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Field Experience Handbook August 2016-2017

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Published by , 2017-03-05 19:18:53

Field Experience Handbook August 2016-2017

Field Experience Handbook August 2016-2017

Field Experience Handbook
School of Education

August 2016 – June 2017

Teacher Education Office

Julie Sara M. Boyd Caryn Ash
Director of Teacher Education Coordinator of Field Placements

Email: [email protected] Email: [email protected]
Phone: 202.885.3727 Phone: 202.885.3715

Debbie Kleinbord
Supervisor Lead, Early Childhood and Elementary Education

Email: [email protected]

Susan Stewart
Supervisor Lead, Secondary and K12 Education

Email: [email protected]

School of Education Main Office
phone: 202.885.3720
fax: 202.885.1187

website: www.american.edu/education

1

Table of Contents

SOE OVERVIEW ............................................................................................................................................3
Philosophy of the School of Education ................................................................................................3
Mission Statement of the Professional Education Unit........................................................................4

Field Experience Prerequisites and Overview .........................................................................................5
Pre-Requisites of Teacher Candidates, Cooperating Teachers and Supervisors ...........................5
Length of Field Experience ....................................................................................................................5

I. Practicum Semester.................................................................................................................................6
Practicum Policies and Documentation ..................................................................................................6

Practicum Attendance Policy ..............................................................................................................6
Practicum Forms .....................................................................................................................................8
Practicum Documentation .................................................................................................................10
Timeline for Practicum Students..........................................................................................................12
II. STUDENT TEACHING SEMESTER..............................................................................................................13
Student Teaching Policies and Documentation ....................................................................................13
Student Teaching Attendance Policy................................................................................................13
Student Teaching Forms ......................................................................................................................14
Student Teaching Documentation.....................................................................................................17
Time Line for Student Teaching (Elementary) ...................................................................................19
Time Line for Student Teaching (Secondary and K12).....................................................................21
III. Professional Dispositions......................................................................................................................23
The Student ................................................................................................................................................23
Reporting to Assigned School .............................................................................................................23
In the School and Classroom ..............................................................................................................23
Outside your classroom .......................................................................................................................25
Observation...........................................................................................................................................25
Participation, Planning and Seminars ................................................................................................25
Suggestions for Participation Activities for Students .........................................................................25
Suggestions for the Student.................................................................................................................27
The Cooperating Teacher ........................................................................................................................29
Honorarium for Cooperating Teachers..............................................................................................29
Preparation for the Arrival of the Student..........................................................................................29
Supporting the Student........................................................................................................................30
Evaluating the Teacher Candidate ...................................................................................................31
The University Supervisor ..........................................................................................................................33
Responsibilities.......................................................................................................................................33
Evaluation..............................................................................................................................................34
Concern and Action Plan Form...............................................................................................................35
IV. Praxis Tests............................................................................................................................................37
Praxis requirements for graduation and licensure ............................................................................37
V. Applying for Teacher Licensure ..........................................................................................................38
Licensure in Other States .....................................................................................................................42
VI. Portfolio Documents ............................................................................................................................43
Professional Teaching Portfolio Requirements ..................................................................................43
Portfolio Scoring Rubric ........................................................................................................................46
SPA Form Rubric....................................................................................................................................49
Portfolio Checklist .................................................................................................................................50
Portfolio Artifact Suggestions...............................................................................................................53
Portfolio Technical Instructions ............................................................................................................58
Professional Teaching Portfolio: Uploading and Embedding Videos.............................................61
VII. Appendix.............................................................................................................................................63
Appendix A. Who to Contact When..................................................................................................63
Appendix B. Lesson Plan Template ....................................................................................................64
Appendix C. American University 2016-2017 Academic Calendar ...............................................70

2

SOE OVERVIEW

This handbook provides an overview of the field experience component of the
teacher education program and outlines the roles and responsibilities of the
student, the cooperating classroom teacher, and the university supervisor. It
also contains School of Education (SOE) policies regarding teaching,
observation, and evaluation procedures. The handbook is a guide but it is not
an absolute, rigid code. It may be necessary to alter these guidelines based on
the placement's characteristics or the teacher candidate's strengths or
weaknesses. The faculty of the American University looks forward to working
together with our partner schools to make field experiences a stimulating,
rewarding experience for student teachers, cooperating teachers and university
supervisors.

Philosophy of the School of Education

The faculty of the SOE are committed to the interrelated principles of
community, diversity, equity, excellence in our work to advance educational
theory and practice through the initial and continuing development of
reflective, dedicated and proficient teachers, administrators and researchers.
Graduates are equipped to meet the needs of individuals and groups, to
nurture their strengths and talents, and to initiate and provide leadership in early
childhood settings, classrooms, educational institutions, and in the public policy
arena. The mission of the SOE is derived from the faculty's shared conviction that
the fundamental task of schooling in America is the advancement of the
welfare of all children regardless of race, class, culture, gender or ability.
The School of Education faculty and staff are committed to building a diverse
community of learners. As we work in collaboration in and out of the classroom:

● We believe that multiple perspectives are critical to improving
educational conditions for all;
● We believe that respect for and value of a diversity of belief systems,
opinions, and approaches leads to a successful positive and open
environment,
● We believe that open D/discourse promotes reflective and thoughtful
educators,
● We believe that equitable and respectful treatment of each other is
necessary for a positive, sustained, and working community, and
● We believe that each and every member of the community can make a
valuable contribution to the community.

These beliefs in action provide for all students, staff, and faculty a safe,
productive, and positive educational community.

3

Mission Statement of the Professional Education Unit

The SOE is committed to advancing theory and professional practice through its
programs and the scholarly activities of our faculty. The faculty recognizes the
significance of education in contemporary life, the potential of education for
each individual, and our special responsibilities to produce individuals prepared
for the twenty-first century. SOE seeks to achieve its goals though creative
teaching, rigorous research, and professional service. It is committed to ongoing
social change, societal improvement, and advancing individual welfare and
potential. Graduates of its programs act as agents of social change through
work as health professionals, teachers, researchers, managers, and
administrators. They share a professional belief in working towards excellence,
equity, community, and diversity.

Beyond SOE’s fundamental commitment to its students and alumni who work in
the community to advocate for the individual, both domestically and
internationally, it also prepares candidates to build a learning society in many
diverse environments and for many diverse populations. The mission is to equip
graduates of SOE programs to meet individual needs, to nurture the strengths
and talents of those they serve, and to provide leadership in public policy
arenas.

The teacher education programs in the professional education unit are
anchored in a knowledge-based, research- and values-informed conceptual
framework. The framework was developed and adopted by the faculty through
almost two years of deliberations. The mission of SOE reflects and reinforces this
conceptual framework, which is derived from the teaching, research,
professional service, and value commitments of the faculty. It is illustrated
below.

The conceptual framework for the SOE has at its center the core value of
Reflection, which is supported through the professional commitments and
activities evoked by teacher Beliefs, Knowledge, and Practice. The conceptual
framework is organized by the concepts of Community, Diversity, Equity, and
Excellence, and is made operational through the 10 InTASC standards.

4

Field Experience Prerequisites and Overview

Pre-Requisites of Teacher Candidates, Cooperating Teachers and
Supervisors

Teacher Candidates

Admission and current good standing in the Teacher Education Program.
Undergraduate secondary education students must also have at least a 3.0
GPA in their liberal arts primary major and a 2.7 cumulative GPA in their
education courses. Graduate students must maintain at least a cumulative 3.0
GPA and meet all university admission requirements.

Cooperating Teachers

• A minimum of three years successful teaching experience. Standard or
advanced professional certificate in the subject area to be supervised.

• Approval as a cooperating teacher by the administrative officials of the
school system and the Director of Teacher Education at American University.

• Commitment to the preparation of pre-service teachers, which includes the
ability to establish and maintain effective relationships with teacher
candidates and to provide sound feedback. It also includes the ability to
explain the school program and to communicate teaching skills to the
teacher candidate.

University Supervisors

• Adjunct faculty members in the School of Education.
• Thorough academic backgrounds in the field of education and have taught

successfully or have been school leaders at the levels they supervise.
• Providing guidance for the teacher candidate in their development of

teaching competency and to give assistance to the cooperating teacher. It
also includes conducting pre- and post conference meetings for every
formal observation to assist in improving instruction, analyzing problems,
identifying strengths, and reflecting on teaching effectiveness.

Length of Field Experience

Teacher candidates will be placed in multiple classrooms during their field
experiences. This critical component of the program will provide teacher
candidates with hands-on experience in classrooms with experienced, highly
qualified cooperating teachers. Teacher Candidates will observe these teachers
and, under the teachers’ supervision, gradually begin to plan and teach lessons,
eventually “taking over” the classroom during the second half of the field
experience. The field experience consists of two semesters: practicum and
student teaching.

