Using SEI Strategies in a SIOP Lesson Plan Assignment and Rubr.docx

Using SEI Strategies in a SIOP Lesson Plan Assignment and
Rubric
Assignment Instructions:
Create a SIOP lesson plan that integrates students' reading
levels, cultural background, language objectives, content
objectives, and best instructional practices for ELLs, as well as
authentic assessment for a grade level and content area of your
choice.
Use the SIOP lesson plan template, located on the College of
Education site in the Student Success Center, and the "Class
Profile” to complete this assignment.
From the “Class Profile,” specify a grade-level of your students.
Choose a performance objective from the ELA Common Core
State Standards to create the content objective for your lesson.
Select the English language proficiency standards based on the
needs of your students. Consider applicable language
acquisition stages of development in designing your lesson plan.
Integrate the following:
1. Lesson Preparation
2. Building Background
3. Comprehensible Input
4. Strategies
5. Interaction
6. Practice & Application
7. Lesson Delivery
8. Review & Assessment
APA format
This assignment uses a rubric. Please review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
You are required to submit this assignment to Turnitin.

Submit this assignment to your instructor in LoudCloud at the
end of this topic.
Standards/Competencies Assessed:
Standards and program competencies assessed in the benchmark
assignment:
· InTASC: 3(f), 4(m)
· TESOL: 2.a
· COE Program Competencies:
· D 7, C 7.1: Candidate will integrate ELLs cultural values and
beliefs in the context of teaching and learning. (TESOL 2.a;
InTASC 3f, 4m)
Scoring Guide:
CRITERIA
%
Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent
CATEGORY
0%
65%
75%
85%
100%
Standards
10%
No standards are mentioned in the lesson. Lesson is not aligned
to standards.
Some standards selected are not adequate for class profile or are
not referenced.
All standards selected are adequate for class profile and are
referenced. Lesson is vaguely aligned to standards.

All standards selected are adequate for class profile and are
referenced. Lesson is aligned to standards.
All standards selected are appropriate for class profile and are
referenced. Lesson is clearly and accurately aligned to
standards.
Content and Language Objectives
10%
Content and language objectives are missing. Content
vocabulary is not addressed.
Missing either content or language objectives. Content and
language objectives do not provide a clear sense of what
students will know and be able to do as a result of the lesson.
Objectives are unclear, or
are unrelated to standards. Incomplete reference to vocabulary
instruction.
Both language and content objectives are present, and most are
aligned to standards. Stated language objectives provide a
minimal sense of what students will be able to do as a result of
the lesson. Adequate attention is provided to content vocabulary
instruction.
Most objectives provide a path to what students will know and
be able to do as a result of the lesson. Multiple strategies for
addressing content vocabulary instruction are evident.
All objectives are aligned to standards. Extensive, well-planned
focus on teaching and reviewing content vocabulary before,
during, and after the lesson.
SIOP Model
20%
Fails to use the SIOP model. The lesson plan is missing many of
the required components. The activities are missing, weak, or
incomplete. Skills and activities are not grade-appropriate.
Uses the SIOP model though not all lesson plan components are
addressed.
Uses the SIOP model. All lesson plan components are at least

minimally addressed. The fluency skills and activities are
differentiated.
Uses the SIOP model. All lesson plan components are fully
addressed. The fluency skills and activities are differentiated
and provide meaningful practice with familiar text.
Correctly uses the SIOP model. All lesson components are fully
addressed. Uses exceptionally organized activities that create
multiple, differentiated, and meaningful opportunities to
practice.
SEI Strategies (Utilizes SEI Strategies listed in assignment.)
30%
SEI strategies are neither clearly identified nor addressed.
SEI strategies are present, but are vague and/or poorly
developed.
SEI strategies are present, but are not fully developed.
All SEI strategies listed are appropriate for the class profile and
are utilized in the lesson.
All SEI strategies are well-designed for the class profile
students and are creatively interwoven into the learning
experience.
Appropriateness
InTASC 3f, 4m
TESOL 2.a
COE 7.1
10%
Plan is not appropriate for the profile of students.
Plan vaguely integrates students’ diverse cultural backgrounds.
Content, materials and strategies are intended for the class
profile of students, but could be more fully developed.
Plan integrates students’ diverse cultural backgrounds. Content,
materials and strategies are intended for the class profile of
students, but could be more fully developed.
Plan integrates students’ diverse cultural backgrounds. Content,

materials and strategies are designed for the class profile of
students.
Plan clearly and realistically integrates students’ diverse
cultural backgrounds. Content, materials and strategies are
engaging and well-designed for the class profile of students.
Review and Assessment
10%
Assessment is not addressed.
Assessment is attempted, but lacks clarity or is not fully
developed.
Assessment is adequate for content and class profile. All
student objectives are measured.
Assessment is appropriate for content and class profile. All
student objectives are clearly measured.
Assessment is well-designed and appropriate for content and
class profile. All student objectives are clearly and creatively
measured.
Mechanics of Writing (includes spelling, punctuation, grammar,
and language use)
10%
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice and/or
sentence construction are employed.
Frequent and repetitive mechanical errors distract the reader.
Inconsistencies in language and/or word choice are present.
Sentence structure is correct but not varied.
Some mechanical errors or typos are present but are not overly
distracting to the reader. Correct and varied sentence structure
and audience-appropriate language are employed.
Prose is largely free of mechanical errors, although a few may
be present. A variety of effective sentence structures are
utilized.
Prose is completely free of mechanical errors. A variety of
effective sentence structures are utilized. Writing is engaging
and practice related language is utilized.

© 2015. Grand Canyon University. All Rights Reserved.
Effective Date: July 2015 Page 4 of 4
1

2
Grand Canyon University
Dual Placement Student Teaching Manual:
Bachelor of Science in Elementary and Special Education
Bachelor of Science in Early Childhood Education
Master of Education in Early Childhood Education
3

Table of Contents
Table of Contents
...............................................................................................
........................................... 3
Introduction
...............................................................................................
.................................................... 6
Accreditation
.................................................................................. .............
.................................................. 6
Disclaimer
...............................................................................................
...................................................... 6
College of Education Mission Statement
...............................................................................................
....... 7
Statement of Education Philosophy
...............................................................................................
............... 8
Learning, Leading, Serving
...............................................................................................
............................ 8
Conceptual Framework
...............................................................................................
.................................. 9
Clinical Practice: Serving
...............................................................................................
............................... 9

Student teaching (clinical practice) Roles
...............................................................................................
.... 10
Suggested Schedule for Each 8 Week Session
............................................................................................
11
Teacher Candidate Responsibilities
...............................................................................................
............. 13
Student teaching (clinical practice) Grievance Process
............................................................................... 14
Student teaching (clinical practice) Seminars and Teacher Work
Sample .................................................. 14
Clinical Practice Seminar Courses: Dual Placement Student
Teaching ...................................................... 16
Curriculum/ Lesson Planning
...............................................................................................
....................... 16
Prerequisites
...............................................................................................
................................................. 17
Application
...............................................................................................
................................................... 18
Potential Sites
...............................................................................................

............................................... 18
Placement Assignments and Changes
...............................................................................................
.......... 19
4
Withdraw or Cancellation of a Placement
...............................................................................................
.... 20
Clinical Practice Activity Log
...............................................................................................
...................... 20
COE Clinical Practice Expectations and Academic Standards
................................................................... 21
Dispositional Expectations
...............................................................................................
........................... 22
Clinical Practice Expectation Violations
...............................................................................................
...... 23
Zero Tolerance Policy
...............................................................................................

