completed through the TK20 system.
• For elementary supervisors, submit a weekly anecdotal report to the Director of Student Field Experiences summarizing each student teacher’s performance.
• Determine and assign midterm and final Pass/Fail status in consultation with the cooperating teacher.
• Submit all required evaluation materials through the TK20 system in accordance with deadlines established by the Office of Student Field Experiences.
• Prepare a final recommendation summarizing the student teacher’s professional experiences, competencies, and readiness for employment. The recommendation should be prepared on college letterhead, signed either electronically or in ink, and shared directly with the student teacher during or before the final conference. When possible, supervisors are encouraged to include a phone number for administrators who may wish to request additional information.

The Office of Student Field Experiences provides a small honorarium to Cooperating Teachers near the end of the Student Teaching semester. A Cooperating Teacher who serves as a Student Teaching mentor for a full-day, full-semester experience will receive $424. An 8-week placement will be $212. Teachers will need to complete a W-9 form for payment.

Compensation for placements for less than a full-day or full semester will be prorated based on the length of the experience. The Office of Field Experiences will follow individual district protocol when issuing Cooperating Teacher payments however in most cases checks are issued directly to the Cooperating Teacher.

The Iowa Board of Educational Examiner’s (BOEE) has approved a process by which teachers may earn two licensure “renewal” units every five years for assisting in the training/development of teachers. A teacher is asked to document professional activities such as mentoring a student teacher and/or hosting a practicum experience. The Cooperating Teacher will mail the documents along with verification of coursework for the remaining renewal units to the Iowa Department of Education. Teachers who mentor a student teacher have the following two separate incentives: 1) the monetary compensation the UI provides, and 2) the BOEE renewal unit.

The University of Iowa’s Teacher Education Program is approved by the Iowa Department of Education. As such, the following summary of Sections 262, 272, and 670 of the State Code of Iowa apply.

Section 262.30 - “Contracts for training teachers” permits the board of directors for school district to enter into a cooperative written agreement with the state board of regents for on behalf of The University of Iowa.

Section 272.27 - “Student teaching and other educational experiences” If the rules adopted by the board of educational examiners for issuance of any type or class of license require an applicant to complete work in student teaching, pre-student teaching experiences, field experiences, practicums, clinicals, or internships, an institution with a practitioner preparation program approved by the state board of education, shall enter into a written contract with any school district, accredited nonpublic school, preschool registered or licensed by the department of human services, or area education agency in Iowa under terms and conditions as agreed upon by the contracting parties. Students actually teaching or engaged in preservice licensure activities in a school district under the terms of such a contract are entitled to the same protection, as is afforded by that section to officers and employees of the school district.

Section 670.8 - “Officers and Employees Defended” indicates that a Student Teacher who is jointly assigned to a placement in a school district under the terms of a cooperative agreement between the district and the University of Iowa is accorded the same civil and constitutional guarantees of the laws and protection as a licensed teacher. In other words, the Student Teacher has the same legal responsibility and may be held liable for his/her negligent acts and is also accorded the same protection of the laws as the licensed teacher. This code stipulates that Student Teachers who teach in Iowa Public Schools are afforded the same liability protection that school districts provide for their employees. Therefore, Student Teachers placed in Iowa Public Schools do not need to acquire additional liability insurance. Student Teachers placed outside of the State of Iowa or in non-public schools may be asked to document that they have liability insurance. Should this be required, student membership in the Iowa State Education Association or the Professional Educators of Iowa organization is available at a reasonable cost.

Since student teachers are legally protected through the cooperative agreement between the University and the school district, Cooperating Teachers do not need to be physically present in the classroom at all times. However, ultimately, the licensed teacher is responsible for the students in their classroom and should exercise judgment in determining the suitability of leaving the room considering the students involved, the lesson being presented, and the capability of the student teacher.

The University of Iowa College of Education has created a policy to not allow student teachers to substitute teach during their student teaching experience. Therefore, a Student Teacher should NOT be used as a substitute teacher for a Cooperating Teacher or any other teacher. Although other institutions may allow substitute teaching during the student teaching experience, the University of Iowa does not. This is for the benefit of our students to ensure a modeled experience throughout the semester. 

(Within The University of Iowa supervisory range)

1. Student Teaching is an academic course and is subject to the same appeal procedures as any other academic course. Performance standards for student teachers are outlined in the Student Teacher Evaluation Criteria section of this handbook.
2. Placements are made with consideration of students’ previous field experiences and the availability of qualified student teaching sites.
3. The Director of Student Teaching may reassign or terminate a student teacher’s placement under the following circumstances:
   1. Cooperating school personnel request termination of the placement.
   2. The presence of the student teacher is determined to impede the educational program of the assigned classroom.
   3. Other sufficient cause is identified.
4. Whenever it is feasible, a remediation plan will be developed to identify areas requiring improvement. The Director of Student Teaching, the College Supervisor, and the Cooperating Teacher will collaborate to develop and implement appropriate support strategies.
5. The following supervisory procedures are required of all College Supervisors:
   1. Student teachers must be observed regularly throughout the placement. Supervisors will provide written feedback following each observation and maintain documentation of student teacher progress.
   2. At a minimum, observations with written feedback must occur bi-weekly (once every two weeks). This requirement ensures compliance with Iowa Administrative Code 79.1(6)(f).
   3. Following each observation, supervisors will confer with the student teacher to discuss strengths, areas for growth, and recommendations.
   4. Frequent consultation regarding the progress of the student teacher will be maintained with the cooperating teacher and other appropriate school personnel.
   5. Elementary supervisors will submit a weekly anecdotal report for each student teacher to the Director of Student Teaching and Student Field Experiences.

During the student teaching experience, three required conferences will be scheduled by the College Supervisor: the Initial (Proposal) Conference, the Midterm Conference, and the Final Conference. Each conference must include the Student Teacher, Cooperating Teacher, and College Supervisor.

Initial Three-Way Conference (Proposal Conference)

The Initial Three-Way Conference should be held within the first seven days of the student teaching experience. Prior to the conference, the Student Teacher and Cooperating Teacher should meet to develop a Student Teaching Proposal that is mutually agreed upon and aligned with program requirements. The purpose of this conference is to establish expectations and plans for the student teaching experience.