5

I. Practicum Semester

Practicum Policies and Documentation

The purpose of the practicum placement is to orient the student to the logistics
of teaching, while gaining first-hand experience in classroom and pedagogical
practices. Teacher candidates will observe, participate and teach in a
classroom. Direct teaching can take the form of individual or small group
teaching or short lessons to the entire class. Observation includes observing and
evaluating the assigned cooperating teacher as well as other teachers in the
school. Participation includes assisting the teacher with implementation of
classroom objectives.

Practicum Attendance Policy

Fall Dates: August 29 – December 9
Spring Dates: January 17 – April 28

Required Visits: 28 all-day visits, totaling 200 hours
All teacher candidates are at their school two days per week. There are 14
weeks in practicum so students should be on site for 28 all-day visits. An all-day
visit is at least 7 hours. It is also expected that students attend at least one after-
school event (e.g., back to school night, arts night, international night).

Undergraduate elementary education candidates are also on-site the week
after Thanksgiving in lieu of methods classes. Three days (21 hours) of this time
can count towards your total visits (hours). The other two days (14 hours) count
towards your missed class time and should not be logged as practicum hours.

The teacher candidate’s daily schedule is the same as the cooperating
teacher's schedule. Therefore, teacher candidates must attend:
• Faculty meetings
• PTA meetings
• Conferences
• In-service workshops
• Duty assignments
• Other meetings, as appropriate

Practicum teacher candidates must record all visits and hours in the Log of
Hours in goEd. Practicum students only count time while at their school site.
School holidays and breaks do not count towards total number of visits (hours).
Undergraduate elementary education students will attend practicum on
Tuesdays and Wednesdays. All other students will work with their cooperating
teacher to set a schedule, which we prefer to be back-to-back on a Tuesday,
Wednesday or Thursday. Practicum cannot occur on Mondays, unless you
receive prior permission from the Field Placement Coordinator.

6

If the teacher is not in school during an in-service day (e.g., report card writing
day), then the student is required to make-up that day or attend another school
for observations. The hours spent in observing at an off-site school count toward
practicum hours and should be put in the Log of Hours.
Absences should be limited to emergencies. It is the responsibility of the teacher
candidate to notify the cooperating teacher and the supervisor as soon as
possible if he/she will be absent. All absences must be made up by attending
the school for additional days. Teacher candidates are not permitted to
schedule appointments on days when they are expected to be at their
practicum placements.
Inclement weather can disrupt school schedules. Late openings or school
closings, which are announced on local broadcasting stations, will guide your
decisions. Teacher candidates adhere to their assigned school's calendar, not
American University’s, including holidays. In the case of inclement weather, the
Director of Teacher Education will notify teacher candidates on whether these
hours need to be made up.

7

Practicum Forms

Log of Hours
This form is used to document your field experience for purposes of AU credit
and state certificates. Most states require clock-hour information before granting
teacher certification. For these reasons, keep close track of the hours spent in
observation, participation, and teaching.

Record your daily hours on Log of Hours Form. The Log of Hours Form allows AU
to complete future requests for state verifications when you apply for various
state certifications. University Supervisors are responsible for approving the Log of
Hours in the goed.american.edu system.

Definitions for time-log categories for Log of Hours:
• Observation - watching students and/or teachers, scripting lessons, writing
detailed descriptions of specific children over time
• Participation - conferencing with cooperating teacher and/or university
supervisor, attending faculty/parent meetings, correcting papers, helping
students with assignments, making bulletin boards, interactions with
students which do not require a lesson plan and non-instructional time
• Direct teaching - instruction, either individual, small group, entire class, or
team-taught

Observation Forms and Lesson Plan Analysis and Implementation Form
Teacher candidates must prepare written plans for the lessons they teach
following AU's Lesson Plan Template. The cooperating teacher should preview
plans in a pre-planning session. A teacher candidate should not teach a lesson
without such pre-planning. A copy of the lesson plan should be shared with the
university supervisor by 8pm the night before a scheduled observation.
Cooperating teachers are expected to critique the teacher candidates’ lessons
providing professional assessment and guidance for improvement. It is highly
recommended that other school professionals observe the student teacher,
providing a written performance assessment if possible (e.g. principal, vice-
principal, department chair, etc.).
University supervisors observe teacher candidates multiple times during their field
experiences. A pre- and post-conference should occur at every formal
observation. Following each visit, university supervisors should complete all
pertinent forms within 48 hours of the visit and submit on goEd.

8

Final Evaluation of Practicum Student - Rubric
The teacher candidate, cooperating teacher, and university supervisor each
complete the Practicum Final Evaluation Form at the conclusion of the
placement.

Cooperating Teacher Dashboard, Cooperating Program Evaluation Form and W9
We ask that the cooperating teacher keep updated profile information in the
Cooperating Teacher Dashboard in goEd. Accurate information is necessary to
ensure timely payment. In order to process the cooperating teacher
honorarium, each cooperating teacher is asked to evaluate the program using
Cooperating Teacher Program Evaluation and submit a W9 form. The W9 form
only needs to be submitted if one has not been submitted before or if personal
information has changed. The W9 form can be found at
http://www.irs.gov/pub/irs-pdf/fw9.pdf and must be faxed, mailed or emailed to
the Coordinator of Field Placements.

Professional Teaching Portfolio
The Professional Teaching Portfolio is the culminating assessment for the all
programs leading to a teaching license. It should consist of purposeful sections
of work, which represent developing competency and growth towards the
InTASC performance standards. These selections may include assignments,
assessments, art, videos, photographs, etc. The portfolio can supplement a
resume to a prospective employer. The portfolio will be discussed in detail in
your methods courses as well as your Student Teaching Seminar. You should be
incorporating artifacts into the portfolio system starting at the beginning of your
practicum semester. As you gain more responsibility in their classrooms
throughout the year, your portfolios should also reflect an increased level of
activity, which will culminate in its submission at the end of your program.

Practicum Portfolio Due Dates
3 passable entries due at the end of practicum (see below). This requirement
must be met before you can begin student teaching.

• October 31 – Entry 1
• November 30 – Entry 2
• December 9 – Entry 3

9

Practicum Documentation

Submit the following documents throughout the Practicum placement.
All forms must be submitted through goEd, unless otherwise indicated.
Teacher Candidate (completed by December 15 / May 1)

Failure to complete all the required forms for practicum will result in a delay of student
teaching. This may result in a delay of graduation date.

Initial meeting with cooperating teacher and university supervisor. This must
be done within the first 2 weeks of practicum.
1 Log of Hours: Please keep all of your hours in one log.
1 Classroom Diversity form (due within first two weeks of placement)
4 Observation forms: 1 observation of cooperating teacher and 3
observations of other teachers (due November 1 / March 1)
1 Final Evaluation of Practicum Student - Rubric
Pre- and post-conference meetings with supervisor to discuss observations
Final conference meeting with cooperating teacher and supervisor 3 passing
Portfolio entries (each entry includes an artifact, description and reflection)
by deadlines (see p. 9)
Parent Conference Assessment Form, submitted through Google Docs

Cooperating Teacher (completed by January 1 / June 1)
W9 tax form, if one hasn’t been submitted in the past or if addressed has
changed (submitted to Field Placement Coordinator)
Honorarium Form (submitted to Field Placement Coordinator)
Updated Cooperating Teacher Dashboard
Initial meeting with teacher candidate and university supervisor
1 Observation form, which includes a pre- and post- conference meeting
1 Final Evaluation of Practicum Student - Rubric
Final conference meeting with university supervisor and teacher candidate
1 Cooperating Teacher Program Evaluation

10

University Supervisor (completed by December 15 / May 1)
Initial meeting with cooperating teacher and teacher candidate
Pre- and post-conference meetings with teacher candidate to discuss
observations
1 Observation form
1 Lesson Plan Analysis and Implementation Form
1 Drop-in visit
1 Final Evaluation of Practicum Student - Rubric
Final conference meeting with cooperating teacher and teacher candidate
Approval of Log of Hours

11

Timeline for Practicum Students

This is a general time line of the practicum experience for your reference.
Individual students have different experiences and each placement varies.
Cooperating teachers and practicum students should meet early to record key
dates.

Important to Note:
At a minimum, students should have the opportunity to teach four (4) lessons

during their placement.
Students must complete four formal observations. The first one should be of their

cooperating teacher and the remaining three should be of other teachers in the
building. All observations of teachers should be completed within the first month of
the practicum placement.

Students in the undergraduate Elementary Education program are required to
spend one full week in their classrooms, usually the week after Thanksgiving.

ST = student teacher CT = cooperating teacher US = university
supervisor

Week(s) Suggested Activities (pgs. 25-26), Meetings and Forms
1–2 ● 3-way meeting with ST, CT, and US.
● ST conducts observations of CT.
● ST may begin to assist with specific duties and routines: dismissal,
attendance, creation of teaching aids, distributing or collecting papers, etc.

3–5 ● ST begins working with individual students or with small groups. CT
gives informal feedback as needed.

● ST conducts observations of other teachers in the building

4–6 ● US Observation #1 (Observation form) of ST. (small group lesson, if
possible)

● ST continues working with small groups.
● ST chooses a task that puts him/her briefly in the teacher role with the
whole class (news-time, homework review, introducing a topic, giving
directions, etc.).