.................................. 24
Disability Services and Special Accommodations
...................................................................................... 25
Cooperating Teacher Responsibilities
............................................................................................. ..
.......... 25
Collaborative Observation Process
...............................................................................................
.............. 27
GCU Supervisor Responsibilities
...............................................................................................
................. 28
Site Visits
...............................................................................................
..................................................... 30
Mentor Responsibilities
...............................................................................................
................................ 31
(as applicable)
...............................................................................................
.............................................. 31
Supervision, Evaluation, and Performance-based Assessment
................................................................... 33
Teacher Candidate Corrective Action Plan
...............................................................................................
.. 36

Appendix
...............................................................................................
...................................................... 37
EEI Lesson Plan Template
...............................................................................................
........................... 38
UbD Lesson Plan Template
...............................................................................................
.......................... 40
SIOP Lesson Plan
...............................................................................................
......................................... 43
Student Teacher Instructions
...............................................................................................
........................ 44
Video Recording Permission Request
...............................................................................................
.......... 45
Using the IEP Meeting Observation Parent Consent Form
......................................................................... 46
5

IEP Meeting Observation Parent Consent Form
......................................................................................... 47
Cooperating Teacher Formative Feedback Form
........................................................................................ 48
Teacher Candidate Collaborative Evaluation Instrument: Site
Visit # 1 ..................................................... 50
Visit # 2; Site Visit #3............................... 53
Visit #4 ...................................................... 57
GCU Teacher Candidate Progress Form
...............................................................................................
...... 74
...............................................................................................
...................... 75
Student teaching (clinical practice) Cancellation Form
.............................................................................. 76
Student Teaching Frequently Asked
Questions……………………………………………………………
……………..77

6
Introduction
Congratulations on your advancement to the final stage of your
degree program: Clinical Practice.
We are dedicated to supporting you through this process and to
promote a positive and productive
clinical practice experience.
The purpose of clinical practice experiences is to help prepare
innovative, reflective and creative,
professional educators with high ethical and moral standards
who have the understanding, attitudes
and skills necessary for effective teaching. Please note that your
Student teaching (clinical practice)
will be a full time/full day experience Monday-Friday for the
duration of 16 weeks. During this time
the teacher candidate is also enrolled in seminar coursework.
The clinical practice experience is a
professional commitment that must be taken seriously.
This handbook contains an overview of the GCU College of
Education and the clinical practice

experience. It further describes the role of the Teacher
Candidate and the responsibilities he/she is
expected to fulfill in the host Cooperating Teacher’s classroom,
as well as in the seminar
coursework. It is important to review the supporting roles
involved in the clinical practice
experience to understand your resources.
Accreditation
The College of Education values and embraces data-driven
decision-making to inform continuous
improvement and to reflect on the effectiveness of its programs.
The College's operations and its
teacher and administrator preparation programs are reflective of
standards and principles espoused
by national accrediting bodies, professional education
organizations, and the Arizona Department of
Education. These include the National Council for Accreditation
of Teacher Education (NCATE
2008); the Interstate New Teacher Assessment and Support
Consortium (INTASC 2008); the
National Board Professional Teacher Standards (NBPTS); the
Interstate School Leaders Licensure
Consortium (ISLLC 2008); and the Arizona Professional

Teacher Standards (APTS).
Disclaimer
Grand Canyon University’s College of Education reserves the
right to make changes of any nature to
this manual when they are deemed necessary or desirable. This
manual is for informational purposes
and does not constitute a contract. The Grand Canyon
University Teacher Preparation Program
Practicum/Field Experience Manual does not establish a
contractual relationship; rather, the manual
sets forth academic and other requirements that a learner must
meet to be granted a degree and, in
7
some circumstances, to continue to be enrolled at the
institution. While advisors and other Grand
Canyon University personnel are available to guide the learner
with respect to the requirements, it is
the ultimate responsibility of the learner to follow them.

College of Education Mission Statement
Professional education programs at Grand Canyon University
are designed to support and promote
the University's mission to prepare learners to become global
citizens, critical thinkers, effective
communicators and responsible leaders from the context of its
Christian heritage. The College
of Education inspires excellence in pedagogy and scholarship;
advances reflective, innovative and
collaborative teaching practices to maximize student learning
and achievement; promotes servant
leadership in educational communities; and engages a diverse
and global community of learners
with purpose and passion.
Through its professional education programs, the College
teaches that all students can learn and that
focused teaching or administrator practice can maximize that
learning and achievement. The culture
and Christian heritage of the University promote a spirit of
servant leadership within the College's
faculty, staff, and learners so they can minister to people within
the broader educational community.
Education is a powerful tool with which to purposefully engage
a diverse, global community; the

College exhorts its faculty, staff, and learners to do so with
fervor.
The College of Education's Arizona state-approved educator
preparation programs are designed to
promote the required knowledge, skills, and dispositions
necessary for learners to become highly
effective educational leaders in the broader educational
community. Opportunities for teacher and
administrator candidates to refine and apply them are integrated
throughout their programs of study
in practicum/field experiences, possibly culminating in a
student teaching (clinical practice) or
internship experience dependent on the program. Non-
certification programs are designed to
increase the learner's knowledge and opportunities within their
chosen fields of study.

8
Statement of Education Philosophy
Learning, Leading, Serving
Learning:
We believe that all students can learn and that highly effective,
innovative and collaborative
teaching and administration maximizes best practices as well as
student learning and achievement.
Effective teachers and administrators are highly educated,
skilled, committed and compassionate;
they ensure all students learn to the best of their ability.
Leading:
We believe that education is a powerful tool with which to
purposefully engage a diverse, global
community. As our teacher and administrator candidates find
their purpose and calling
within education, they seek to lead others to reach their God-
given potential in order for them to
influence the changing world.

Serving:
The culture and Christian heritage of the University promotes a
spirit of servant leadership within
the College of Education's faculty, staff and learners so they
can serve people within the broader
educational community.
9
Conceptual Framework
A conceptual framework
establishes the shared vision for a unit’s efforts in preparing
educators to
work in P–12 schools. It provides direction for programs,
courses, teaching, candidate performance,
scholarship, service, and unit accountability. The conceptual
framework is knowledge-based,
articulated, shared, coherent, consistent with the unit and/or
institutional mission, and continuously
evaluated. The conceptual framework provides the bases that

describe the unit’s intellectual
philosophy and institutional standards, which distinguish
graduates of one institution from those of
another. (2012-2012 NCATE)
The clinical practice section of our program is closely aligned
with our conceptual framework using
the learning, leading, and serving components as a way to help
mark and guide our teacher
candidates’ experiences. All experiences, their level of
engagement, along with the associated
assignments, evaluations, and performance measures are
designed to support the teacher candidate
as they journey from their foundational/exploratory experiences
to their final summative experience:
clinical practice. Throughout the program, Teacher Candidates
complete self-evaluations on their
dispositions in alignment with GCU Domain 5: Learning,
Leading, and Serving. The block 1 self-
evaluation is focused on their inner dispositional characteristics
as a learner. The block 2 self-
evaluation is focused on their initial field work as a leader.
Upon the completion of block 3, clinical
practice, each teacher candidate submits a final self-reflective
essay considering and reflecting on

their dispositional growth, changes, and understanding of
becoming a teacher in accordance with our
conceptual framework and standards.
Assignments and evaluations are scaffolded and documented in
the course areas and in Taskstream,
allowing for the candidate and their respective instructors and
supervisors to view their progress.
Assessments progress from using formative evaluations using
feedback and reflection to help
teacher candidates understand, monitor and adjust their learning
while moving them towards the
summative experience of student teaching (clinical practice).
The final summative experience is
documented and assessed through the COE collaborative student
teaching (clinical practice)
evaluation instrument as well as their work sample. These mark
the final documentation and
evaluation of the teacher candidate’s classroom experience.
Clinical Practice: Serving
This final block in the teacher candidate’s experience is the
summative experience of full-time
clinical practice which we mark as the serving role. Assigned
to a specific school and cooperating

teacher, the teacher candidate moves from the assisting role to
taking over all of the regular teaching
10
duties during the full-time time experience. While in the full-
time role, the teacher candidate works
closely with the cooperating teacher as well as the GCU field
supervisor to receive feedback on their
teaching duties and instructional competence. Frequent
opportunities for feedback and reflection are
given to the teacher candidate with targeted feedback designed
around specified InTASC standards
and the COE collaborative clinical practice evaluation form.
This allows for formative and
summative feedback in all areas necessary for a teacher
candidate. Included in this block is the
directed and targeted work sample as well as the final reflective
dispositional essay.
Student teaching (clinical practice) Roles
The following individuals are in position to support teacher
candidates during the student teaching