Prior to the conference, the Student Teacher should review the proposal and ensure that the following items have been addressed:

• A week-by-week timeline describing the Student Teacher’s responsibilities. Sample proposals are available in this handbook.
• Any anticipated absences from student teaching, including approved activities such as job interviews, job fairs, and the designated midterm day off.
• Expectations and responsibilities outlined in the proposal are clearly understood and acceptable to all parties.
• Both the Cooperating Teacher and College Supervisor are identified as contacts to be notified in the event of an absence.
• The approximate week during which the Student Teacher and Cooperating Teacher will complete the   Mock Evaluation.
• All required sections of the proposal have been completed in TK20.

The Student Teacher is responsible for completing the Student Teaching Proposal in TK20. The College Supervisor will complete a separate approval form in TK20 indicating approval of the proposal.

The Student Teaching Proposal is intended to serve as a planning document and may be revised during the placement to reflect the needs of the classroom and the professional growth of the Student Teacher.

Midterm Three-Way Conference

The Midterm Three-Way Conference should be scheduled approximately halfway through the student teaching experience (Week 4 of an 8-week placement or Week 8 of a 16-week placement).

Because this conference requires participation by the Student Teacher, Cooperating Teacher, and College Supervisor, scheduling should occur well in advance. Prior to the conference, the Cooperating Teacher and College Supervisor should discuss the Student Teacher’s progress and complete all required midterm evaluations in TK20.

The purposes of the Midterm Conference are to:

• Review the Cooperating Teacher Evaluation and Student Teacher Self-Evaluation.
• Share and discuss the College Supervisor’s Midterm Evaluation.
• Identify strengths, areas for growth, and goals for the remainder of the placement.
• Determine a Midterm Pass or Fail status for both the interactive and pre-/post-active phases of student teaching (Cooperating Teacher and College Supervisor only).
• Review all required materials for completeness.
• Discuss progress toward successful completion of all student teaching requirements.
• Document any modifications to the Student Teaching Proposal in the Overall Comments section of the Midterm Evaluation.

All midterm evaluation materials must be completed and submitted through TK20 before the conference.

Final Three-Way Conference

The Final Three-Way Conference should be scheduled during the final five days of the student teaching experience. In special circumstances, the Director of Student Teaching may approve an earlier conference date. All final evaluations must be completed in TK20 prior to the conference.

The Final Three-Way Conference follows a format similar to the Midterm Conference; however, its primary purpose is to review the Student Teacher’s overall performance, determine final Pass/Fail recommendations, and discuss completion of all program requirements.

During the Final Conference, participants will:

• Review and discuss the Cooperating Teacher’s Final Evaluation.
• Review and discuss the Student Teacher’s Final Self-Evaluation.
• Review and discuss the College Supervisor’s Summative Evaluation.
• Identify professional strengths, accomplishments, and areas for continued growth.
• Confirm completion of all student teaching assignments and requirements.
• Discuss letters of recommendation and future employment plans, as appropriate.
• Assign final Pass/Fail status for both the Interactive Phase and the Pre- and Post-Active Phase of student teaching (Cooperating Teacher and College Supervisor only).

Prior to the final day of student teaching, Student Teachers must complete the College Supervisor Evaluation in TK20. College Supervisors may review these evaluations the following semester prior to the beginning of student teaching placements. 

Student teaching is a critical time for the integration of observation, participation, and actual teaching in the school setting. The expectation is that Student Teachers will be in their assigned classrooms every day of their student teaching experience. Students must adhere to the cooperating teacher's contract hours, realizing time before and after these hours may be necessary. If a Student Teacher is absent because of illness or other critical circumstances, the College Supervisor and Cooperating Teacher must be notified as agreed in the Student Teaching Proposal by these individuals. If a student teacher is absent from the placement, for whatever reason, the student will use their Midterm Day Off to make up that absence. Any absences exceeding or occurring after the Midterm Day Off will be made up by putting in additional time before and/or after school to equal the time missed. This must be communicated and planned with the CT and supervisor. Beginning with the fourth absence, days will be added onto the end of the student teaching placement. The Director of Student Teaching has the discretion to add additional days as deemed appropriate.

Tardies

Arriving to the student teaching placement on time is a necessary part of professionalism. A tardy occurs when a student teacher is not in their assigned classroom at the start of the cooperating teacher’s contracted time. Student teachers are allowed one tardy during their student teaching experience. If a second tardy occurs, a meeting with the college supervisor will take place. If a third tardy occurs during the student teaching semester, the student and the supervisor will meet with the Director and create a contract/plan. Days may be added onto the student teaching placement.

Request for Excused Absence

The "Request for Excused Absence" form is used when requesting an anticipated absence from student teaching. The form is not to be used for reporting Student Teacher absences due to illness, on-campus interviews, or emergencies. It is the Student Teacher's responsibility to 1) Get the request form from the Student Teaching ICON site, 2) acquire the signatures, and 3) submit the form. Prior to submitting the form, the student teacher should look first at flexing the Midterm Day Off.

The Director of Student Teaching and Field Experiences will evaluate the nature of the request, grant or deny it as an excused absence, and indicate make-up date(s), if appropriate. Prior to the anticipated absence, the student teacher should complete and submit this form to the Office of Student Field Experiences. Once the Director of Student Teaching and Field Experiences has approved or denied a request, notification will be emailed to the Student Teacher and their University Supervisor.

FORT Testing

Elementary student teachers are allowed to take a half day off to take the FORT test. Students must send a copy of their scheduled testing date and time to their supervisor for confirmation.

On-Campus Job Interviews

The Office of Student Field Experiences encourages Student Teachers to participate in job interviews. However, it is important that Student Teachers consider their classroom responsibilities and seek approval from Cooperating Teachers and College Supervisors prior to scheduling interviews. Participation in three interview sessions that interrupt the school day is a reasonable request; any interview absence beyond three half-days will require the completion of a “Request for Excused Absence” form.