7–8 ● ST begins teaching whole group lessons, with CT support

9 – 11 ● US Observation #2 of ST. (Lesson Plan Analysis and Implementation
form)

12 – 13 ● CT Formal Observation of ST, which includes pre and post observation
conference.

14 – 15 ● 3-way end of semester conference with ST, CT and US. (Final
Evaluation of Practicum Student - Rubric)

● CT completes evaluation of practicum program. (Cooperating
Teacher Program Evaluation)

12

II. STUDENT TEACHING SEMESTER

Student Teaching Policies and Documentation

This placement allows the teacher candidate to integrate all of the experience
and knowledge from coursework and prior field experiences. The student
teacher will continue to observe and participate in the classroom. The teacher
candidate will “take over” the classroom for at least two weeks. With the
assistance of the cooperating teacher, the teacher candidate will be
responsible for all lesson plans, teaching and assignments. The two-week
takeover can be modified if needed, but cannot be broken down into
segments smaller than one week. Observation includes observing and
evaluating assigned cooperating teachers as well as other teachers in the
school. Participation includes assisting the teacher with implementation of
classroom objectives.

Student Teaching Attendance Policy

Fall Dates: August 29 – December 9
Spring Dates: January 17 – April 27

The teacher candidate’s daily schedule is the same as the cooperating
teacher's schedule. Teacher candidates should attend faculty meetings, PTA
meetings, conferences, in-service workshops, duty assignments, and any other
appropriate meetings.

You are expected to be at your school five days per week during the dates
listed above. Absences should be limited to emergencies. It is the responsibility
of the teacher candidate to notify the cooperating teacher and the supervisor
as soon as possible if he/she will be absent. You may miss up to 3 personal days
of student teaching with prior permission from your cooperating teacher. If you
exceed these days you will be asked to extend or repeat your experience. The
Director of Teacher Education evaluates each case individually when a student,
cooperating teacher or university supervisor raises such concerns. When
teacher candidates have teaching responsibilities on a day when they must be
absent, they must arrange either to send their teaching plans and materials to
the school or have on file at the school alternate lesson plans already prepared
for teacher use.

Inclement weather can disrupt school schedules. Late openings or school
closings, which are announced on local broadcasting stations, will guide your
decisions. Teacher candidates adhere to their assigned school's calendar, not
American University’s, including holidays. As a reminder, American University’s
Spring Break does not coincide with any assigned school. It is imperative that
you take spring break based on your assigned school’s break schedule and not
during American University’s Spring Break. In the case of inclement weather, the

13

Director of Teacher Education will notify teacher candidates on whether these
hours need to be made up.

Student Teaching Forms

Log of Hours
This form is used to document your field experience for purposes of AU credit
and state certificates. Most states require clock-hour information before granting
teacher certification. For these reasons, keep close track of the hours spent in
observation, participation, and teaching.

Record your daily hours on the Log of Hours Form. The Log of Hours Form allows
AU to complete future requests for state verifications when you apply for various
state certifications. University Superiors are responsible for approving the Log of
Hours Form in the goed.american.edu system.

Definitions for time-log categories for Log of Hours:
• Observation - watching students and/or teachers, scripting lessons, writing
detailed descriptions of specific children over time
• Participation - conferencing with cooperating teacher and/or university
supervisor, attending faculty/parent meetings, correcting papers, helping
students with assignments, making bulletin boards, interactions with
students which do not require a lesson plan and non-instructional time
• Direct teaching - instruction, either individual, small group, entire class, or
team-taught

Observation Form and Lesson Plan Analysis and Implementation Form
Teacher candidates must prepare written plans for the lessons they teach
following AU's Lesson Plan Template. The cooperating teacher should preview
plans in a pre-planning session. A teacher candidate should not teach a lesson
without such pre-planning. A copy of the lesson plan should be shared with the
university supervisor by 8pm the night before a scheduled observation.

Cooperating teachers are expected to critique the teacher candidate’s
lessons, providing professional assessment and guidance for improvement. It is
highly recommended that other school professionals observe the student
teacher, providing a written performance assessment if possible (e.g. principal,
vice-principal, department chair, etc.).

University supervisors observe teacher candidates multiple times during their field
experiences. A pre- and post-conference should occur at every formal
observation. Following each visit, university supervisors should complete all
pertinent forms within 48 hours of the visit and submit in goEd.

14

Midterm Evaluation of Student Teachers - Rubric
The teacher candidate, cooperating teacher, and university supervisor each
complete The Student Teaching Midterm Evaluation Form during the student
teaching semester.

Final Evaluation of Student Teachers - Part 1 Rubric (Supervisors Only)
The Student Teaching Rubric is designed to give cooperating teachers, teacher
candidates and supervisors specific components by which to evaluate teacher
candidates’ progress.

At the end of student teaching, sections I-IV will be filled in by the university
supervisor and presented during the Final Conference with the teacher
candidate and cooperating teacher. The seminar instructor will fill in section V.
This is done in addition to the Student Teaching Final Evaluation Form and
Content Addendum.

Scores on the Student Teaching Rubric are not cumulative and only scores from
the Final Evaluation will be used to determine the student teacher’s course
grade.

Final Evaluation of Student Teachers - Part 2 InTASC Standards
At the conclusion of student teaching, the teacher candidate, cooperating
teacher, and university supervisor hold a final three-way conference. Each
individual completes a Student Teaching Final Evaluation Form based on the
InTASC standards. This form will be discussed at this conference. This form should
be submitted in goEd.

Final Evaluation of Student Teachers - Part 3 Content Addendum
Additionally, during the final conference, select secondary and K12
concentrations will complete a final evaluation based on the content
standards. The teacher candidate, cooperating teacher and university
supervisor should fill this form out and include in the final three-way conference.
This form should be submitted in goEd.

Cooperating Teacher Dashboard, Cooperating Program Evaluation Form and W9
We ask that the cooperating teacher keep updated profile information in the
Cooperating Teacher Dashboard in goEd. Accurate information is necessary to
ensure timely payment. In order to process the cooperating teacher
honorarium, each cooperating teacher is asked to evaluate the program using
Cooperating Teacher Program Evaluation and submit a W9 form. The W9 form
only needs to be submitted if one has not been submitted before or if personal
information has changed. The W9 form can be found at
http://www.irs.gov/pub/irs-pdf/fw9.pdf and must be faxed, mailed or emailed to
the Coordinator of Field Placements.

15

Professional Teaching Portfolio
The Professional Teaching Portfolio is the culminating assessment for the all
programs leading to a teaching license. It should consist of purposeful selections
of work, which represent developing competency and provide evidence of
growth towards beginning teacher performance standards. These selections
may include assignments, assessments, art, videos, photographs, etc. The
portfolio can supplement a resume to a prospective employer. The portfolio will
be discussed in detail in your methods courses as well as your Student Teaching
Seminar. You should be incorporating artifacts into the portfolio system starting
at the beginning of your practicum semester. As you gain more responsibility in
their classrooms throughout the year, your portfolios should also reflect an
increased level of activity, which will culminate in its submission at the end of
your program.

16

Student Teaching Documentation

Submit the following documents throughout the Student Teaching placement.
All forms must be submitted through goEd, unless otherwise indicated.
Student Teacher (completed by December 15 / May 1)

Initial meeting with cooperating teacher and university supervisor. This must
be done within the first 2 weeks of student teaching.
1 Log of Hours: Please keep all of your hours in one document
1 Classroom Diversity form (due within first two weeks of placement)
4 Observation forms: 1 observation of cooperating teacher and 3
observations of other teachers
1 Midterm Evaluation of Student Teachers - Rubric
1 Final Evaluation of Student Teachers - Part 2 InTASC Standards
Content Addendum for early childhood, K12 and secondary education
majors
Professional Teaching Portfolio

Portfolio entries by seminar deadlines (see syllabus)
Portfolio SPA Form for ESOL, Foreign Language, Math, and Social
Studies

Cooperating Teacher (completed by January 1 / June 1)
W9– tax form, if one has not been submitted in the past OR if address has
changed (submitted to Field Placement Coordinator)
Honorarium Form (submitted to Field Placement Coordinator)
Updated Cooperating Teacher Dashboard
Initial meeting with teacher candidate and university supervisor
1 Observation form, which includes a pre- and post- conference meeting
1 Midterm Evaluation of Student Teachers - Rubric
1 Lesson Plan Analysis and Implementation Form
1 Final Evaluation of Student Teachers - Part 2 InTASC Standards
1 Final Evaluation of Student Teachers - Part 3 Content Addendum for select
early childhood, K12 and secondary education majors

17

Final conference meeting with university supervisor and teacher candidate
Cooperating Teacher Program Evaluation Form
University Supervisor (completed by December 15 / May 1)
Initial meeting with teacher candidate and cooperating teacher
4 Observation forms
1 Midterm Evaluation of Student Teachers - Rubric
1 Lesson Plan Analysis and Implementation Form
1 Final Evaluation of Student Teachers - Part 1 Rubric (Supervisors Only)
1 Final Evaluation of Student Teachers - Part 2 InTASC Standards Content
1 Final Evaluation of Student Teachers - Part 3 Content Addendum for select
early childhood, K12 and secondary education majors
Approval of Log of Hours

18

Time Line for Student Teaching (Elementary)

This is a general time line of the student teacher experience for your reference.
Individual student teachers have different experiences and each placement
varies, therefore each timeline will be individual to the student teacher.
Students are required to take over the classroom for two weeks. Make sure to
discuss when this will occur early in the semester. Modified “take over”
experiences can be developed if necessary. Please consult your supervisor if
modifications to this requirement are necessary.