(clinical practice) experience. Each role contributes a vital
aspect of development in the skills and
attributes necessary of a teacher candidate. It is important the
Cooperating Teacher, GCU Faculty
Supervisor, and Field Experience Specialist work together with
open communication and dialogue
regarding candidate progress.
in whose classroom the
teacher candidate is placed in to complete the student teaching
(clinical practice) experience.
The cooperating teacher must be certified, endorsed, and/or
licensed as a teacher. The
primary responsibility of the cooperating teacher is to the
school and district, then to the
teacher candidate. These individuals have the expertise to
provide formative and summative
feedback on teacher candidate performance.
GCU-approved supervisor who
has oversight responsibility for the development,
implementation, and evaluation of the

teacher candidate. The GCU supervisor is also certified,
endorsed, and/or licensed as a
teacher. This individual will work closely with the teacher
candidate, the cooperating
teacher, and the course instructor, to ensure that the quality,
integrity, and outcomes of the
student teaching (clinical practice) experience meet the
university’s standards.
faculty
member assigned to teach the
student teaching (clinical practice) courses. Course instructors
are responsible for
implementing course assignments, as required through the
syllabus, which relate to the
student teaching (clinical practice) experience and to provide
formative feedback on teacher
candidate performance.
11

is the university representative
that supports the cooperating school personnel. The Field
Experience Specialist verifies the
cooperating teacher’s credentials, and acts as liaison between
the student teaching (clinical
practice) placement and the university. The Field Experience
Specialists are the primary
support resource for cooperating teachers and faculty
supervisors
and currently serving in a
contracted teaching position, it is not necessary to secure a
cooperating teacher for
supervisory responsibilities. In those cases, and upon approval
of the building principal, a
mentor will be assigned to coach the teacher candidate.
Suggested Schedule for Each 8 Week Session
Teacher Candidate (STU) Cooperating Teacher (COOP) GCU
Supervisor (SUP)
Prior to
Week 1

Contact COOP & SUP; Discuss
expectations, policies, and
procedures. Contact the Clinical
Practice Coordinator with any
questions.
Contact STU & SUP; Discuss
expectations, policies, procedures.
Coordinate schedules for
collaborative observations. Submit
required paperwork to the Teacher
Education Specialist.
Contact STU & COOP; Discuss
expectations, policies, procedures.
Coordinate schedules for
collaborative observations. Submit
required paperwork to the Field
Experience Specialist.
Week 1

Acclimate to classroom.
Observe COOP. Discuss
curriculum planning with your
CT and begin to brainstorm
ideas for your Teacher Work
Sample.
Assist STU in acclimating to
classroom. Introduce STU to
students and other school faculty.
Talk through curriculum planning,
lesson planning and management
plans in the classroom. Assist the
candidate in brainstorming unit
ideas for the Teacher Work Sample.
Be available for questions, concerns
and feedback.
Week 2

Continue to observe. Begin
assisting with lessons. Take part
in daily and weekly routines.
Allow candidate to assist with
students, model lessons, learn
classroom routines and grading
procedures, and set up daily/weekly
expectations.
and feedback. Ensure candidate and
Cooperating Teacher are planning
for implementation of Teacher
Work Sample.
Week 3
Take on additional lessons.
Begin “phase in” period for
Gradually increase STU teaching
responsibility.
Arrange meeting with COOP to

discuss upcoming Performance
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lesson delivery.
Increase workload.
Increase workload. Evaluations.
Continue to provide support.
Week 4
1
st
Collaborative Evaluation
completed
Increase work load
Should be preparing, with
assistance, all lesson plans and
delivery of instruction. Should

be preparing for implementation
of Teacher Work Sample.
1
st
completed
Increase STU responsibility
Supporting all lesson plan
preparation and lesson delivery.
1
st
completed
Should plan to observe candidate
implementing Teacher Work
Sample.
Week 5
Fully In Charge of Class Be available
for questions and
concerns.

Continue to provide support
and feedback.
Week 6
Fully In Charge of Class Be available
for questions and
concerns.
and feedback.
Week 7
2
nd
completed. You will submit
the completed Clinical
Practice Activity Log to your
supervisor.
Fully In Charge of Class
2
nd

completed
2
nd
completed. You will collect the
completed Clinical Practice
Activity Log and submit as an
attachment in TaskStream.
Week 8
Transition class back to COOP
Begin to transition back into the
classroom responsibilities.
Be available for question, concerns
and feedback.

13
Teacher Candidate Responsibilities
The teacher candidate is responsible for formal interviews of
the cooperating teacher, shadowing
and observing their skills and applied methodology, exploration
of the profession, understanding
related ethical standards, and acclimating to the work setting.
Readiness to accept responsibility will
be the driving force regarding increased independent
responsibility. Drawing upon the academic
Program of Study, teacher candidates are expected to synthesize
previous course material, and apply
theories and content knowledge to develop an individual
professional style.
Policies
Bachelor of Science in Early Childhood Education and Master
of Education in Early Childhood
Education
-time
16-week student teaching
experience consisting of two (2) consecutive eight (8) week
sessions. One session must be in

a Birth to Pre-K setting and the other in a K-3 setting.
regulations of the school of
placement, and to evidence the professional dispositions set
forth by the College of
Education.
-week student teaching experience, a maximum
of five (5) absences are
permitted. Teacher candidates are required to notify both the
cooperating teacher and the
GCU supervisor of any impending absence prior to the
beginning of the school day in
question. Any absences in excess of five days must be made up
at the completion of the
student teaching experience.
Bachelor of Science in Elementary and Special Education
Teacher candidates must be prepared to complete a full-time
16-week student teaching
experience consisting of two (2) consecutive eight (8) week
sessions. One session must be in
an elementary setting and the other in a special education
classroom with a certified special

educator.
regulations of the school of
placement, and to evidence the professional dispositions set
forth by the College of
Education.
-week student teaching experience, a maximum
of five (5) absences are
permitted. Teacher candidates are required to notify both the
cooperating teacher and the
GCU supervisor of your impending absence prior to the
beginning of the school day in
question. Any absences in excess of five days must be made up
at the completion of the
student teaching experience.
14
Responsibilities

CU Supervisor in the first two weeks of
student teaching.
student teaching experience to
discuss the evaluations completed by your cooperating teacher
and GCU supervisor.
operating teacher and GCU supervisor prior
to the eighth week of the
second session of student teaching to discuss the Summative
Evaluation completed by them.
participation in discussion as
appropriate including the clinical practice activity log.
box in the ANGEL classroom. In
addition, upload specific assessments to TaskStream as directed.
-Portfolio you have been
developing throughout the program.
Student teaching (clinical practice) Grievance Process
For issues regarding student teaching (clinical practice)
placement, teacher candidates may contact
their respective Teacher Education Specialist to file a
grievance. If an issue arises during the student

teaching (clinical practice) experience, the teacher candidate
should contact their respective Teacher
Education Specialist to file a grievance.
Student teaching (clinical practice) Seminars and Teacher Work
Sample
The Student teaching (clinical practice) Seminars are sessions
of the student teaching (clinical
practice) experience that includes practical classroom
experiences, research and analysis, and
teaching to support compilation and creation of a Teacher Work
Sample (TWS). The Teacher Work
Sample is a 5 day unit that demonstrates a Teacher Candidate’s
ability to plan, implement, and
assess effective lesson planning using the following 7 standards.
ual Factors: School and Community
Demographics, Classroom
Demographics, Building Trust Relationships, and Classroom
Management
Communicating Student
Progress

15
elf-Evaluation
Teacher candidates will design and implement the 5 day teacher
work sample as part of their regular
student teaching (clinical practice) duties. In addition to the
above standards, all teacher candidates
are expected to ensure that all local and classroom goals are
also met within the work sample. Work
with the Cooperating Teacher and Field Supervisor to help
decide on the unit to be used for the work
sample and of the timing of the work sample. One of your 4
site evaluations could include
observations by the Cooperating Teacher and Field Supervisor
of your teaching during the work
sample.