Working or Coaching While Student Teaching

Student teaching is a full-time professional commitment. Students who are employed or engaged in coaching responsibilities during the student teaching semester are strongly encouraged to reduce outside commitments whenever possible, particularly during periods of increased instructional responsibility.

Outside employment, coaching, and other extracurricular commitments should not interfere with the student teacher’s ability to prepare for instruction, fulfill professional responsibilities, participate in school activities, or meet the expectations of the placement. Excessive commitments outside of student teaching may negatively affect teaching performance, evaluations, and recommendations.

Student teachers are expected to follow the schedule of their cooperating teacher and remain at their assigned placement for the full contracted school day. Student teachers may not leave their placement early to attend employment, coaching, or other personal commitments. 

The Cooperating Teacher may wish to have a mechanism for recording Student Teacher absences and situations in which the Student Teacher may have arrived late to school or have left early.

The Cooperating Teacher may wish to have a mechanism for recording Student Teacher absences and situations in which the Student Teacher may have arrived late to school or have left early.

Please use this form to record this information. The Cooperating Teacher is asked to share this information with the University of Iowa Supervisor at regular intervals, particularly before the midterm conference and before the final conference. We ask the Cooperating Teacher to help us monitor this information so that should there be a problem we can document the Professional Responsibility of the Student Teacher.. The Cooperating Teacher is asked to share this information with the University of Iowa Supervisor at regular intervals, particularly before the midterm conference and before the final conference. We ask the Cooperating Teacher to help us monitor this information so that should there be a problem we can document the Professional Responsibility of the Student Teacher.

Download Report of Student Teacher Absence from School or Late Arrival/Early Leaves form

Planning the experiences of a Student Teacher is a difficult task. It is especially difficult for the College of Education to suggest any set pattern because of the differences between Student Teachers, Cooperating Teachers, and classroom settings.

Consequently, Cooperating Teachers are in the best position to formulate a plan by which the Student Teacher will assume classroom responsibilities. The following schedule identifies four distinct stages in the student teaching process.

Stage 1 - Observation: This stage should allow Student Teachers an opportunity to become familiar with school policies, classroom routine, building personnel, classroom objectives, procedures, and individual students. During this observation stage, Student Teachers should be provided opportunities to assist in instruction and discuss observations. There is not a minimum or maximum observation period prior to the actual "teaching" period.

Stage 2 - Observing/Assisting: During this stage Student Teachers should be provided opportunities to assist Cooperating Teachers. Cooperating Teachers should gradually increase the responsibilities of Student Teachers in performing routine duties, working with individuals and small groups, etc. This stage is an ideal time to collaboratively plan, establish team-teaching strategies, and provide opportunities to observe in other classrooms. The Cooperating Teacher should offer the Student Teacher support and modeling while encouraging independence. Cooperating Teachers should provide continuity for the classroom.

Stage 3 - Head Teaching: As Student Teachers develop skills and confidence, Cooperating Teachers relinquish more duties to Student Teachers. The College of Education recommends a minimum of two full weeks of head teaching for a full semester assignment (16 weeks) and one full week head teaching for a half semester assignment (8 weeks). Student Teachers should be involved in instructional activities as early as possible. The length of head teaching will depend upon such factors as: 1) nature of the classes; 2) progress of the Student Teacher; 3) judgment of the Cooperating Teacher; 4) responsibility and maturity of the Student Teacher; and 5) policy of the school system. During this stage Student Teachers should have increased responsibility, primary control of planning, teaching, and evaluation of students. Head teaching should not be more than 3 weeks for a full placement and should not occur before Week 10. For an 8-week placement, head teaching should be no more than 2 weeks and start week 6 or 7. 

Stage 4 - Phase-out/Observation: The purpose of this stage is to provide a smooth transition of responsibilities from Student Teachers back to Cooperating Teachers. While Student Teachers will continue to assist with various aspects of the teaching, they should also be provided opportunities to observe in other classrooms and at various grade levels. Observation of other schools/classrooms/grades may also occur earlier in the semester. 

The following is a model of a typical schedule for a semester-long or 15-16 week student teaching experience. This model is representative of the type of progression that occurs from week one through week fourteen/fifteen. Students involved in an 8-week assignment would be expected to follow a similar but accelerated schedule. The Proposal and evaluations are completed online via TK20.

Week 1

• Observation. Activities include: observing, assisting in lesson planning, responding to papers, and assisting in other classes and school work.
• The Student Teaching Proposal is jointly developed by the Cooperating  Teacher and the Student Teacher.
• Cooperating Teacher always present

Week 2              

• Introduction to Teaching. Student Teacher assumes partial responsibility for portions of instruction (e.g., opening activities, spelling). Added responsibilities often continue throughout the semester. Possible observations in other classrooms.
• The initial 3-way conference between the Cooperating Teacher, Student Teacher, and College Supervisor should be scheduled within the first 7-10  days of the assignment. At this conference, the Student Teaching Proposal is reviewed and expectations and responsibilities are discussed.
• Cooperating Teacher always present

Weeks 3-6       

• Part-time Teaching. Student Teacher begins team teaching with Cooperating Teacher or teaches from the Cooperating Teacher's plans. Student Teacher gradually assumes responsibility for additional content areas. Cooperating Teacher continues to supervise and model.
• The Student Teacher, Cooperating Teacher, and College Supervisors should begin preparations for the second 3-way conference (mid-term evaluation).
• Cooperating Teacher usually present

Weeks 7-13    

• Increased Teaching. Student Teacher assumes the planning and teaching responsibilities for a significant portion of the school day. Cooperating Teacher should continue to supervise and model for Student Teacher. Student teachers may spend some time observing in other classes and grade levels.         
• NOTE: Student Teacher should not be left alone for several hours. The Cooperating Teacher should drop in and out of the room periodically even when the Student Teacher is head teaching.
• The second 3-way conference (midterm) should be held during the 7th week Students Teacher should be provided with specific feedback and recommendations for continued improvement and teaching success. Student Teacher should self-evaluate and identify current strengths and areas for future growth. Midterm ratings are assigned.
• Cooperating Teacher in and out of the room.*

Weeks 14-15

• Head Teaching. Student Teacher should assume full responsibility of the classroom.    The Student Teacher is responsible for planning and teaching for the entire day.
• Cooperating Teacher and College Supervisor should observe and provide written feedback to Student Teacher.
• Teacher in and out of the room*

Week 16

• Phase-Out. To ensure a smooth transition, Cooperating Teachers reassume primary teaching responsibilities for the class. The Student Teacher spends some time observing in other grade levels and possibly other schools/districts.
• The final 3-way conference will usually be scheduled during this week. Cooperating Teacher and College Supervisor will present letters of recommendation. The Student Teacher Self-Evaluation form, Cooperating Teacher and College Supervisor Evaluation form will be completed prior to the conference.
• The University of Iowa does not allow student teachers to be substitute teachers in their assigned classroom or in other classrooms. If a Cooperating Teacher is gone, a substitute teacher must be in attendance.