Cooperating teachers and student teachers should meet early to record key
dates.

ST = student teacher CT = cooperating teacher US = university
supervisor

Week(s) Suggested Activities (pgs. 25-26), Meetings and Forms
1–2 ● ST, CT discuss goals, expectations, time-line, and preplanning sessions.
● ST, CT, US meet in a 3-way conference; discuss observation and
evaluation procedures.
● CT reviews other roles for ST (lunchroom duty, extra-curricular, etc.).
● ST meets administration personnel, resource specialists, and staff in
school.
● ST observes CT's class for a few days, gradually assumes specific
duties and routines (dismissal, attendance, creation of teaching aids,
distributing or collecting papers, etc.).
● ST observes other teachers' classes.
● ST chooses something that puts him/her briefly in the teacher role
(news-time, homework review, introducing a topic, giving directions, etc.).
● ST begins a little teaching. Elementary takes some responsibility for a
reading and a math group. CT gives oral, and written feedback.
● ST works with individuals or small groups.
● ST, CT develop long-range lesson and unit objectives for ST teaching.

3–4 ● Elementary ST begins to teach in 1st area (i.e. math or language arts),
and observes another reading and math group. Continues with prior
group(s)

● ST begins planning teaching materials, using school and county
resources. ST visits the school district's curriculum laboratory or other facility.

5–6 ● Elementary ST takes over 2nd area
● ST arranges for audio/video of lesson, shared critique optional.

7 ● ST schedules 3-way midterm conference with CT and US to evaluate
ST's performance and to identify areas where the ST needs improvement,
particularly in relation to planning, management, and teaching techniques.

19

8–9 ● Elementary ST accepts teaching responsibility for an additional
teaching area.

● Elementary ST observes remaining reading and math groups.

10 ● ST assumes full responsibility for the class or classes during specific
periods each day, conferring with CT frequently.

11 ● ST assumes teaching for any remaining new areas or classes.
● ST assumes all school responsibilities required of her/his assigned

teacher, including attendance at meetings, cafeteria duty, etc.

12 – 13 ● ST becomes wholly responsible for entire daylong schedule. If there
are extenuating circumstances, discuss immediately with university
supervisor.

14 ● CT begins reassuming classroom responsibilities. ST spends available
free time observing other teachers' classes.

15 ● ST schedules 3-way final conference with CT and US to evaluate ST's
performance.

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Time Line for Student Teaching (Secondary and K12)

This is a general time line of the student teacher experience for your reference.
Individual student teachers have different experiences and each placement
varies, therefore each timeline will be individual to the student teacher.
Students are required to take over the classroom for two weeks. Make sure to
discuss when this will occur early in the semester. Modified “take over”
experiences can be developed if necessary. Please consult your supervisor if
modifications to this requirement are necessary.

Cooperating teachers and student teachers should meet early to record key
dates.

ST = student teacher CT = cooperating teacher US = university
supervisor

Week(s) Suggested Activities (pgs. 25-26), Meetings and Forms
1–2 ● ST, CT discuss goals, expectations, time-line, and preplanning sessions.
● ST, CT, US meet in a 3-way conference; discuss observation and
evaluation procedures.
● CT reviews other roles for ST (lunchroom duty, extra-curricular, etc.).
● ST meets administration personnel, resource specialists, and staff in
school.
● ST observes CT's class for a few days, gradually assumes specific
duties and routines (dismissal, attendance, creation of teaching aids,
distributing or collecting papers, etc.).
● ST observes other teachers' classes.
● ST chooses something that puts him/her briefly in the teacher role
(news-time, homework review, introducing a topic, giving directions, etc.).
● ST begins a little teaching. Assumes some responsibility for 1 class. CT
gives oral, and written feedback.
● ST works with individuals or small groups.
● ST, CT develop long-range lesson and unit objectives for ST teaching.

3-4 ● ST assumes total responsibility for the 1st class.
● ST begins planning teaching materials, using school and county
resources. ST visits the school district's curriculum laboratory or other facility.

5–6 ● Secondary ST begins teaching a 2nd class, while continuing full
responsibility for the 1st class.

● ST arranges for audio/videotape of lesson, shared critique optional.

7 ● ST schedules 3-way midterm conference with CT and US to evaluate
ST's performance and to identify areas where the ST needs improvement,
8–9 particularly in relation to planning, management, and teaching techniques.
10
● Secondary ST begins teaching a 3rd class.
● ST assumes full responsibility for the class or classes during specific
periods each day, conferring with CT frequently.

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11 ● ST assumes teaching for any remaining new areas or classes.
● ST assumes all school responsibilities required of her/his assigned
12 – 13 teacher, including attendance at meetings, cafeteria duty, etc.
14 ● ST becomes wholly responsible for entire day schedule. If there are
15 extenuating circumstances, discuss immediately with university supervisor.
● CT begins reassuming classroom responsibilities. ST spends available
free time observing other teachers' classes.
● ST schedules 3-way final conference with CT and US to evaluate ST's
performance.

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III. Professional Dispositions

The Student

Reporting to Assigned School

Once you get your placement assignment, check on the best transportation
route and method for getting to your assigned school. Also, contact or visit your
cooperating teacher to introduce yourself and to confirm your date of arrival.

When you arrive, report to the main office, unless you have made other
arrangements with your cooperating teacher. Introduce yourself to the front
office staff and to the principal, if possible. These individuals will direct you to
your classroom or introduce you to your cooperating teacher.

In your first meeting, take time to understand the teacher’s background, class
culture and the layout and sequence of the class. Also, go through the
documentation sections of this handbook.

Discuss with your cooperating teacher how to introduce yourself formally to the
students, what roles you will play in your first week, and in what ways you can
immediately be helpful.

In the School and Classroom

Responsibility to the Student
The first consideration of the cooperating teacher and the teacher candidate
should be to the personal and academic welfare of the students you teach.
Although this is a preparation period, you must remember that you are
influencing students intellectually and emotionally. As a prospective teacher,
you must strive to be a positive role model personally and professionally, relating
to each pupil without prejudice or partiality.

Responsibility to the Teacher Education Institution
You are a representative of American University. The quality and integrity of the
institution and the SOE are affected by the manner in which each teacher
candidate upholds our academic and professional standards during
interactions with students, school staff members, and parents.

Responsibility to One's Development as a Professional
Patterns of professional behavior are nurtured as the teacher candidate
progresses through SOE's teacher preparation program. Field experiences
enable you to become a more active member of the teaching profession, to
recognize professional obligations, and to assume administrative responsibilities
that are part of an educator's role. Use this time to inform yourself about

23

professional organizations and legal aspects of the profession, focus on
continual self-development and enrichment, reappraise teaching values and
goals, and act according to professional ethics. It is important that you
continue this development on a regular basis after the conclusion of student
teaching.

Responsibility to the Profession and Society
Teacher candidates should be aware of the recent national concerns with the
quality of today's teachers and the quality of instruction students have been
receiving. Teaching is a golden opportunity to make a positive difference in
your local community and in the world. Good teaching infuses the educational
system with new ideas, an enthusiasm for teaching, and a commitment to
create learning environments that respect the needs of all children.

Relationship with the Cooperating Teacher
Your relationship with your cooperating teacher will probably be different from
that established with university faculty. The daily, informal contact between
students and cooperating teachers often lends itself to a more personal rapport
than is generally found in the university classroom. You should approach your
relationship with your cooperating teacher in an open manner, while always
acting with professional discretion. You should project an interested,
cooperative, and enthusiastic attitude when working with your cooperating
teacher, anticipating ways to be helpful.

Discuss your cooperating teacher's long-range plans for the classes you are to
teach so that you may better plan individual lessons. Learn about any individual
students in the classes you will teach who have special needs. Encourage the
teacher to explain what she/he does to meet such needs.

Relationship with the University Supervisor
A university supervisor is responsible for evaluating your work. However, your
supervisor's primary role is that of a resource person. You can seek help from
your supervisor in preparing lessons, invite suggestions for improving
effectiveness, and call upon her/him to resolve ambiguities or problems in your
student teaching setting. Students arrange initial, mid-term and final evaluation
conferences, consulting with supervisors and cooperating teachers about
mutually convenient times.