16
Clinical Practice Seminar Courses: Dual Placement Student
Teaching
The following student teaching courses are required of all
students seeking a credential through the
Early Childhood Education program.
Course
Number
Course Title Student
Teaching
Hours
Field Experience Setting (Required)
ECH 480/680 Student Teaching: Birth
to Pre-K
8 Weeks Birth to Pre-K child care center

ECH 485/685 Student Teaching: K-3 8 Weeks K-3 classroom
Total 16 Weeks
The following student teaching courses are required of all
students seeking an Institutional
Recommendation upon completion of the Bachelor of Science in
Elementary/Special Education.
Course
Number
Course Title Student
Teaching Hours
Field Experience Setting (Required)
EED 480NA Elementary Student
Teaching Session A
8 Weeks Elementary classroom
SPE 448NB Student Teaching in
Special Education:
Cross Categorical
8 Weeks Elementary cross-categorical classroom

Total 16 Weeks
Curriculum/ Lesson Planning
The teacher candidate will be required to follow the state
standards and district scope and sequence
for all lesson planning. She/he will follow the model of the
Cooperating Teacher, who will support
the teacher candidate in lesson planning to address the
standards. The teacher candidate will be
coached to integrate best practices along with some original
ideas. The Cooperating Teacher will
offer feedback and help teacher candidates use criticism to
improve their techniques.
17
Teacher candidates are expected to use the lesson plan design
templates used at the school of
placement. If the school does not have a generally accepted
format, the teacher candidate will use
one of the GCU supported templates: EEI- Essential Elements
of Instruction, SIOP- Sheltered

Instruction Observation Protocol, or UBD- Understanding by
Design (See Appendix for lesson
templates). Each of these templates contains the vital sections
of effective lesson planning. Teacher
candidates should be familiar with utilizing these templates
from lesson planning throughout their
program.
Throughout the Clinical Practice Experience student teachers
will write complete lesson plans for
each topic or subject area they will be teaching. This includes
morning work, group work, and whole
class instruction. It is expected that lesson plans be submitted to
the Cooperating Teacher a
minimum of 48 hours in advance, or earlier as abiding by the
time guidelines of the Cooperating
Teacher.
Please remember this experience is a learning process for the
teacher candidate. The teacher
candidate may need support as he/she advances in lesson
planning and teaching responsibilities. If at
any time the teacher candidate needs additional support beyond
what the Cooperating Teacher
deems reasonable, the Field Experience Specialist must be
notified.

State Mandated Assessments
During the state mandated assessments, the cooperating teacher
should be the one who administers
the test to the students in the classroom. At no time, should the
teacher candidate be in charge of
administering or proctoring these tests.
Prerequisites
The following is a list of items that must be on file with your
Teacher Education Specialist by
the appropriate deadlines:
February 1st for the fall student teaching (clinical practice)
experience
September 1st for the spring student teaching (clinical practice)
experience
-mandated basic skills or Praxis I®
(Basic Skills) prior to student
teaching (clinical practice). Teacher candidates residing in
states that do not have state-

18
specified basic and/or content exams will be required to take the
NES exams or the Praxis
series®.
Passing scores on a Content Knowledge Exam prior to student
teaching (clinical practice).
(Teacher candidates requiring Arizona certification in
application for their local state
licensure will need to complete the appropriate National
Evaluation Series (NES) exams
prior to receiving an Arizona IR. For content areas outside the
approved NES areas, teacher
candidates seeking Arizona certification will be required to hold
24 units in the certification
content area.)
chelor of Science program
and a 3.0 for the Master of
Education program
any academic and/or financial
holds on account to ensure that the academic counselor is able
to complete the required
registration process. The teacher candidate can also contact the

academic counselor to
discuss program progression and academic eligibility.
teaching (clinical practice).
Application
Applications are available to download from the following
URL:
http://www.gcu.edu/Documents/upload/College%20of%20Educa
tion/Student%20Teaching%20Application
8_23_11.pdf
Submit the application to your Teacher Education Specialist by
the assigned deadline. The
application will require you to list three potential placement
preferences along with the appropriate
contact information. Teacher Candidates should not attempt to
make the initial contact with
potential school districts. Initial contact will be made by the
Teacher Education Specialist.
Potential Sites
Following consultation with your Teacher Education Specialist
regarding your interests, needs,
goals, and student teaching (clinical practice) expectations, site
selection is the first and possibly
most important step towards beginning student teaching

(clinical practice). You are responsible for
assembling a list of three potential sites to request for
placement. You will need to list these sites on
your student teaching (clinical practice) application. Consider
the schools where you have completed
field experiences and the relationships you have developed with
them. Be sure your potential
placement is consistent with student teaching (clinical practice)
requirements, desires for skill
development, and future certification or licensure criteria.
tion/Student%20Teaching%20Application8_23_11.pdf
tion/Student%20Teaching%20Application8_23_11.pdf
19
Consider the following:
opportunities afforded you by the

staff and function of the site
regarding student teaching
(clinical practice) experiences: Rule out sites and/or supervisors
that cannot enable you to
satisfy licensure or certification requirements
Placement Assignments and Changes
Your site placement preferences will be honored, if possible
and/or feasible. However, the
University reserves the right to make assignments or
adjustments deemed to be in your best interest
and the interest of other involved parties. You may be removed
from a site assignment at any time if
the cooperating teacher or GCU supervisor determines that the
assignment is detrimental to anyone
being served by you or that you would be better served by
removal. This decision may be appealed
to the College of Education.
Once the Student teaching (clinical practice) Application has
been received, you will be contacted
by your assigned Teacher Education Specialist to discuss the
application prior to contacting the
school district and/or school. This allows you and your Teacher
Education Specialist to discuss the

placement confirmation process and to obtain any additional
information that may be necessary.
During the placement process, you might be required to
complete additional district requirements
which will be completed at your expense. These may include:
writing samples)
transcripts
Your Teacher Education Specialist will notify you when the
student teaching (clinical practice)
placement has been finalized.
20
After your placement is secured, your Teacher Education
Specialist will provide you with
pertinent student teaching (clinical practice) information,

including the contact information for
your assigned GCU Supervisor, with whom you and your
cooperating teacher will be working
throughout your student teaching (clinical practice) experience.
You are required to make
contact with the GCU supervisor and cooperating teacher prior
to the start date of the student
teaching (clinical practice) experience to start building a
working relationship and to discuss the
expectations of all parties. Also be sure to obtain and review a
copy of the school/district policy
manual for teachers, which you will be expected to abide by
throughout your experience.
Please contact your Teacher Education Specialist immediately if
there is a need to cancel,
postpone, or make changes in the placement. Requests for a
change in student teaching (clinical
practice) status must be made in writing. A circumstance such
as extended illness that may
interrupt or delay completion of student teaching (clinical
practice) will be addressed on an
individual basis.
Withdraw or Cancellation of a Placement
The student must contact the Teacher Education Specialist

immediately if there is a need to cancel,
postpone, or make changes in the placement. Requests for a
change in student teaching (clinical
practice) status must be made in writing, with the submission of
the Cancellation Form (See
appendix).
If a student decides to cancel an assigned placement less than
two weeks prior to the placement start
date, the placement will count as the student’s first attempt at
student teaching (clinical practice). In
this case the student will receive one additional opportunity for
student teaching (clinical practice)
placement.
If a student chooses to cancel an assigned placement more than
two weeks prior to the placement
start date, the placement will not count as the student’s first
attempt at student teaching (clinical
practice). This instance will be notated as an early cancellation.
A student will be allowed to submit
an early cancellation a maximum of two times. After two
instances the student will be given one
additional opportunity to accept placement.

Teacher candidates are expected to record a weekly summary of
their teaching activities and contact
hours (see Appendix). The Cooperating Teacher must initial
weekly for approval. Completed and
21
signed copies of the card for each 8 week session must be sent
to your Faculty Supervisor to submit
with the 2
nd
and 4
th
site evaluations. Students are encouraged to keep a copy for
professional records.
COE Clinical Practice Expectations and Academic Standards
The following clinical practice expectations for teacher
candidates in the College of Education
seeks to address the common issues and responsibilities of
teacher candidates who are out in schools
and school districts in a field experience and clinical practice
setting. The statements are designed to

be reflective of the fundamental principles and values that are
desired of a teacher candidate and
his/her professional and personal conduct in the field
experience and clinical setting (student
teaching). The conduct expectations clarify conduct
unbecoming of a student teacher, and thus are
subject to disciplinary action. By addressing these issues we
seek to respond to and clarify our
expectations for all of our teacher candidates who are
representing themselves and Grand Canyon
University in their role and work with students, cooperating
teachers, supervisors, and school
communities.
Teacher candidates in the College of Education represent GCU’s
value-based liberal arts institution.
All teacher candidates who go out into the field are expected to
abide by the responsibilities of
university citizenship and to show consideration and respect for
personal freedom and property
rights of members of the civic, academic, and school
community. Teacher candidates are expected
to abide by ethical, professional, and academic standards that
are conducive to a positive learning

experience. These expectations include, but are not limited to
the expectation that the teacher
candidate:
work
college and school site
placement
adherence to the university’s and
site placement’s standards, rules, policies, and procedures
candidates, faculty, staff, school
placement personnel, and the community
diversity and personal values of
others
-direction and self-reliance as a college student
and in the pursuit of individual
and collaborative learning objectives and goals
22

accountability for his or her actions,
interactions, and communication in all forms with teacher
candidates, faculty, staff, school
placement personnel, and the community
ty and respect for personal or
professional information communicated
in the placement classroom
standards of academic honesty
nt
teaching performance,
evaluation, assessments, disciplinary action, etc.
can be interpreted as:
o Women: slacks (dress pants), skirts (mid-calf to about two
inches above the knee),
blouses, shells, cardigans, blazers, dresses
o Men: dress pants, button down shirts, polo shirts (with a
collar), blazers
o Dress not permitted: Anything that is see-through, short, tight,
or shows too much
skin, flip-flops, tennis shoes, jeans that are too loose fitting,
ripped or faded. Teacher
candidates must also follow the dress code of teachers at the
school site.