The development of the student teaching proposal is a procedure that identifies responsibilities for the duration of the student teaching experience. This proposal is developed jointly by cooperating teacher and student teacher within the first 7 days of the experience.

The format of the proposal may be established on a weekly basis, by subject matter, by all major tasks/assignments, or by any combination of weeks, subjects or tasks. The proposal is patterned following the information concerning the four stages of student teaching and is designed to progressively increase the planning and teaching responsibilities. However, the cooperating teacher may choose to reassume some of the teaching responsibilities previously relinquished to the student teacher. The process of "taking back" some of the teaching responsibilities provides the student teacher who has now experienced teaching the class, another opportunity to observe their mentor teacher’s teaching.

The proposal is reviewed by the cooperating teacher, student teacher, and college supervisor at the initial 3-way conference.

Download Sample Proposals

• Elementary Full Semester Placement
• Elementary Half Semester Placement
• Secondary English
• Secondary Math
• Secondary World Language
• Art

The student teaching experience is designed to be a growth experience. The primary change agents in this experience are the Cooperating Teacher and the College Supervisor. Through the use of both formal and informal observation and conferencing techniques, Student Teachers should receive valuable ongoing feedback from Cooperating Teachers and College Supervisors. Through observation and conferencing Student Teachers are provided opportunities to reflect on their teaching effectiveness and improve their self-evaluation skills.

Observation and Conferencing Tips

• Use a variety of data collection tools to collect objective data (video/audio, etc.)
• Feedback should be as specific and objective as possible. Scripted notes as well as audio/video recordings are excellent tools for this purpose.
• Clearly define one or two purposes for each observation (e.g., pacing of lesson and follow-through, student participation, positive reinforcement, etc.).
• Use the following criteria to limit the number of concerns addressed in each conference with the Student Teacher:
  • impact on the Student Teacher's physical/emotional well-being
  • impact on the class (motivation, unity, general rapport)
  • impact on the classroom students' learning
  • your perception of the Student Teacher's ability to change their behavior
• All observations should be followed by either formal or informal conferences.
• Schedule formal conferences on a regular basis.
• Forewarn the Student Teacher that to increase the effectiveness of their self-evaluation, questions will be asked that encourage reflection and assist in assessing the strengths and weaknesses in their planning and enactment of lessons.
• Avoid asking the Student Teacher to respond globally to overall effectiveness of lessons. Judging "goodness/badness" and a general question, "How did you think the lesson went?" are counterproductive. Analysis should be in terms of specific objectives, strategies, and/or techniques.
• During the early weeks of the assignment, emphasize "growth not perfection". Compare the Student Teacher with other novice teachers and give supportive feedback frequently.
• Use self-disclosure to give examples of your own funny or unsuccessful experiences.

To be used by College Supervisor during Observation.

Download Supervisory Observation Sheet

Download EDTL:4190/4191 Elementary Student Teaching Syllabus

During the semester, in conjunction with classroom planning and teaching responsibilities, student teachers are expected to keep a reflective journal (if required by the CS or CT), write daily lesson plans, attend meetings called by the CS, attend and complete all assignments for seminar, attend and participate in PD meetings at their placement, and meet all of the “Iowa teaching standards” proficiency. The information in this section provides information relative to these requirements.

Planning is an essential part of teaching and plans should be written in sufficient detail so that the Student Teacher or another qualified person (the “stranger test”) could teach from them. Thorough lesson plans demonstrate an understanding of the concepts to be taught and learned by the students. The written lesson plan should include Learning targets, motivational techniques, learning activities and assessment procedures. The Student Teacher needs to plan in more detail than an experienced teacher does. Lesson plans should be prepared as directed by the Cooperating Teacher and be available to the College Supervisor prior to each observation.

1. Written plans are particularly important during the initial weeks of student teaching and should be carefully planned and detailed. In later weeks, lesson plans should contain enough detail that the Cooperating Teacher, College Supervisor, or a substitute teacher could follow them.
2. Lesson plans:
   1. provide security for the Student Teacher
   2. help to ensure an effective learning environment
   3. help the Student Teacher clarify and focus ideas and learning targets
   4. provide a basis for the Cooperating Teacher to make suggestions
   5. serve as a guide in the analysis of the lesson
3. The lesson format to be used should be established by the Student and the Cooperating Teacher.
4. Initial lesson plans to guarantee success should be cooperatively developed by the Student and the Cooperating Teacher. The purpose of the lesson should be specific and limited. Components include:
   1. Learning targets and success criteria
   2. Introduction (attention getter, i.e., review, overview of plan for students)
   3. Activities (content instruction)
   4. Organizational procedures
   5. Closure
   6. Assessment
5. Other considerations:
   1. Standards/Benchmarks
   2. Accommodations for diversity/learning modalities
   3. Differentiation strategies
   4. Materials/supplies needed
   5. Pacing

Lesson Plan Samples

• Learning Plan Sample #1
• Lesson Plan - Explicit Instruction

(Elementary Education only. Secondary Student Teachers should follow the written reflection or journal expectations established by their College Supervisor and program area.)

Elementary Student Teachers may be required by their College Supervisor or Cooperating Teacher to complete written reflections, journal entries, or responses throughout the student teaching experience. Some College Supervisors provide weekly prompts or communications (e.g., a Sunday email) that require a written response. In addition, some Cooperating Teachers use a reflective journal or shared document as an ongoing communication tool with the Student Teacher.