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Outside your classroom

Introduce yourself to other faculty and staff members. Arrange to meet the
school principal and other administrators, and tour the school building, including
the library, staff lounge, cafeteria, art, music, physical education rooms, and any
other facilities unique to the school. Familiarize yourself with the outside
compound (e.g., athletic fields, demountable classrooms) as well. If you plan to
use any of these spaces with your class, inquire about school policies
concerning their use.

Obtain copies of school handbooks, textbooks, workbooks, or curriculum guides
you can use in lesson preparations. Locate other resource materials and
technology in your assigned classroom or in the school, which may be useful in
lesson preparation.

Observation

When you have all the responsibilities of a full-time teacher, you will find little
chance to observe as thoroughly as you can now. At first, observe your own
classroom in order to become familiar with the children (learn their names
quickly!), the group dynamics, the curriculum, and your cooperating teacher's
expectations and routines. Also, at the beginning and at the end of this
experience, observe teachers of different subjects and ages (with their
permission). These visits will reveal the broad range of effective teaching styles
that your students encounter.

Participation, Planning and Seminars

Participation
From the first day, begin to be an active participant in the classroom. Find ways
to become actively involved (tutoring, small group work, bulletin boards, etc.),
participating wherever it is appropriate, in ways that are comfortable for both
you and your cooperating teacher.

When appropriate and feasible, you should attend faculty meetings, PTA
meetings, parent/teacher conferences, in-service meetings, extra-curricular
activities, and other applicable professional activities. Learn about ancillary
resources available to teachers, such as curricular libraries and book
depositories.

Suggestions for Participation Activities for Students
• Conduct the day’s opening and closing sessions
• Take attendance
• Grade assessments
• Lead small or whole-group lessons
• Make math manipulatives for the classroom

25

• Collect and distribute homework and other papers
• Help supervise lunch, halls, and other informal activities
• Dismiss students at the end of the day
• Prepare bulletin boards
• Create charts, posters, mobiles and other visual aids
• Display students’ work within the classroom
• Design individualized activities for students with special needs
• Write instructions on the board
• Assess assignments
• Identify common student errors on test or homework
• Set up and operate technology
• Select and preview media
• Gather materials needed for class demonstrations
• Make seating arrangements conducive to a particular lesson or activity
• Create a library corner with related readings

Planning and Teaching
Discuss your role with your cooperating teacher. When you begin teaching the
students, try starting with a small group and working toward a larger group of
students. Experiment with a wide variety of appropriate teaching methods and
materials.

After you have become more comfortable and competent, you will eventually
teach the whole group for an extended period. Meet with your cooperating
teacher to discuss lesson plans prior to implementing them. Ask your
cooperating teacher to observe your lessons and, for one lesson, to complete
the lesson plan form, Form D09. Keep any other feedback in your notebook.
Referring to the Evaluation forms will remind you of specific teaching behaviors
that you want to develop during these months.

Discuss your lesson strengths and needs with your cooperating teacher and
university supervisor and openly invite constructive criticism. Act upon their
suggestions.

Seminars
Throughout the student teaching experience you will be attending seminars,
which is a required component of the student teaching semester. You must
enroll in the student teaching seminar for the semester in which you are
intending on doing your student teaching placement. The course numbers are
EDU 499 (undergraduate level) and EDU 699 (graduate level.) The seminars meet
on Wednesdays.

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Suggestions for the Student

Be Professional: Look your best. The clothing you are used to wearing on the
university campus may not be suited to your new role as teacher. School
administrators, staff members, your students and their parents will make
judgments about you based in part on your appearance. Be sure your dress and
personal grooming habits say something positive about you!

Be Prepared: The power of preparation cannot be underestimated! Excuses for
teaching without proper planning are unacceptable. You have an obligation to
your students and to the teaching profession to do the best job possible. Time
spent in thoughtful consideration of specific lesson objectives, creative
motivation ideas, sequencing of class activities, questions and examples,
evaluation techniques, and differentiated instruction to assist those with special
needs IS A MUST! As you will soon discover, proper planning will give you a
feeling of personal confidence. Rather than “locking” you into a rigid set of
daily activities, it frees you to make necessary modifications to your lessons.
Having a very clear picture of your goals and procedures will allow you to
quickly adapt them when necessary to accommodate newly discovered
student needs or to compensate for unforeseen interruptions.

Be Dependable: The whole world is depending on you! Well, maybe not the
whole world, but the small part of the world in which you will soon find yourself.
The school principal, the parents, and the community at large depend on you
to develop a solid educational program that will both guide and motivate
students throughout their academic careers. Most importantly, your students
depend on you for wisdom, strength, hope, and understanding.

Be Open Minded: You know the basics of education and of teaching, but there
is much information to learn. Be open to the possibility that your cooperating
teacher and other teachers in your school may have teaching styles very
different from your own. Their styles have been shaped and defined after years
of experience, and trial and error in the classroom. Some teachers’ methods
may at first seem “old fashioned”, “boring”, or ineffectual to you. Look deeper.
What positive aspects of their teaching can you find that is working for them
and for their students? Which students in the classroom respond to and benefit
from each teacher’s style? Think about what you can personally or
professionally learn from each person you come in contact with in your student
teaching experience.

Be Accepting of Criticism: Know that criticism from the cooperating teacher,
university supervisor, and even from the students is genuinely meant to be
constructive. Try to accept and even welcome criticism as a positive way to
improve yourself. Evaluative comments can be useful as a means for

27

understanding how others perceive you, even if you believe the perception is
an inaccurate assessment of your true personality or abilities. Accepting criticism
won’t be easy. It will take strength and courage to admit to having weaknesses
and to overcome them through change.

Be an Authority Figure: Developing good rapport with students can be a
formidable task. Be friendly to your students; show them care, respect, and
understanding; exhibit a good sense of humor, and be interested in their
interests. But be an authority figure first. It may feel good to be “one of the
gang” today, but tomorrow, you may notice repercussions such as lack of
respect, inappropriate language or behavior, or students unwilling to meet your
expectations. Students expect and desire discipline, leadership, and visible
maturity from their teachers.

Be a Team Member: Be an active part of the school and community in which
you teach! Get involved in extracurricular activities, by Co-advising a club or
sport. Help with theater set construction, tennis practice, yearbook
photography, or other activities appropriate to your skills and interests. Effective
teaching depends in part on the degree to which you know your students. Look
for ways outside the typical classroom setting where you can learn more about
them.

Be a team member with other school personnel. Get to know the various
specialists in your assigned school so that you may seek their services or offer
them yours. Custodians, secretaries, school cooks, psychologist, counselors,
librarians, etc., all have areas of expertise, which could be useful to your
planning and implementing lessons.

Finally, before leaving your placement, ask both your cooperating teacher and
your university supervisor for a written recommendation to add to your portfolio
as you begin your job search. Some school districts require recommendations
from your cooperating teacher and supervisors and it may be hard to contact
them later.

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The Cooperating Teacher

Cooperating teachers assume daily responsibility for the practical professional
experiences of the teacher candidates. At the same time, cooperating
teachers serve as models for the teacher candidates, who often emulate their
philosophies, attitudes and techniques.

SOE recognizes that cooperating teachers, while concerned with the
preparation of future teachers, must first consider their obligations to the
students for whom they are responsible. Nonetheless, cooperating teachers
must be willing, especially in the early part of the experience, to give extra time
and energy to provide adequate guidance for the novices. We depend on
your professional guidance and instincts and we urge you to trust your
professional instincts and judgment, not only about delegating responsibility, but
also about any reservations about the student's ability to be successful. Rarely,
but inevitably, a few students come to this point with solid records but lack skills
or traits to meet high professional standards. In these cases, teachers aid the
university immensely by documenting problems in performance and by working
with the supervisor, principal, and the Director of Teacher Education to provide
the support our student needs or to remove the student from this teaching
situation. Inducting new teachers can be thrilling, but is indeed the time to shift
from academic to professional standards.

In this handbook we have included timelines for you and the teacher candidate
to use as a reference guide. These timelines are here for you to use as a general
guide, but ultimately the timeline is up to the discretion of the cooperating
teacher based on the teacher candidate’s abilities and the classroom needs.

Honorarium for Cooperating Teachers

The SOE presents small financial honoraria to cooperating teachers in
appreciation for their professional assistance in the training of future teachers.
By January 1st (fall placements) or June1st (spring placements), cooperating
teachers should complete all forms on goEd as outlined on page 10 for
Practicum and page 16 for Student Teaching. Also, we must have a W9 on file
to process payment. The W9 can be mailed, faxed or emailed to the Field
Placement Coordinator. All forms must be received by due date in order to
process payment. Please note that we will not be able to compensate you if
you do not submit your payment request on time.

Preparation for the Arrival of the Student

Before the student arrives, you can take steps to establish a positive environment
in which the student can learn and grow professionally.

It is very helpful if you prepare a work area for the student to designate a place
for personal items such as clothes, books, and teaching materials. Copies of

29

curriculum guides, textbooks and teachers' guides, handbooks, faculty and
student directories, or other materials that you think will help the student can
provide a good start with you and your students.