Dispositional Expectations
- Educators should believe that all teacher
candidates can learn and should
set and support realistic expectations for student success.
- Educators should be
sensitive to individual learning and
social needs of teacher candidates and embrace the cultural
diversity of the community.
- Educators should promote social justice and equity,
maintain appropriate standards
of confidentiality, and exercise fairness in all areas including
assessment.
- Educators should exercise sound
judgment and ethical behavior. They
should be a positive role model within their community.
- Educators should recognize that reflection
combined with experience leads to
growth as a professional. Educators should be thoughtful about
their professional practice,
critically examine it, and seek continual improvement.
23

- Educators should promote and support curiosity
and encourage active inquiry.
They should be able to think innovatively and creatively, using
critical thinking as a
problem-solving approach.
- Educators should model integrity by their words
and actions. They should be
forthright with others and uphold high standards of trust,
character, and integrity.
- Educators should demonstrate professional
friendliness, warmth, and genuine
caring in their relationships with others while providing
intellectual, emotional, and spiritual
support.
- Teachers understand the impact of community
involvement and servant
leadership as it applies to the welfare of others in the
educational setting.
- Educators should be committed to the profession
of teaching and learning. They
should be professionally active, lifelong learners and seek
opportunities for professional
development.
Clinical Practice Expectation Violations
The following violations clarify conduct unbecoming of teacher
candidates in the College of
Education. Teacher candidates are expected not to engage in

such action while in a clinical setting at
a school or school district. The following is a non-exhaustive
list of actions that are considered
clinical practice conduct violations, for which teacher
candidates are subjected to disciplinary action
up to and including expulsion from the university.
The College of Education does not allow disorderly (unruly)
interaction involving any individual
outside of the classroom in a manner that could be perceived as
inappropriate by any member of the
site placement school, its extended community or university.
(Disruptive behavior and Communication are addressed already
below.)
including, but not limited to,
any document used for admission or eligibility to the university,
document related to:
o Admission or eligibility to student teaching
o Information regarding the site placement school, the district
and/or personnel
o Information regarding teacher candidates

24
o Information regarding curriculum content in the classroom
offensive educational environment
for a student, cooperating teacher, university faculty supervisor,
faculty or staff
from a cooperating teacher,
university faculty supervisor, GCU course instructor, or staff
he influence
of alcohol or illegal or banned
drugs or substances while on school property, or as part of any
school-related activity
technological device, including, and not
limited to any phone or computer device, outside the classroom
in a manner that could be
perceived as inappropriate by any member of the site placement
school, its extended
community or university
relationships with the teacher

candidates or the school community members
Zero Tolerance Policy
The College of Education is committed to an educational
environment that is free from violence,
both on-campus, off-campus, and at any school placement
setting. The zero tolerance policy
includes threatening statements, behaviors, or acts of violence
against teacher candidates, faculty,
and staff. The university prohibits and will take immediate
action against:
that threatens or violates the
personal safety of others
carrying the potential for violence
or acts of aggression
25

Disability Services and Special Accommodations
Students that require special accommodations for their student
teaching (clinical practice)
experience placement must register with the Disability Office at
Grand Canyon University prior to
their official placement. Students will be required to complete
the steps to accommodations, which
include submitting the Accommodation Request Form and
providing supporting documentation of
their disability. Determinations about what accommodations
will be provided are based on the
criteria outlined in the University Policy Handbook for
Disability Services.
To start the accommodation process, you can contact the
Disability Office as follows:
Phone: 602-639-6342; Email: [email protected]
In order to establish certain accommodations at the placement
facility, the University may need to
disclose information regarding the student’s disability status.
Notification of the approved
accommodation will be given to the placement school, the
supervising teacher and also to the school
district in order to ensure that the accommodations are
appropriately facilitated. By initialing below,

you are acknowledging that you understand this policy and give
the University permission to
disclose any necessary information about accommodations in
order to ensure the wellbeing of
yourself as well as the students in your placement classroom,
and the staff of the placement school.
Cooperating Teacher Responsibilities
The cooperating teacher is the teacher in whose classroom the
student teaching experience is taking
place. The cooperating teacher must be certified, endorsed,
and/or licensed as a teacher. The primary
responsibility of the cooperating teacher is to the school and
district, then to the Teacher Candidate.
These individuals have the expertise to provide formative and
summative feedback on the Teacher
Candidate’s performance.
Qualifications
A valid current professional license with proper endorsement
for the teaching assignment
cooperating teacher

nd ability to work cooperatively with Teacher
Candidates
mailto:[email protected]
26
Responsibilities
The primary responsibility of the cooperating teacher is to the
education of the pupils assigned to
their class. However, Teacher Candidate preparation is also an
important professional
responsibility. The following suggestions will enable the
cooperating teacher to involve their
Teacher Candidate in his/her school and class:
a role model, mentor, and coach
o Assume responsibility for direct supervision, oversight, and
support to the Teacher
Candidate while on site
o Maintain and document close contact with the Teacher
Candidate on a daily basis.

o Confer regularly with the Teacher Candidate concerning his or
her performance and
progress.
o With the GCU supervisor, develop and monitor any needed
remediation plans for
strengthening a marginal Teacher Candidate’s performance.
o Maintain student teaching records and documents for the
purpose of evaluating the
Teacher Candidate.
o Provide on-site opportunities for the Teacher Candidate to
observe, practice, and lead
when and where possible.
o Participate in a face-to-face meeting with the Teacher
Candidate and the GCU
supervisor during the first two weeks of student teaching.
o Participate in a conference with the Teacher Candidate and
the GCU supervisor
during the last week of each 8 week session to debrief on the
success of that session.
o Complete Formative Evaluations (Cooperating Teacher
Formative Feedback Form,

Teacher Candidate Collaborative Evaluation Instrument Site
Visit #1, #2, and #3 and
any other informal evaluations) of the Teacher Candidate and
provide copies of those
evaluations to both the Teacher Candidate and the GCU
supervisor during the
conference.
27
o Complete Summative Evaluation (Teacher Candidate
Instrument Site Visit #4) of the Teacher Candidate prior to the
face-to-face meeting
with the Teacher Candidate and the GCU Supervisor during the
last week of the
second 8 week session.
o The four site visits are formal collaborative observations
conducted in conjunction
with GCU supervisor utilizing Grand Canyon University’s

Instrument.
Collaborative Observation Process
The Collaborative Observation is a process between the GCU
supervisor and cooperating
teacher to collaboratively reflect on the Teacher Candidate’s
performance. The participants will
work together to effectively produce a final score using the
Evaluation Instruments. To
complete the Collaborative Observation, the GCU supervisor
and cooperating teacher must both
have a copy of the Teacher Candidate Collaborative Evaluation
Instrument Site Visit # 1 and
#2, #3, and #4.
-Class Observation is objectively collected data
that records (not verbatim) the
Teacher Candidate’s actions and student responses. These notes
should be free of analysis
and notate relevant behavior.
-Observation Conference is a follow-up
meeting preferably immediately
after the Teacher Candidate’s observation between the
cooperating teacher and GCU

supervisor. Both observers will culminate their responses using
the performance rubric to
complete the scores on the Evaluation Instrument.
Guide, will submit the data
into the Teacher Candidate’s TaskStream portfolio.
TaskStream
The GCU supervisor will utilize TaskStream, an external
electronic portfolio provider, to submit the
evaluations of the Teacher Candidate’s performance. All
students have an account in TaskStream
that has been customized to meet the requirements of a
particular program.
28
GCU Supervisor Responsibilities
The GCU supervisor is the local GCU-approved supervisor who
has oversight responsibility for the

development, implementation, and evaluation of the Teacher
Candidate. The GCU supervisor is
also certified, endorsed, and/or licensed as a teacher. This
individual will work closely with the
cooperating teacher, the Teacher Candidate, and the course
instructor to ensure that the quality,
integrity, and outcomes of the student teaching experience meet
the University’s standards.
Qualifications
Secondary (must be certified in area of
supervision) or Special Education;
-5 years of classroom experience.
Responsibilities
o Establish and maintain a professional working relationship
with the cooperating
school and/or district. Maintain effective communication with
the cooperating teacher
and Office of Field Experience.