Reflective writing is intended to support professional growth by helping Student Teachers connect new experiences with their developing knowledge, skills, and beliefs about teaching and learning. Reflections provide an opportunity to examine instructional decisions, classroom interactions, student learning, and professional responsibilities in a thoughtful and purposeful manner.

Student Teachers are encouraged to use their reflections to:

• Document significant classroom observations and teaching experiences.
• Analyze instructional decisions and classroom events.
• Examine how personal beliefs and assumptions influence teaching practice.
• Consider challenges, successes, and opportunities for professional growth.
• Ask questions, explore ideas, and identify strategies for future practice.
• Connect coursework, theory, and field experiences to classroom practice.

Over time, reviewing earlier reflections can help Student Teachers recognize patterns in their professional growth and identify changes in their instructional practices, beliefs, and understanding of teaching.

Guidelines for Reflective Writing

Student Teachers should:

• Complete journal writing or written reflections on their own time and not at the expense of instructional responsibilities, planning, or supporting the Cooperating Teacher.
• Maintain reflections in a notebook, Google Doc, or other format designated by the College Supervisor or Cooperating Teacher.
• Write consistently throughout the placement, typically two to three times each week or as directed by the College Supervisor.
• Use an informal but professional writing style that encourages honest reflection.

• All formal Student Teacher evaluations and associated forms are now delivered to the Field Experience Office via an online Assessment system – TK20.
• Cooperating Teachers will receive a link via email which will be used to access all the forms for which they are responsible. The link will be sent at each evaluation period until all forms are complete and submitted at the conclusion of the student teaching experience.
• The Student Teacher will have a Field Experience “binder” which will contain all the necessary forms. The Student Teacher will access the binder via TK20 login credentials using their Hawk ID and Hawk ID password.
• The College Supervisor will have access to student teaching evaluations using the Supervisor login credentials.
• TK20 Help guides for Student Teachers, Cooperating Teachers and Supervisors
  • Download Field Experiences: Cooperating Teachers
  • Download Field Experiences: Supervisors
  • Download Field Experience Binder Instructions: Student Teacher
• Receive additional TK20 help by contacting Teresa Suchomel at 319-335-2422 or by email teresa-suchomel@uiowa.edu.

During the Student Teachers semester, students are registered for a combination of courses representing both the skills involved during actual classroom instruction and those representing planning techniques, reflective practice, professionalism, and their demonstration of the state teacher performance standards. Be advised-absolutely no additional coursework during the student teaching semester is permitted!

Supervised Teaching: Interactive Phase

The interactive phase of teaching is the active participation of the Student Teacher in facilitating and directing learning (i.e., lecturing, demonstrating, leading discussions, directing seat work, proctoring tests, tutoring). A variety of skills are needed; however, situational factors greatly influence the interactive phase.

Supervised Teaching: Pre- and Post-Active Phases

The pre-active phase of teaching involves planning made prior to teaching lessons. Included in this phase are decisions such as: selection of learning target, teaching strategies, assessment strategies, grouping and seating arrangements, and use of technology.

The post-active phase involves evaluating the success of an instructional episode in terms of the following: Were the objectives accomplished? Which students need remediation? Which techniques facilitated reaching the objective and which blocked this effort? How did lesson results impact future planning? In the post-active phase, the Student Teacher’s openness to suggestions and ability to self-evaluate are key factors. Additionally, the Student Teacher’s professional dispositions will be reflected in this category.

Should any of the above items not be completed or be evaluated as “poor” in quality, the student teacher may receive a grade of “F/fail” for the student teaching course Student Teaching Pre/Post Active Phase.

 In order to be recommended for licensure, the Student Teacher must pass both the Interactive and Pre/Post Active Phases as well as the seminar course.

A student teacher requiring additional support is a candidate who demonstrates performance deficiencies during the student teaching experience. A student teacher may be identified prior to placement and begin the student teaching experience under a student teaching contract or may be identified during the placement and subsequently placed on a contract during the semester.

Student teachers requiring additional support may need increased guidance and supervision and may not yet be prepared to independently manage and facilitate learning in the classroom. The supervisory process for monitoring and supporting these student teachers includes several components: identification of concerns, placement considerations, adjustments to conferences and observations, facilitation of student teacher self-reflection, and systematic anecdotal record keeping.

The procedures described below outline expectations for supervising and supporting a student teacher who requires additional support in order to meet program expectations.

________________________________________

Student Teaching Contract and Support Procedures

1. Notification of Concerns

The Director of Student Field Experiences must be notified as soon as concerns arise indicating that a student teacher may not be progressing at a rate sufficient for successful completion of the student teaching experience. Concerns should be communicated in a timely manner so that appropriate support can be provided and so that no new concerns arise unexpectedly during the final conference.

2. Notification of Relevant Personnel

When significant concerns are identified, the student teacher will be informed. The Cooperating Teacher, College Supervisor, Principal (when appropriate), and Associate Dean may also be notified regarding the concerns related to the quality of the student teaching experience.

3. Development of a Student Teaching Contract

When feasible (**), a student teaching contract will be developed that identifies areas requiring improvement. The Director of Student Field Experiences, College Supervisor, and Cooperating Teacher will collaborate to determine appropriate strategies and expectations for improvement.

4. Review of Relevant Information

Information relevant to supporting the student teacher may be reviewed from University records and appropriate professional personnel, including but not limited to the student’s advisor, Program Coordinator, or former instructors, when deemed necessary to support the student teacher’s development.

5. Implementation of the Student Teaching Contract

After consultation with the College Supervisor and Cooperating Teacher, the Director of Student Field Experiences may determine that the student teacher will be placed on a formal student teaching contract.

Copies of the contract will be provided to the student teacher, Cooperating Teacher, College Supervisor, and, when appropriate, the Principal and Associate Dean.