The students in your class should be prepared for the teacher candidate. They
should know the length of time in which the student will be in the classroom and
that he or she should be given as much respect as any other teacher in the
school. In the secondary level, desktop names or seating charts for each class
can help a teacher candidate immensely.

Please inform the school faculty, administration, and staff prior to the arrival of
your teacher candidate. You might set up conferences for the first week
between the teacher candidate and various school personnel (e.g., principal,
vice-principal, guidance counselor, department chair, media specialist, etc.).
Such meetings enable the teacher candidate to learn about school personnel,
services and general policies.

Supporting the Student

Communication
Establishing a rapport with the teacher candidate will allow initial teaching
experiences to take place in a supportive atmosphere. It is important that you
model the types of lessons/activities you expect the student to prepare, and
share your long-range plans, in order to help the teacher candidate develop
effective individual lesson plans. Praise and encouragement (when
appropriate) can go a long way because this is an anxious time for the teacher
candidate. Specific constructive criticism can clearly identify ways of
improving. Although too much responsibility too soon might inhibit the student’s
successful growth, too little responsibility detracts from growth as well.

Acquainting the student with your school and class
You may want to arrange for the teacher candidate to tour the school building,
including the staff lounge, cafeteria, art, music, physical education rooms,
library, special education facilities, and any other facilities unique to the school.
It is also helpful to direct the student to other resources in your classroom or in
the school, which may be useful in lesson preparation, in addition to the copies
of textbooks, workbooks, and curriculum guides available in your classroom.
Inform the student of any individuals in the classroom with special needs and
share ways you have found to meet those needs successfully.

Helping the student better observe teaching
Sharing your lesson plans will both guide your teacher candidate’s observations
and reveal the preparation needed for successful teaching. You might suggest
specific areas for the student to focus upon while observing and share your own

30

reactions about the lesson you just taught, noting any changes you might make
if you were to do the lesson again.

It is helpful if you demonstrate varied teaching methods and materials. Please
encourage teacher candidates to observe other teachers as well.

Involving the students in all capacities
Please suggest ways for the teacher candidate to become actively involved in
your classroom right away (tutoring, small group work, developing bulletin
boards, etc.). See Appendix A for more suggestions.

The teacher candidate looks forward to sharing your duties and responsibilities,
and with your prior instruction and modeling, should be able to assume them at
an incremental pace. You can aid the teacher candidate's professional growth
by encouraging participation in parent-teacher conferences, teacher in-service
meetings, extra-curricular activities, and professional organizations whenever it is
appropriate and feasible.

Working with the University Supervisor
You and the supervisor are the two expert advisors for the teacher candidate.
Supervisors will meet with you, as the semester begins and during the midterm
and final evaluations of the teacher candidates. You may always contact the
university supervisor with questions or concerns by contacting the Office of
Teacher Education.

Evaluating the Teacher Candidate

Planning
To assist the teacher candidate in developing comfort and confidence in
teaching, plan cooperatively and review the student's daily plans. Expect
consistent, effective lesson plans. No teacher candidate should teach without
such planning.

Observations
Critique the teacher candidate’s lessons, sharing your observations in a
constructive and timely manner. For formal observations, give complete written
and oral feedback using the appropriate forms. For other lessons, give enough
oral or written feedback to provide the teacher candidate guidance for future
lessons.

Evaluations
Conversing frequently and openly, on a daily basis, with the teacher candidate
assures that the two of you are working as an effective team and nurtures the
teacher candidate's quest to become an effective teacher. Informal
conversations are one of the most effective ways to give this type of feedback.

31

Reviewing the student's performance at the end of each week is another way
to offer constructive feedback in a timely manner, pointing out strengths and
suggesting specific ideas for overcoming needs. This might also be a good time
to discuss the academic and social needs of individual students. Forms E and F
indicate the specific teaching skills and strategies American University uses to
identify high standards. These performance-based assessments direct
evaluation and feedback toward actual teacher practice.

A successful field experience should prepare a teacher candidate to perform at
a level that is consistent with professional standards for a beginning teacher. As
the cooperating teacher you will be responsible for assisting in the achievement
of that level of proficiency, which will qualify the teacher candidate for
entrance into the teaching profession. Included in the Appendix is a set of
performance standards, which have been adapted from InTASC: The Interstate
New Teacher Assessment and Support Consortium. Please refer to this document
to assist you in writing the midterm and final recommendation for your teacher
candidate.

Guiding a Candidate that is not progressing
• Identify the problems and discuss them with the teacher candidate and

university supervisor in a three-way conference.
• Identify areas for growth, and create an action plan to remedy the problem.
• Arrange for the teacher candidate to observe you teaching a lesson to a

small group, and then have the teacher candidate teach the same lesson to
another small group (micro-teaching).
• Be sure that the teacher candidate understands the performance
expectations of the field experience.
• Increase observations of teacher candidate and provide continuous written
and verbal feedback that includes specific examples for change.
• Provide many opportunities for the teacher candidate to reflect on the
instruction and assess their own performance. Use audio and videotaping.
• Identify strengths, and have teacher candidate work in areas of strength to
enhance the possibility of success.
• Keep accurate records of specific instances of difficulties, and discuss with
teacher candidate.
• Arrange for the principal or another teacher to observe the teacher
candidate, and provide feedback.
• AU requires our teacher candidates to video themselves "in action" during
the student teaching semester. If the student asks you to view the lesson,
please support this effort. These evaluations enable us to monitor and assess
student professional development through their pre-service training, identify
program strengths and weaknesses, and obtain recommendations for
program and staff refinement.

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The University Supervisor

Responsibilities

The supervisor is the liaison between SOE and the school where the teacher
candidate is placed for their field experience. The primary function of the
university supervisor is to provide guidance for the teacher candidate in their
development of teaching competency and to give assistance to the
cooperating teacher.

Supervisors are responsible for the following:
• Attending University Supervisor Training session each semester
• Initiating and leading an initial meeting with the cooperating teacher and

teacher candidate
• Conducting pre- and post conference meetings for every formal observation

to assist in improving instruction, analyzing problems, identifying strengths,
and reflecting on teaching effectiveness

o Pre-meeting for every formal observation either in person or via phone
at least one day prior

o Post-meeting should take place after the lesson
• Reviewing lesson plans prior to formal observations and giving feedback via

email or phone
• Completing required evaluation forms as outlined in the checklist
• Unannounced visit – once during the practicum semester
• Communicating regularly with assigned teacher candidates and their

cooperating teachers
• Suggesting specific strategies or approaches if teacher candidates are

unsuccessful in implementing particular lesson plans or have management
problems
• Utilizing the observation framework, lesson plan format and rubric, and the
InTASC standards to frame the evaluation of teacher candidates
• Assisting teacher candidates in identifying and collecting appropriate
activities for their portfolios
• Monitoring teacher candidate’s progress on graduation portfolio;
• Acting as a resource for teacher candidates as they face the challenges of
teaching and learning
• Complete Concern and Action Plan Form, if necessary
• Assigning a grade for each teacher candidate by using the Student
Teaching rubric (Student Teaching Supervisors Only)
• Grading two portfolios for each assigned student (Example: if you have 2
assigned students you will grade their two portfolios plus two others)

33

Evaluation

Encourage teacher candidates to analyze their own lessons. Support their
efforts in evaluating their performance through the use of video lessons. Suggest
specific areas for the candidates to focus on while observing other teachers'
lessons.

Monitor the pace at which teacher candidates accept responsibilities and
classroom duties from their cooperating teachers.

Observe candidates' lessons on a regular basis, sharing your observations with
them in a timely and constructive manner and completing written lesson
evaluations. Encourage teacher candidates to use a variety of appropriate
teaching methods and materials.

Check the teacher candidate’s developing portfolio at each post-observation
conference. The student should have 1 new portfolio entry loaded up for you to
review at each observation.

Communicate on a regular basis with the Supervisor Leads and Director of
Teacher Education about the teacher candidates' progress. Carefully
documenting problems in a placement allows everyone involved to work
toward a successful field experience or, if that is not possible, an informed,
thoughtful change. Please use the Concern and Action Plan Form to document
problems in the placement.

Join the teacher candidates and their cooperating teachers in both the Mid-
Term and Final Conferences and complete the appropriate evaluation forms
and the Student Teaching Rubric for student teaching candidates. The purpose
of the conferences is to discuss the candidate’s progress to date and to discuss
specific strengths as well as recommendations for improvement. This feedback
provides the student with clear directions and expectations about
competencies and skills.

The final evaluation conference can be a rewarding culminating experience for
the teacher candidate provided that there are no last minute surprises. This
conference includes a summative report of the performance criteria that has
been considered and discussed during the student teaching semester. This
conference should result in the teacher candidate knowing his or her strengths
and areas for continued growth. It can also be a time to discuss the type of
teaching position for which the candidate is best suited.

A successful field experience should prepare the teacher candidate to perform
at a level that is consistent with professional standards for a beginning teacher.
As the supervisor, you will be responsible for assisting in the achievement of that
level of proficiency, which will qualify the teacher candidate for entrance into
the teaching profession.