o Act as a resource person to the Teacher Candidate by
providing additional sources of
information and by being available through phone or mandatory
weekly email
personal contact, and cooperatively deriving workable solutions
if difficulties arise.
o Provide information on the development and implementation
of future professional
plans.
o Encourage responsibility and creativity in the student teaching
experience.
o Keep adequate records on the Teacher Candidate.
o Provide knowledge about evaluation procedures.
o Create and maintain a professional, friendly relationship with
the Teacher Candidate
and the cooperating teacher.
29

Candidate and the cooperating
teacher during the first two weeks of student teaching.
the cooperating teacher
o Complete Formative Evaluations (Teacher Candidate
Instrument Site Visit #1, #2, and #3 and any other informal
evaluations) of the
Teacher Candidate.
Instrument Site Visit #4) of the Teacher Candidate during the
last weeks of the
o The 4 site visits are formal collaborative observations
conducted in conjunction with
cooperating teacher utilizing Grand Canyon University’s
Instrument.

o After each site visit, submit the evaluation to TaskStream.
30
Site Visits
Refer to the following schedule when planning the site visits:
Student Teacher Cooperating Teacher GCU Supervisor
Week 4:
Session A/
Module 4
Student Teacher Collaborative
Evaluation Instrument Site Visit #
1 completed
Evaluation Instrument Site Visit # 1
completed

completed and submitted to
TaskStream
Week 7:
Session A/
Module 7
2 completed
completed
TaskStream
Week 4:

Session B/
Module 4
3 completed
completed
TaskStream
Week 7:
Session B/
Module 7
4 completed

4completed
TaskStream
31
Mentor Responsibilities
(as applicable)
In those instances where the Teacher Candidate is currently
serving in a contracted teaching
position, it is not necessary to secure a cooperating teacher for
supervisory responsibilities. In those
cases, and upon approval of the building principal, a mentor

will be assigned to the Teacher
Candidate.
The mentor is the professional colleague who supports the
Teacher Candidate in completing the
student teaching experience. The mentor must be certified,
endorsed, and/or licensed as a teacher.
The primary responsibility of the mentor is to the school and
district, then to the Teacher Candidate.
These individuals have the expertise to provide formative
feedback on the Teacher Candidate’s
performance.
Qualifications
for the teaching assignment
l to serve as a
mentor
Candidates
Responsibilities
The primary responsibility of the mentor is to the education of

the pupils assigned to their class.
However, Teacher Candidate preparation is also an important
professional responsibility. The
following suggestions will enable the mentor to collaborate with
the Teacher Candidate in
his/her school and class:
o Assume responsibility for collaboration and support to the
Teacher Candidate while
on site.
o Maintain and document close contact with the Teacher
Candidate.
32
o Confer regularly with the Teacher Candidate concerning his or
her performance and
progress.
o With the GCU supervisor, develop and monitor any needed
remediation plans for

strengthening a marginal Teacher Candidate’s performance.
o Maintain student teaching records and documents for the
purpose of evaluating the
Teacher Candidate.
o Encourage on-site opportunities for the Teacher Candidate to
observe, practice, and
lead when and where possible.
Candidate and the GCU
supervisor during the first two weeks of student teaching.
the GCU supervisor
o Complete Formative Evaluations (Teacher Candidate
Instrument Site Visit #1, #2, and #3 and any other informal
evaluations) of the
Teacher Candidate and provide copies of those evaluations to
both the Teacher
Candidate and the GCU supervisor during the conference.

Instrument Site Visit #4) of the Teacher Candidate prior to the
face-to-face meeting
with the Teacher Candidate and the GCU Supervisor during the
last week of the
o The 4 site visits are formal collaborative observations
conducted in conjunction with
GCU supervisor utilizing Grand Canyon University’s
Instrument.
33
Supervision, Evaluation, and Performance-based Assessment
You should be kept informed of progress through formal and
informal evaluative feedback from your
cooperating teacher and GCU supervisor. The cooperating

teacher is the primary source of continuous daily
mentoring, supervision, and weekly substantive conferences.
For both teachers and students, assessment is the most
appropriate way to comprehend what the learner
actually knows. You are required to pass rigorous assessments
to guarantee that you are prepared to teach in
your own classrooms. The purpose of assessment during student
teaching is to ensure that all state and federal
standards are met and you are ready for certification.
The Teacher Candidate Collaborative Evaluation Instruments
are included in the appendix of this Student
Teaching Manual.
The GCU Teacher Candidate Progress Form has been designed
as an informal assessment tool for mentoring
and coaching. Your cooperating teacher will utilize this on a
weekly basis to identify areas of strength as well
as opportunities for growth in lesson planning, instruction and
assessment.
Formative Assessment
Formative assessments will include the Teacher Candidate
Collaborative Evaluation Instrument Site Visit # 1,

#2, #3 and any other informal evaluations done by the
cooperating teacher. Throughout the student teaching
experience, the cooperating teacher will conduct formal and
informal supervisory conferences with you. The
course instructor will also expect weekly contact via the
classroom to discuss progress, offer suggestions,
help solve problems, and provide vital mentoring functions. It
will be important that you stay in close contact
with the cooperating teacher to ensure successful progress.
During meetings, your performance, progress, and
goals will be reviewed, including recommendations for
improvement. You will be formally evaluated
midway through each student teaching session and again at the
end of each session, for a total of four
evaluations. The GCU supervisor and cooperating teacher will
evaluate you collaboratively for the purpose of
enhancing skills, offering constructive feedback, and
developing future goals. It will be important that you
freely express perceptions and feelings regarding the assessment
so those perceptions can be validated.
Please note that the evaluation instruments for Site Visit #1 and
#4 is aligned to the GCU Professional
Dispositions of Learners, including: 1) High Expectations, 2)
Respect for the Diversity of Others, 3) Fairness,

4) Professional Conduct, 5) Reflection, 6) Curiosity, 7)
Honesty, 8) Compassion, 9) Advocacy, and 10)
Dedication. The appropriate dispositions are documented on the
evaluation instrument, according to the
numeric order listed above, subsequent to each item.
34
Summative Evaluation
As part of the closure activities, your GCU supervisor and
cooperating teacher will complete a summative
evaluation with you using the Teacher Candidate Collaborative
Evaluation Instrument Site Visit #4. This final
evaluation process will formally appraise your efforts and
professional growth using measurable, objective,
and observable data based on standards developed for your
professional discipline. It will be important that
you respond to the evaluation by asking questions and obtaining
clarification of its contents. Ideally,

supervisors will demonstrate strong advocacy for you as a
professional, given the significant investment they
have made in your development. You will also be invited to
evaluate supervisors. An honest, frank
assessment and interpretation of your experience will be most
valuable to the continued success and
development of the student teaching course. You may ask
supervisors to serve as professional references.
Summary Conference
Final conferences provide opportunities to review your
experience, evaluate your progress and to discuss
future directions. Conference topics will include the following:
teaching forms
and analysis of the E-Portfolio
Summary

Grading
In order to earn a final grade for student teaching, you must
ensure that all projects, forms, evaluations, and
documents needed to fulfill course requirements have been
accurately and professionally completed and
returned in a timely manner. The course instructor will submit a
course grade. The course instructor will use
the grading scale, assignment percentage plan, and project or
learning activity rubrics identified in the
syllabus to determine your final grade.
Your final semester grade will be calculated by weighting the
Teacher Candidate evaluation scores submitted
to TaskStream as well as individual classroom assignments and
the final Teacher Work Sample. You will
receive a separate grade for Session A and Session B of your
Student Teaching course. If you receive a failing
35
grade you may petition the College of Education to reapply for

student teaching or choose to complete a
degree without certification or institutional recommendation.
Supervision of Marginal Teacher Candidates
Teacher Candidates are considered “marginal” if performing
unsatisfactorily in one or more of the student
teaching duties or assignments. The general procedure to follow
when supervising a marginal Teacher
Candidate is listed below:
Candidate by the fourth week of each
session.
meet requirements or responsibilities, the
GCU supervisor and cooperating teacher should confer to
discuss the situation with the Teacher
Candidate.
-way conference involving the Teacher Candidate, the
GCU supervisor, and the cooperating
teacher will occur to review the situation and develop a
corrective action plan as outlined in the
section below entitled Teacher Candidate Corrective Action
Plan.