The student teaching contract will include:

• identification of areas requiring improvement
• specific strategies or actions required to address identified concerns
• clearly defined outcomes and individuals responsible for evaluating those outcomes
• a timeline for review and evaluation of progress
• consequences if the contract is not satisfactorily completed
• signatures of the student teacher and Director of Student Field Experiences
• distribution of the contract to the Cooperating Teacher and other appropriate personnel

6. Additional Observations

Following formal notification of concerns, the Director of Student Field Experiences may arrange additional observations of the student teacher as deemed appropriate.

7. Ongoing Feedback

The student teacher will receive regular written and verbal feedback regarding progress toward the goals outlined in the student teaching contract.

8. Additional Evaluations

The Director of Student Field Experiences may arrange additional observations or evaluations by qualified individuals, such as the Cooperating Principal or University faculty member, when additional input is deemed beneficial.

9. Documentation

The College Supervisor and Cooperating Teacher are responsible for documenting interactions related to the support process. Documentation should include:

• dates of meetings or observations
• major points of discussion
• recommendations provided
• conclusions reached

All documentation should be maintained in accordance with university procedures.

________________________________________

Possible Outcomes

The following outcomes may result from the implementation of the student teaching contract.

a. Successful Completion

The student teacher meets the expectations outlined in the student teaching contract and successfully completes the student teaching experience.

b. Partial Progress

The student teacher demonstrates progress but does not fully meet all requirements of the student teaching contract.

At the discretion of the Director of Student Field Experiences, the experience may:

• be extended for a limited period of time (not to exceed three weeks beyond the end of the semester), or
• require the student teacher to complete an additional student teaching placement in the same or a subsequent semester.

If the placement extends beyond the end of the semester, the student teacher will receive a grade of Incomplete if the remediation lasts three weeks or less.

Additional coursework, support activities, or tutoring may be required. Additional placements may involve additional tuition costs, which are the responsibility of the student teacher.

Because program policy states that candidates are typically provided one opportunity to student teach, the student teacher may be required to submit an appeal through the Teacher Education Program appeal process if an additional placement is requested.

c. Voluntary Withdrawal

The student teacher may choose to withdraw from the student teaching experience.

d. Termination of Placement

If the rate of progress remains unsatisfactory, the student teaching placement may be terminated. This determination will be made based on professional judgment and input from the Cooperating Teacher, College Supervisor, Director of Student Field Experiences, and Associate Dean.

When termination occurs, the Director of Student Field Experiences and College Supervisor will schedule a conference with the student teacher. The conference will be conducted with consideration for the student teacher’s needs and may include discussion of academic advising or career counseling options.

e. Appeal Option

A student teacher who withdraws or whose placement is terminated may submit an appeal through the Teacher Education Program appeal process. View appeal information .

f. Procedural Considerations

During situations involving additional support, the University will seek to ensure that:

• the student teacher is informed of concerns in a timely manner
• the student teacher has opportunities to respond and participate in the process
• appropriate documentation is maintained
• actions are taken in a timely and professional manner

________________________________________

(**) Under certain circumstances, a student teacher may be removed from the placement without prior notice. This action may occur regardless of whether a student teaching contract has been implemented.

In such circumstances, the student teacher may not be permitted to continue in the student teaching placement and may not be recommended for licensure.

Appeals should be directed to the Associate Dean for Teacher Education through the Teacher Education Program appeal process. Download appeal process form. 

________________________________________

Professional Ethics and Dispositions

Student teachers must demonstrate the knowledge, skills, and professional dispositions necessary to be recommended for licensure. Student teachers are expected to model exemplary ethical and legal behavior at all times, both on and off school grounds.

Failure to demonstrate appropriate professional conduct may result in removal from the student teaching placement and/or dismissal from the Teacher Education Program.

Download Student Teaching Evaluation - SAMPLE Evaluation Form

Download Split Placement Midterm Progress Report

Download InTASC Standards

This glossary includes only those terms that are helpful to understanding how the InTASC standards have changed, particularly where new understandings are implemented.

Academic Language

Academic language, tied to specific subject area disciplines, captures—through vocabulary, grammar, and organizational strategies—the complex ideas, higher order thinking processes, and abstract concepts of the discipline. It is the language used in classrooms, textbooks, and formal presentations in a subject area and differs in structure and vocabulary from everyday spoken English.

Assessment

Assessment is the productive process of monitoring, measuring, evaluating, documenting, reflecting on, and adjusting teaching and learning to ensure students reach high levels of achievement. Assessment systems need to include both formative and summative assessment processes, aligned with instructional and curricular goals and objectives. Formative assessment findings should be used as a continuous feedback loop to improve teaching and learning. Summative assessment results should be used to make final decisions about gains in knowledge and skills.

Formative Assessment

Formative assessment is a process used by teachers and learners that provides a continuous stream of evidence of learner growth, empowering teachers to adjust instruction and learners to adjust learning to improve student achievement. Formative assessment requires clear articulation and communication of intended instructional outcomes and criteria for success, ongoing descriptive feedback, the use of assessment evidence to make adjustments to teaching and learning, self- and peer-assessment that promote learner awareness of growth and needed improvement, and a partnership between teachers and learners that holds both parties accountable for learner achievement and success.

Summative Assessment

Summative assessment is the process of certifying learning at the culmination of a given period of time to evaluate the extent to which instructional objectives have been met. Examples of summative assessment include end-of-unit tests, final exams, semester exams, portfolios, capstone projects, performance demonstrations, state-mandated tests, the National Assessment of Educational Progress (NAEP), and accountability measures (e.g., Adequate Yearly Progress or AYP).

Collaboration

Collaboration is a style of interaction between individuals engaged in shared decision making as they work toward a common goal. Individuals who collaborate have equally valued personal or professional resources to contribute and they share decision-making authority and accountability for outcomes.

Content Knowledge

Content knowledge includes not only a particular set of information, but also the framework for organizing information and processes for working with it. The traditional definition of content knowledge has been extended in these standards in three ways. First, it incorporates the notion of “pedagogical content knowledge,” which blends content and effective instructional strategies for teaching particular subject matter, including appropriate representations and explanations.

Second, it includes connections to other disciplines and the development of new, interdisciplinary areas of focus such as civic literacy, environmental literacy, and global awareness. Third, the notion of content knowledge is further extended to include cross-disciplinary skills as tools of inquiry and means to probe content deeply and apply it in real world contexts.