34

Concern and Action Plan Form

The American University Teacher Education Concern and Action Plan Form is
located in goEd under each candidates’ Forms. There is also an electronic copy
in goEd under Important Documents.

Purpose:
The purpose of the Concern and Action Plan Form process is for the American
University (AU) School of Education (SOE) Teacher Education Community to
identify teacher candidates who may need remediation, intervention or
additional support to successfully complete the professional requirements for
their program of study in Teacher Education.

The AU SOE Community encompasses teacher candidates, faculty, AU
supervisors and mentors, AU staff, P12 students, P12 teachers, administrators and
staff.

Process Steps:
A faculty member or P12 stakeholder sends a written request to meet with the
teacher candidate. This request should include the Director of Teacher
Education. At this time, faculty member or P12 stakeholder completes a
concern form and presents completed concern form along and discusses it with
the teacher candidate. During this meeting, a specific action plan should be
created. If no action plan is agreed upon, both parties will meet with the
Director of Teacher Education to develop an action plan. If no action plan is
warranted, the concern form is not formalized.

If a warranted action plan is not completed to the satisfaction of all parties, the
Director of Teacher Education and the Dean of SOE will conduct an automatic
review. Based on this review, the teacher candidate may be dismissed from
his/her field experience and/or program.

The Concern Form should not be used in the following situations:
o Cases of academic dishonesty: Those cases should be reported directly to

the Dean of SOE.
o Cases of psychological or physical concerns: Those cases should be reported

using American University’s CARES form located in the portal.
o Cases of potential low performance in a class: Those cases should be

reported using American University’s Early Warning system.

35

Examples of concerns that should result in completion of a concern form
include, but are not limited to:
• Blatant dishonesty or breach of confidentiality
• Difficulty with basic social skills (eye contact, tone of voice, etc.)
• Disruptive behavior towards the AU SOE Community
• Excessively absent or late for class or field placement
• Inability to contribute effectively in a group setting
• Lack of content knowledge in any content area he/she is or will be teaching
• Lack of proficiency in written and/or oral language skills
• Late submission of forms
• Negative response to feedback
• Poor classroom management
• Poor grammar or readability of written work, including coursework and work

related to field experiences
• Reluctance to reflect on teaching practices
• Unprofessional dress or demeanor when interacting with the AU SOE

Community

Examples of concerns that could lead to automatic removal from placement
include, but are not limited to:
• Blatant refusal to teach
• Excessive absenteeism
• Inappropriate relationships with students or teachers
• Inappropriate use of social media
• Verbal or written unprofessional language towards a student, supervisor,

cooperating teacher, teacher candidate or parent

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IV. Praxis Tests

Praxis requirements for graduation and licensure

This link provides you with a list of the required Praxis exams
http://www.ets.org/praxis/dc/requirements. You must have passing scores on
all required tests to receive a license.

You are responsible for three sets of Praxis examinations (more details below).
They are:

1. Praxis CORE
2. Praxis Subject Assessments
3. Principles of Learning and Teaching (PLT)

Test Score Reporting

Please send test scores to both AU and OSSE:
• American University Test Code #5007
• OSSE Test Code #7076

When registering for a test, sending test scores is free. It costs money to send test
scores after your take a test, so send test scores when registering.

1. Praxis CORE

The Praxis CORE is a basic skills test consisting of three subtests in reading, writing
and math. If you wish to take all three computer-delivered Core exams (5712,
5722, 5732) at the same time, select Core Academic Skills for Educators
Combined Test (5751) when registering. Scores will be reported by individual test
(5712, 5722, 5732). The qualifying scores for licensing is as follows:

• CORE: Reading 156
• CORE: Writing 163
• CORE: Math 150

2. Praxis Subject Assessments

The Praxis® Subject Assessments measure knowledge of specific subjects that K–
12 educators will teach, as well as general and subject-specific teaching skills
and knowledge.

Praxis Subject Assessments include over 90 different tests, ranging from
Agriculture to World Languages. The test you take depends on OSSE’s
requirements for the teaching discipline you are pursuing. Before you register for
a test, confirm OSSE’s testing requirements here, as well as the associated
passing scores: http://www.ets.org/praxis/dc/requirements

37

3. Principles of Learning and Teaching (PLT) Exam

This exam corresponds with the grade level associated with the degree you are
seeking. If you are a K-12 licensure-seeking candidate, then you will take the
grade level exam for the grade(s) you hope to teach. This does not lock you into
teaching those grade levels.

• PLT Early Childhood PK-3 (5621)
• PLT Elementary K–6 (5622)
• PLT 7–12 (5624)

V. Applying for Teacher Licensure

The Office of Teacher Education strongly recommends students apply for initial
DC licensure upon completion of your program. You can apply for an initial
license once your degree has conferred, you have completed the background
check and fingerprinting process and received DC passing scores on Praxis
CORE and applicable Praxis II exams.

The Teacher Education Program at American University is nationally accredited
by the National Association for the Accreditation of Teacher Education (NCATE),
and approved through the District of Columbia, which is a partner in a
reciprocity agreement with the National Association of State Directors of
Teacher Education and Education and Certification (NASDTEC). Reciprocal
certification is accepted in over 40 states. You may find the reciprocity
agreement at www.nasdtec.org/agreement.php.

Licensure is not an automatic process. It has detailed, prescribed procedures,
some of which are time-bound. You should plan carefully to complete the
licensure process in a timely fashion. SOE's Office of Teacher Education is here
to help you through the process, which is outlined below.

Initial Licensure in the District of Columbia
To teach in the public school system, you must be properly licensed. The
Teacher Education Office will answer any questions about the licensing process,
but you are responsible for submitting your online application to OSSE. Teacher
certification is a state responsibility; it is not granted by any university.

By completing a teacher education program at American University, you are
eligible to apply for a Regular II Initial DC License. Following are the procedures
to complete this application:

38

Part I: Your responsibility
● Completing the online application here:
https://octo.quickbase.com/db/bkdy85kmw
● A $50 application processing fee must be paid online.
● Official undergraduate transcript(s) sealed in a college/university
envelope documenting completion of a Bachelor's degree. OSSE also
recommends that all degree-bearing transcripts be submitted to them,
which means you should include your AU transcript and transcripts for any
other graduate degree programs you have completed. You request
transcripts from the Office of the Registrar. Some universities offer digital
direct transcript submission. In this case, you can submit electronically. AU
does not offer accepted digital transcripts. You must scan and upload
your transcripts from AU to your online application.
● Uploading an original fingerprint supported nationwide Criminal
History Report that has been issued within the previous 12 months to your
online application. NOTE: If you are an employee of the DC Public Schools
(DCPS) and you have been fingerprinted by that agency, DCPS will
provide direct access to OSSE with information regarding your criminal
history report. You do not need to upload a document.

Part II: AU’s responsibility
AU completes your Program Verification Form for you and provides it as a PDF
via email so you can upload it to your application. The Field Placement
Coordinator will complete this form once your degree has been conferred.

To review, you as the student take care of Part I, and AU as the institution takes
care of Part II.

Background Check and Fingerprinting Information

DC Public Schools (DCPS) Employees:
All licensure applicants must provide a criminal history record/background
check with their licensure application. The DCPS fingerprinting clearance
process meets this requirement. This applies to initial, renewals, upgrades, and
added endorsements. This clearance must be completed no more than one
year from the date of the application submitted to OSSE. The District of
Columbia Public Schools (DCPS) currently fingerprints existing and recently hired
employees at no cost.

Please complete the online form for Current Employees and then go to the
DCPS Office of Human Resources located on the 10th floor at 1200 1st Street N.E.
Washington, DC 20002 with a government issued ID (i.e. driver’s license or
passport). DCPS will provide the original fingerprint clearance directly to OSSE.

39

You will not receive a print out. OSSE cannot accept applications that are not
inclusive of an official fingerprinting clearance from DCPS.

If you are not a current DC Public Schools Employee, but you are a candidate
that has been invited for fingerprinting, please follow the steps outlined in your
invitation letter from DCPS.

If you are not a current DC Public Schools Employee, you may not access
fingerprinting services from the District of Columbia Public Schools.

Non-DCPS Employees
Applicants who are not employed or recently hired by the District of Columbia
Public Schools (DCPS) must submit official background check results from the
FBI. You will scan and upload this document to your online application.

STEP 1
Go to one of the following locations to complete your fingerprinting with a photo
ID (passport or driver’s license):

• Central Business Services Hours: 9:00 - 5:00 M-F
1634 I Street, NW Suite 402 Cash Only
Washington, DC 20005-1226 Card provided
(202) 628-3716
Hours: By appointment
• Miller Consulting Services Card provided
118 E. Broad Street, Suite B
Falls Church, VA 22046
(703) 241-4911

• ID Systems, Inc.
1010 Vermont Avenue, NW, Suite 221
Washington, DC 20005
(202) 265-6500

• American Fingerprinting Services
4800 Hampden Ln #200
Bethesda, MD 20814
(240) 235-0974

Some (not all) local police stations can do it for you as well, but you must bring a
blank card with you for fingerprinting. The FBI will accept cards printed on
standard paper, or you can call the FBI to have them send you a blank card for

40

fingerprinting. You can request a card from the FBI by calling 304-625-5590 or
you can download the form by searching for FD-258 at www.fbi.gov. Check with
your local police station first to see if they will fingerprint you and if they will
complete the fingerprinting on standard paper.