weakness and associated corrective actions
to be taken by the Teacher Candidate. Together, a specific time-
line with due dates will be agreed
upon. The Teacher Candidate’s corrective action plan will be
placed on file with the GCU supervisor
and the Office of Field Experience.
y the GCU supervisor
and the cooperating teacher with frequent
observations and written evaluations of the Teacher Candidate’s
progress, or lack thereof, being
documented.
offer suggestions or methods to assist
the Teacher Candidate in demonstrating improved performance.
be held to evaluate progress and review
completion of corrective actions contained in the plan.
significant progress has occurred, the Teacher Candidate
may be able to continue with the student
teaching assignment without further remediation.
remediation period, a conference will be

scheduled to determine one of the following: (1) continue
corrective action with new, specific
timelines; (2) advisement to withdraw from student teaching;
(3) termination with a grade below “C”,
36
resulting in the Teacher Candidate no longer being a candidate
for a degree from the College of
Education.
to withdraw from student teaching or
has been terminated from student teaching, and wishes to be
readmitted to repeat student teaching, an
appeal must be filed with the College of Education and will be
addressed on an individual basis.
Teacher Candidate Corrective Action Plan
Please understand that at all times Teacher Candidates are
guests of the school district and the school site in
which they are placed. It is the prerogative of the district,
principal, or cooperating teacher to request the

placement be terminated at will. In this case, the Corrective
Action Plan is not applicable. As such, it is
necessary to demonstrate professionalism in word, deed, and
action at all times.
The College may take disciplinary action against a student who
demonstrates insufficient performance or
dispositions, conduct unbecoming of a student teacher, or is
terminated by the site school placement. A
remedial Corrective Action Plan (CAP) is implemented if the
teacher candidate does not demonstrate
sufficient progress with regard to performance or dispositions.
The Cooperating Teacher may initiate the
termination through the Faculty Supervisor and the Field
Experience Specialist. The Office of Field
Experience works with the school supervisor, Cooperating
Teacher and Faculty Supervisor to confirm that all
options have been exhausted. Students can request to have an
opportunity to present their perspective in
writing to the members of Corrective Action Plan Committee.
The Office of Field Experience collects all
school and student documentation and approves the termination.
The College of Education Corrective Action
Committee reviews all documentation and makes a
determination as to whether the alleged violation or

deficiency has been substantiated and which a College-level
penalty may apply.
Unsuccessful Student Teaching Penalties
The College of Education Corrective Action Plan Committee
determines all college level penalties. In making
their determination, the committee considers the severity of the
offense as well as the student’s academic
history. A college level penalty may include but is not limited
to:
teaching course(s)
week corrective action plan
Compliance

37
Appendix
...............................................................................................
....................... 38
...............................................................................................
...................... 40
SIOP Lesson Plan
...............................................................................................
...................................... 43
...............................................................................................
.................... 44
...............................................................................................
.... 45
................................................................ 46
.................................................................................. 47
................................................................................. 48

Visit # 1 .......................................... 50
Visit # 2; Site Visit #3 .................. 53
Visit #4 ........................................... 57
...............................................................................................
74
Clinical Practice Activity
Log.........................................................................................
........................ 75
...................................................................... 76
Student Teaching Frequently Asked
Questions……………………………………………………………
……………..77

38
Client Organization: Telephone:
Main Contact: Fax:
Email Address: Date:
VITAL INFORMATION
Author
*Subject(s)
Topic or Unit of
Study
*Grade/Level
*Summary
STANDARDS AND DIFFERENTIATED INSTRUCTION:
*Standards
Differentiated
Instruction

EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON
PLAN ELEMENTS
REQUIRED:
Objective
Anticipatory Set
39
Teach Lesson / Model
Guided Practice
Independent Practice
Closure
Evaluation
*Assessment/Rubrics

MATERIALS AND RESOURCES
Instructional
Materials (handouts,
etc.)
Resources
40
Client Organization: Telephone:
Main Contact: Fax:
Email Address: Date:
VITAL INFORMATION
Author

*Subject(s)
Topic or Unit of
Study
*Grade/Level
*Summary
STANDARDS
*Standards
UBD (UNDERSTANDING BY DESIGN) LESSON PLAN
ELEMENTS REQUIRED:
STAGE 1 DESIRED RESULTS
Established
Goals
41

Understandings
Overarching
Understanding
Related
Misconceptions
Essential
Questions
Knowledge
Skills
ELEMENTS REQUIRED:
STAGE 2: Assessment Evidence
Performance Task Description:
the desired understandings?

prompts, observations, homework,
journals) will students demonstrate achievement of the desired
results?
-assess their learning:
Goal
Role
Audience
Situation
42
Product/Performance
Standards
ELEMENTS REQUIRED:
STAGE 3: Learning Plan
What learning experiences and instruction will enable students

to achieve the desired results? How
will the design:
Where are your students headed?
Where have they been?
How will you make sure the students know
where they are going?
How will you hook students at the beginning of
the unit?
What events will help students experience and
explore the big idea and questions in the unit?
How will you equip them with needed skills
and knowledge?
How will you cause students to reflect and
rethink? How will you guide them in
rehearsing, revising, and refining their work?
How will you help students to exhibit and self-

evaluate their growing skills, knowledge, and
understanding throughout the unit?
How will you tailor and otherwise personalize
the learning plan to optimize the engagement
and effectiveness of ALL students, without
compromising the goals of the unit?
SIOP Lesson Plan
Standards:
Theme:
Lesson Topic:

Language Objectives:
Content Objectives:
Learning Strategies:
Key Vocabulary:
Materials:
Motivation:
(Building Background)
Presentation:
(Language and content objectives,
comprehensible input, strategies,

interaction, feedback)
Practice and Application:
(Meaningful activities, interaction,
strategies, practice and
application, feedback)
Review and Assessment:
(Review objectives and
vocabulary, assess learning)
Extension:

Using the Video Recording Permissions
The attached letter and permission form is intended for use in
the Clinical Experience. It is the student
teacher’s responsibility to distribute the following Video
Recording Permission Request and Form to the
parents of each student in the clinical classroom. Even if the
school already has video permission forms
on file, the GCU student teacher must collect the Video
Recording Permission Form from each student in
the class. If there are any students who have not returned the
completed form by the day of the lesson
recording, it is mandatory that those students be placed in
another classroom where they will not be
subject to recording. The student teacher must make
arrangements for such students in advance.
Upon collection of the Permission Forms, the student teacher
will scan and upload the pages into a data
file on his/her computer where they are easily accessible for
later reference or retrieval if needed.
This letter is in regards to _________, a student currently

enrolled in a Grand Canyon University
regionally accredited and Arizona-approved program. This
program is offered by the College of
Education for students who are preparing for a teaching career
in elementary and middle school and are
seeking initial teacher licensure. Student teaching is the
culminating experience in the Teacher
Candidate's academic Program of Study.
As part of the evaluation process, the student teacher requires a
short video teaching a lesson. The
video will focus primarily on the student teacher, but may also
involve students in the classroom. The
purpose of the video is for reflection and professional
development for the student teacher, and
evaluation by the Faculty Supervisor. The videos will be
uploaded to a secure, password protected site
which uses authenticated URLs and tracks the activity of all
users and IP addresses.
Please complete the Permission Form below by writing your
child’s name, parent name, and sign the
parental approval of this request. Thank you for supporting the
development of our GCU student
teacher!