Cross-disciplinary Skills

Cross-disciplinary skills 1) allow learners to probe content deeply (e.g., reading comprehension, critical thinking), 2) connect academic disciplines to one another (e.g., problem solving), 3) can be applied to and may be used differently within various fields (e.g., critical thinking in biology vs. critical thinking in literary analysis), and 4) should be taught explicitly in the context of a given content area (e.g., accessing and interpreting information). These skills include critical thinking, problem solving, collaboration, effective oral and written communication, accessing and analyzing information, as well as adaptability, creativity, initiative, and entrepreneurialism.

Cultural Relevance

Cultural relevance is evident through the integration of cultural knowledge, prior experiences, and performance styles of diverse learners to make learning more appropriate and effective for them; it teaches to and through the strengths of these learners.

Culturally relevant instruction integrates a wide variety of instructional strategies that are connected to different approaches to learning.

Data and Use of Data

Learner data are factual, evidentiary forms of information about individuals or groups of learners that are collected, documented, organized, and analyzed for the purpose of making decisions about teaching and learning. Examples of learner data include, but are not limited to 1) learner demographics and background information, 2) documented information about learning needs and prior performance, 3) learner class work, homework, and other formal and informal works produced by the learner, 4) progress charts, records, and anecdotal teacher notes from formative assessments and/or classroom observations, 5) end-of-unit teacher-developed tests or summative performances and course grades, and 6) external test scores.

Using data in instructional decision making is a continuous, cyclical process of making instructional decisions based on the analysis of learner data. Using data to inform instructional decisions involves key processes—assessing, analyzing, planning, implementing, and reflecting. Data-informed instructional decision-making uses data from multiple sources to understand learning strengths and needs in order to suggest classroom and school-wide instructional solutions. This same cyclical process can be applied to larger education decisions affecting school climate and school improvement efforts, with expanded sets of data that may include, for example, teacher evaluation and professional development, parental involvement, and resource allocation.

Diverse Learners and Learning Differences

Diverse learners and students with learning differences are those who, because of gender, language, cultural background, differing ability levels, disabilities, learning approaches, and/or socioeconomic status may have academic needs that require varied instructional strategies to ensure their learning. Learning differences are manifested in such areas as differing rates of learning, motivation, attention, preferred learning modalities, complexity of reasoning, persistence, foundational knowledge and skills, and preferred learning and response modes.

Diversity

Diversity is inclusive of individual differences (e.g., personality, interests, learning modalities, and life experiences), and group differences (e.g., race, ethnicity, ability, gender identity, gender expression, sexual orientation, nationality, language, religion, political affiliation, and socio-economic background).

Inclusive Learning Environment

Inclusive learning environments are welcoming and accepting of each and every learner including those who are vulnerable to marginalization and exclusion and those who traditionally have been left out or excluded from appropriate educational and learning opportunities. Inclusion incorporates and expands the concept of inclusion that is most frequently associated with the goal of equal access to general education for students with disabilities. Inclusive approaches embrace diversity; provide access to high-level knowledge, skills, and application for every student; adapt instruction to meet individual needs; encourage co-teaching and collaboration among general and resource educators; foster collaboration with families and community members; maintain high expectations of all students; and support student achievement and growth.

Leadership

Leadership in this document refers to attributes of the teacher that include but are not limited to: 1) a view of the teacher’s role in education as multifaceted; 2) a keen sense of ethical responsibility to advance the profession while simultaneously advancing knowledge, skills, and opportunities for each learner; 3) a deep commitment to teaching that includes a willingness to actively engage in professional development to expand knowledge about teaching and learning; 4) a willingness to take on the mantle of leadership in the classroom and among colleagues without a formal

title; 5) a recognition of when to lead and when it is appropriate to allow others to lead; 6) knowledge of when and how to marshal a variety of stakeholders to work toward a common cause; 7) an ability to regularly garner resources, both human and other, for the betterment of the students and the school; and 8) the ability to make sound decisions based on the appropriate use and interpretation of quality data and evidence. Teacher leaders function well in professional communities, contribute to school improvement, and inspire their students and colleagues to excellence.

Learning Environment

A learning environment is a complex setting designed to attend to the learner(s), the context, and the content simultaneously. Regardless of the setting—whether traditional classroom, community-based, virtual, or other alternative format—a learning environment must motivate student learning through establishing interest, providing choices, making relevant connections, building understanding, assessing learning outcomes, developing close teacher-learner relationships, and creating a sense of belonging between and among learners. Learning environments can be created in varied settings, and the traditional classroom environment itself can be stretched to become more experiential and technology-rich. Technology can engage learners with experts and fellow learners around the world, providing access to authentic problems and real-world applications The development of technology-enriched learning environments can enable learners to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

Learning Progressions

Learning progressions are descriptions of increasingly sophisticated ways of thinking about a topic and have been proposed as solutions to such educational problems as a lack of curricular coherence, developmental inappropriateness of curricula, misalignment between instruction and assessment, and weaknesses in support for valued teaching practices. They can support teachers’ formative assessment practices and help teachers use learners’ prior knowledge in productive ways. By laying out the territory that learners are likely to traverse in coming to understand a given concept, these tools can help teachers recognize their learners’ misconceptions as productive steps on the way to full understanding.

Professional Development and Professional Learning

Professional development provides comprehensive, sustained, and intensive learning opportunities to expand the professional knowledge base available to teachers and to engage them in an on going process of critically examining their teaching practices to find new and more effective ways to improve student learning. Professional development needs to address both an individual teacher’s goals for professional growth and the larger organizational learning priorities for school improvement. Professional learning engages teachers in working with others to deepen their content knowledge, sharpen their instructional skills, and develop their ability to use data for meaningful decision making. Thus, professional learning is an ongoing, job-embedded process that supports transfer of newly learned knowledge and skills to practice. Such learning also needs to be continuously evaluated and refined.

Purpose

The Cooperating Teacher recommendation letter serves the following two functions:

• A final written narrative evaluation for the student teaching experience.
• A recommendation given to the student for a “self-managed” credential file.