Blank cards and more information can be found at www.fbi.gov. Scroll down
and select Identity History Summary Checks under Services & Safety (midway
down on the right).

STEP 2
The next step is to mail your fingerprints in an envelope along with the following
items:

Complete the online Applicant Information Form on the FBI webpage. It can be
accessed here: https://forms.fbi.gov/identity-history-summary-checks-review

Payment: Option 1: Pay by credit card using the Credit Card Payment Form. It
can be accessed here: http://www.fbi.gov/about-us/cjis/identity-history-
summary-checks/credit-card-payment-form. Don’t forget to include the
expiration date of the credit card that you are using. Option 2: Obtain a money
order or certified check for $18 U.S. dollars made payable to the Treasury of the
United States. Please be sure to sign where required.

Mail your Fingerprint Card, signed Applicant Information Form, and Payment to:
FBI CJIS Division – Summary Request, 1000 Custer Hollow Road, Clarksburg, WV
26306

Please note that this process may take up to 16 weeks to complete, so we
encourage you to submit your fingerprints to the FBI at the beginning of your
student teaching.

It can take the FBI 12-16+ weeks to complete fingerprints and mail them out. If
this is too long, you have the option below:

FBI Channeler Option: All American Protective Services

https://www.americanident.com/
Rockville: 7361 Calhoun Place #485, Rockville, MD 20855 - (301) 296-4499
Bethesda: 6701 Democracy Blvd., Suite 110, Bethesda, MD 20817 - (301) 571-9479

This costs $70, which includes the $18 FBI fee. You do not need to fill out any
paperwork prior to going there. You can walk-in or schedule an appointment on
their website. It takes approximately seven days to receive your official letter in
the mail.

41

Licensure in Other States

Students who complete approved teacher preparation programs and pass the
appropriate national teacher examinations are eligible to apply for teacher
certification (licensure) in the District of Columbia, and through such certification
are eligible for reciprocal certification in over 40 states. Please be aware that
some states may require additional courses or national teacher examinations.
Students should contact individual State Departments of Education for the most
recent information on current state requirements.

42

VI. Portfolio Documents

Professional Teaching Portfolio Requirements

The culminating assessment for the Bachelor, Graduate Ce
Portfolio. This Portfolio will consist of purposeful selections of
provide evidence of your growth toward teacher performa
practitioner. In the School of Education (SOE), candidates
assemble this Portfolio.

Your Portfolio is organized by the ten Interstate New Teach
Standards. For each standard, you are required to include
mastery of that particular standard. Artifacts may include
evaluations, photographs, etc. Your portfolio might also en
development opportunities and classroom assignments.

Introduction, Informatio
Resume and
Conclusion Introduction
• The name of the school(s) where you did
• The grade level(s) you have taught that
• If you are a secondary education major

portfolio
• Your pathway to teaching (i.e. traditiona

DC or PG Teaching Fellow, etc.)
• Overall thoughts about teaching

Resume
• The resume is completed during Student

then upload the most current version to
Conclusion
• General thoughts wrapping up your tea
• Plans for the future

ertificate, and MAT program is a Professional Teaching
f your work and reflections on your teaching practice that
ance standards and overall development as a
s use a web-based system (goEd.american.edu) to

her Assessment and Support Consortium (INTASC)
e two unique artifacts (pieces of evidence) that represent
lesson plans, student work, assessments, videos,
ncompass extra-curricular activities, professional

on about You

d your student teaching and practicum or are employed
t are reflected in your portfolio
r, the subject levels you have taught that are in your
al undergraduate/graduate student, career switcher, TFA,

t Teaching Seminar as a required assignment. You will
your portfolio.
aching experience

43

Philosophy of • The Philosophy of Education is complete

Education assignment.

• Explain your beliefs and values as an ed

• Reference history, educational research

support your discussion. Your Philosophy

research, practice or history.

• Explain what kind of learners you want to

• Weave themes discussed in your Philoso

Art

Description • Include two (2) activities that demonstra

classroom, in your AU courses or in your

• Explain the context for artifact – Who wa

where did you use this? Why did you sele

Reflection Write a reflection for each activity. Use the

required to discuss the applicable INTASC s

• How does this artifact connect to the id

• How are activities supported by educat

• How does this artifact provide evidence

• What did you learn from this artifact?

• If this artifact represents an activity from

classroom?

• What would you do differently the next t

IMPORTANT REQUIREMENTS

• On Artifacts:
o Required Artifacts: There are required artifact

Checklist below for a description of all require

§ Video of Teaching: All candidates are

Standard 8. Videos should be between

suggest uploading your video to a VIME

privacy to “Only People with a Passwor

the password. Instructions are located i

o Uniqueness: You must submit 20 unique artifac

ed during Student Teaching Seminar as a required

ducator
h, theorized practice, and your own reflective practice to
y of Education must cite at least one educational

o come out of your classes
ophy of Education throughout your entire portfolio
tifacts
ate evidence of your application of this standard in your

professional life. Write a description for each activity.
as the audience? What was the content? When and
ect this artifact to include in your portfolio?
e following questions to guide your reflection. You are
standard in your reflection.
entified INTASC standard?
tional theory, research, and/or best practice?
e that you impacted student learning and behavior?

m a course, how would you like to apply it in your

time you used the activity?

ts for Standards 2, 6, 7, 8, 9 and 10. Please see Portfolio
ed artifacts.

required to include a video of the candidate teaching for
n 10 – 20 minutes and focus on you teaching. We highly
EO (vimeo.com) account. You can then set the video’s
rd”. Embed the video in GoEd and in the caption, state
in GoEd under Important Documents.
cts. An artifact cannot be used for 2 different standards.

44

o Variety. We recommend that show a variety o
student work, rubrics, assessments, photograp

showcase different outputs from your field exp
artifacts that are assignments from your AU cla
o You cannot use artifacts for future implementa
o You must cite artifacts that you do not create
• On Reflections:
o Undergraduate Citation Requirement: In order
per INTASC standard for a total of 10 different

the reflection where you reference the theory

format.
o Graduate Citation Requirement: In order to pa

every entry for a total of 20 different citations.

reflection where you reference the theory or r

format.

of artifact, including but not limited to lesson plans, videos,
phs and slideshows. The best portfolios are the ones that
perience and classes. You cannot use more than 5
asses.

ation.
e.
r to pass your portfolio, you must include at least 1 citation
t citations. You should include your citation directly below
y or research. You must be consistent with your citation
ass your portfolio, you must include at least 1 citation for
. You should include your citation directly below the
research. You must be consistent with your citation

45

Portfolio Scoring Rubric

Directions to Evaluators: Use the following rubric to assess t
receive a score of 1, 2, or 3. Any row that receives a score
comments that support your rating and provide constructiv
description, artifact or reflection will receive a “No Score” a
candidate for completion. Any Philosophy of Education or
“No Score” and the portfolio will be sent back to the teach

Component Exceeds Requirements (3) Mee

Introduction, -Well thought out and organized -Introduct
Resume and introduction provides helpful informatio
Conclusion information about the student’s experienc
experience in education and the context in
context in which the activities occurred.
occurred.
-Conclusio
-Clear conclusion brings closure provides i
and provides information about student’s
the student’s professional goals.
-Legible re
-Attractive and logically separate
formatted resume is attached as
separate document -Readabil
grammar,
Philosophy of -Readability is enhanced by types of p
Education exemplar grammar, punctuation
and presentation -Demonst
understan
- Demonstrates exceptional theories o
awareness and understanding of approach
the values, theories of education, candidate
and approaches that guide
candidate as an educator.

the components described. Each of the three rows should
e of 1 must be revised and resubmitted. Include
ve feedback to the candidate. Any row that is missing a
and the portfolio will be sent back to the teacher

INTASC standard that is missing a citation will receive a
her candidate for completion.

ets Requirements (2) Needs Development (1)
*must be resubmitted*
tion provides helpful
on about the student’s -Missing or limited introduction
ce in education and the provides no or almost no
n which the activities information about the student’s
. experience in education or the
context in which the artifacts
on brings closure and were collected
information about the
professional goals. -There is no, almost no, or an
inappropriate conclusion.
esume is attached as
document -Resume is missing, very limited, or
difficult to read
lity not impacted by
, punctuation and/or -Readability is significantly
presentation errors impacted by grammar,
punctuation and/or types of
presentation errors

trates awareness and -Philosophy of Education
nding of the values, demonstrates little awareness or
of education, and understanding of the values,
hes that guide theories of education, and
e as an educator. approaches that guide

46


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