Surveys have shown that letters of recommendation are second in importance to personal interviews in determining who is hired for teaching positions. Your final evaluation plays a significant role in the student's future. Experience indicates that candid, specific statements best serve the interests of the student and the employer.

With ever increasing frequency recommendation letters are being sent via electronic transmission; consequently, the issue of confidentiality is less prevalent. Since student teaching is a learning process, appraisals of performance should be discussed with the Student Teacher.

Procedures

1. The final form should appear on your school or district letterhead and may be signed electronically.
2. If the CT chooses, this form may be prepared and ready for sharing during the final 3-way conference.
3. During the final 3-way conference, the College Supervisor and Cooperating Teacher may submit their letters of recommendation directly to the student teacher. The Student Teacher can “self-manage” their letters of recommendation by maintaining electronic and hard copies of all letters received. PDF versions of letters are accepted at most districts. For those that cannot accept an electronic copy, a copy of the original signed and dated letter should be sufficient. Additional suggestions and tips regarding letters of recommendation can be found on the Pomerantz Career Services webpage at: https://careers.uiowa.edu/educator-reference-guide

Suggested Techniques for Writing Recommendations:

1. Identify the Student Teacher's strongest characteristics and cite specific examples that will support your viewpoint. Each example should be representative of the Student Teacher's entire performance and not based solely on an isolated incident.
2. If there are definite weaknesses that a prospective employer should know, mention them and note any progress that has been made.
3. The Student Teacher has worked many hours for this recommendation. If possible, limit your remarks to one page; however, the recommendation should be of sufficient length to adequately cover the important aspects of the student teaching experience.

Specific Writing Tips

1. It is appropriate and advisable when recommending an outstanding Student Teacher to begin the letter with a statement reflecting the candidate's excellence.
2. When making reference to the Student Teacher it is appropriate to use either titles such as Ms. Jones, or Mr. Brown or their first name; however, be consistent by using the same reference throughout the recommendation. Avoid information that would indicate the individual's race, religion, nationality, age, marital status, or disability.
3. Note the characteristics of the experience. Include information such as:
   • grade level, school, school district
   • number of students
   • length of assignment
   • classroom organization (e.g., self-contained, departmentalized)
   • diversity of populations (cultural, academic)
4. Discuss overall strengths and weaknesses of Student Teacher as well as special talents or accomplishments.
5. Avoid extreme statements unless they can be supported without reservation.
6. Characterize the Student Teacher's total experience rather than focusing on an isolated incident.
7. Refrain from commenting about problems that have been alleviated by the end of the experience.
8. Evaluate the Student Teacher in terms of his/her effectiveness rather than in terms of your personal style.
9. Include statements regarding Student Teacher potential for employment substantiating your prediction with evidence of past performance.
10. By stating that additional comments may be obtained by phone, the interviewer may interpret a reluctance to be honest in writing. However, a statement such as, "If you would like additional positive information about this candidate, please feel free to contact me," allows the interviewer an opportunity to obtain more specific positive information. Please provide a cell phone number for calls over the summer months.
11. Try to limit the letter of recommendation to a one-page narrative.

Chapter 79: Standards for Practitioner and Administrator Preparation Programs states in 79.14(7)e that teacher preparation programs in the State of Iowa requires the teacher candidate to become knowledgeable about the Iowa teaching standards and to experience a mock evaluation, which shall not be used as an assessment tool by the unit, performed by the cooperating teacher or a person who holds an Iowa evaluator license.

The Iowa Department of Education has provided the following guidance for implementing the Mock Evaluation:

Institutions are encouraged, but not required, to have students complete the mock evaluation form as a self-assessment tool that will be compared with the cooperating teacher’s comments and used as the basis for conversation. Institutions will not be required to collect copies of the completed instrument given that the instruments may not be used for assessment purposes. The goal of the mock evaluation is to provide student teachers with an insight into their own skills relative to the new teaching standards. [Note: Iowa beginning teachers must be evaluated by a trained evaluator and documentation must be provided to support competence in all of the teaching standards. These requirements do not apply to the student teacher’s mock evaluation.]

The Office of Field Experiences is providing a copy of the mock evaluation form (in The Handbook and on ICON) to facilitate the student teacher’s self-assessment and conversation with the cooperating teacher. (See additional pages.) A form in Tk20 will be completed by the supervisor indicating completion of the Mock Evaluation.

If in a split placement, the Mock Evaluation only needs to be completed one time. The Mock Evaluation will be completed during the first 8 week placement.

Thank you for your cooperation as we work to fulfill this student teaching requirement.

Download Mock Evaluation of Student Teachers on the Iowa Teaching Standards

At the University of Iowa College of Education, we adhere to the Five Core Principles of the MCEE for Educators. The core principles were developed by and for educators. The Five Core Principles are:

1. Responsibility to the Profession
   The professional educator is aware that trust in the profession depends upon a level of professional conduct and responsibility that may be higher than required by law. This entails holding one and other educators to the same ethical standards.
2. Responsibility for Professional Competence
   The professional educator is committed to the highest levels of professional and ethical practice, including demonstration of the knowledge, skills and dispositions required for professional competence.
3. Responsibility to Students
   The professional educator has a primary obligation to treat students with dignity and respect. The professional educator promotes the health, safety and well being of students by establishing and maintaining appropriate verbal, physical, emotional and social boundaries.
4. Responsibility to the School Community
   The professional educator promotes positive relationships and effective interactions, with members of the school community, while maintaining professional boundaries.
5. Responsible and Ethical Use of Technology
   The professional educator considers the impact of consuming, creating, distributing and communicating information through all technologies. The ethical educator is vigilant to ensure appropriate boundaries of time, place and role are maintained when using electronic communication.

Ethical practice is just as important to teaching as mastery of content and pedagogy. As educators, we are taught (and with experience come to recognize) that strong interpersonal relationships are at the heart of effective teaching and learning. The MCEE (Model Code of Ethics for Educators) helps us recognize difficult gray areas when they arise and gives us permission to discuss sensitive issues with each other in a professional context.

Further information regarding the MCEE can be found at: https://www.nasdtec.net/page/MCEE_Doc