College of Education
3300 W. Camelback Road Phoenix, AZ 85017
---------------------------------------------------------------------------
---------------------------------------------------------------
Video Recording Permission Form
I give my permission to film (including audio and video) my
child as he/she participates in a class
instructed by the GCU student teacher at my child’s school. I
understand that my child’s last name will
not be used. Approval, compensation or copyright interests will
not be offered to parents or students.
Student Name:
Date:
Parent Name:
Parent Signature:

Teacher Candidate Instructions:
The attached letter and consent form is intended for use in field
experience. It is the teacher candidate’s
responsibility to distribute the following IEP Meeting
Observation Parent Consent Form to the parents of
the student whose IEP meeting you would like to observe. The
GCU student teacher must collect the IEP
Observation Permission Form from the parent prior to any
observation in the IEP meeting. If there are
any additional student’s IEP meetings you would like to
observe, a form must be collected from each
parent. One form is needed for each observation. If the form has
not been completed by the day of the
IEP meeting, the teacher candidate may not attend the IEP
meeting.
Upon collection of the IEP Meeting Observation Parent Consent
Form, the teacher candidate will scan
and upload the pages into a data file on his/her computer where
they are easily accessible for later
reference or retrieval if needed.

This letter is in regards to _________, a teacher candidate
currently enrolled in a Grand Canyon
University regionally accredited and Arizona-approved
program. This program is offered by the College
of Education for students who are preparing for a teaching
career in elementary and middle school and
are seeking initial teacher licensure in special education.
As part of the learning process, the teacher candidate is
requesting to observe an IEP meeting. The
purpose of this observation will be for the professional
development of the GCU teacher candidate. The
student teacher understands that all information from the IEP
meeting must remain confidential
Please complete the Consent Form below by writing your
child’s name, parent name, and sign the
parental approval of this request. Thank you for supporting the
development of our GCU teacher
candidate!

Deborah L. Rickey, Ph.D.
Assistant Dean
3300 W. Camelback Road Phoenix, AZ 85017
---------------------------------------------------------------------------
---------------------------------------------------------------
I give permission for the GCU teacher candidate to observe the
IEP meeting for my child as he/she
participates in a field experience at my child’s school.
Student Name:
Date:
Parent Name:
Parent Signature:

Teacher Name:___________________________
School:_________________________________
Teacher Candidate:_______________________
Date:__________________________________
The purpose of clinical practice experiences is to help prepare
innovative, reflective and
creative, professional educators with high ethical and moral
standards who have the
understanding, attitudes and skills necessary for effective
teaching. Please use this
formative feedback form to observe your teacher candidate at
various points in the
placement experience. The purpose of these formative
assessments is to enhance the
candidate’s skills, offering constructive feedback, and
developing future goals. It will be
important that feelings and perceptions are shared between the
cooperating teacher and
teacher candidate to allow for professional growth and
development of the teacher
candidate. Your observations as cooperating teacher will be
very valuable when
collaborating with the faculty supervisor on a score for the

evaluation forms (Site Visit 1-4).
If the candidate is not making sufficient progress with
performance or dispositions, please
collaborate with the faculty supervisor and contact the Field
Experience Specialist to
implement a Corrective Action Plan.
COE thanks you for choosing to mentor a Grand Canyon
University teacher candidate. We
are dedicated to helping support you through this process and to
promote a positive and
productive student teaching (clinical practice) experience.
Quality teacher education
programs cannot exist without cooperation and partnership with
school districts.
Successful teaching, and successful teacher preparation,
requires teamwork, cooperation,
and hard work on the part of the teacher candidate, the school
administrators, the
cooperating teacher, the university faculty supervisor, and other
school district personnel.
Lesson Preparation and Content Knowledge
Standards 4, 7
Pedagogical Knowledge and Methods
Standards 1, 2
Questioning and Higher Level Engagement
Standards 1, 5, 7, 8

Classroom Management
Standard 3
Differentiation
Standards 1, 2
Professional Demeanor
Standards 1, 9, 10
Technology and Material Use
Standards 8, 9, 10
Assessment
Standards 6, 7, 9
Overall Opportunities for Improvement Overall Strengths
Cooperating Teacher Signature Date

College of Education Single Placement Student Teaching
Manual
50
Visit # 1
Please complete the following information:
Teacher Candidate (Last, First, M. I.)
GCU Student ID
School Name/District
School Address, inc. City, State, Zip Code
Cooperating Teacher (Last, First)
Grade Level(s) / Subject
GCU Supervisor (Last, First)

Teacher Candidate’s Home or Cell Phone
GCU Supervisor’s Home or Cell Phone Teacher Candidate’s
Email
GCU Supervisor’s Email
Circle your program:
B.S. Elementary Education
B.S. Secondary Education
M.Ed. Elementary Education
M.Ed. Secondary Education
M.Ed. Special Education
Directions: The GCU supervisor and cooperating teacher should
collaboratively review the Teacher
Candidate’s performance in each category prior to meeting
with the Teacher Candidate. For scores lower
than 2, the GCU supervisor will offer suggestions for
improvement as indicated in the
Comments/Recommendations box. The Corrective Action Plan
will be instituted with rubric average scores
below 2. It can be found in this Student teaching (clinical
practice) Manual. For a conversion chart of how

the TaskStream points equate to points in the Gradebook, see
the final appendix in this document.
Please note that the evaluation instrument for Site Visit #1 is
aligned to the GCU Professional Dispositions of
Learners, including: 1) High Expectations, 2) Respect for the
Diversity of Others, 3) Fairness, 4) Professional
Manual
51
Conduct, 5) Reflection, 6) Curiosity, 7) Honesty, 8)
Compassion, 9) Advocacy, and 10) Dedication. The
appropriate dispositions are documented on the evaluation
instrument, according to the numeric order listed
above, subsequent to each item.
4
Distinguished: Consistently observed; consistently exceeds
expectations for a
Teacher Candidate.

Performance
4 3 2 1 N/O
3
Proficient: Frequently observed; meets, sometimes exceeds,
expectations for a
Teacher Candidate.
2
Basic: Occasionally observed; minimally meets expectations for
a Teacher
Candidate.
1
Unsatisfactory: Not observed; does not meet expectations for a
Teacher
Candidate.
N/O Not Observed
The teacher candidate is punctual and reliable in attendance.
(4,10)
The teacher candidate maintains a professional appearance.
(4,10)
The teacher candidate demonstrates qualities of humor,
empathy, and warmth. (5,8)
The teacher candidate is a thoughtful and responsive listener.
(2,3,4,8,9)
The teacher candidate honors commitments. (4,9,10)

The teacher candidate communicates caring, concern, and a
willingness to become
involved with others. (1,2,9,10)
The teacher candidate collaborates effectively with other
educators. (2,4,5,10)
The teacher candidate assumes responsibility when working
with others. (5,4)
The teacher candidate communicates in ways that demonstrate
respect for the
feelings, ideas, and contributions of others. (1,2,3,4,6,8,9)
The teacher candidate respects the cultures of all students and is
sensitive to cultural
norms. (1,2,3,4,8,9)
The teacher candidate shows an interest in students and their
communities.
(1,2,3,4,7,8,9)
The teacher candidate treats students with dignity and respect at
all times.

Manual
52
(1,2,3,4,5,7,8,9)
The teacher candidate is patient when working with students.
(4,5)
The teacher candidate creates a learning environment that is
conducive to the
development of students’ self-confidence and competence.
(1,2,3,4,8,9)
The teacher candidate uses a variety of instructional strategies
to optimize student
learning. (1,4,5)
The teacher candidate involves all students in learning.
(1,2,3,4,5,6,7,8,9,10)
The teacher candidate is open to adjusting and revising plans to
meet students’ needs.
(1,2,3,4,5,6,7,8,9,10)
The teacher candidate appears to view teaching as an important

profession. (1,4,10)
The teacher candidate is willing to receive feedback and
assessment of teaching.
(1,4,5,10)
The teacher candidate wears appropriate classroom attire/ is
well-groomed (4,10)
Comments/ Recommendations:
Manual
53

Visit # 2; Site Visit
#3
GCU Student ID
School Name/District School Address, inc. City, State, Zip
Code
GCU Supervisor (Last, First) Teacher Candidate’s Home or Cell
Phone
Email

Candidate’s performance in each category prior to meeting
with the Teacher Candidate. For scores lower
Manual
54
the TaskStream points equate to points in the Grade book, see

4
expectations for a
Teacher Candidate.
Performance
4 3 2 1 N/O
3
expectations for a
Teacher Candidate.
2
a Teacher
Candidate.
1
Teacher
Candidate.
N/O Not Observed
Standard #1: Learner Development

The teacher candidate creates developmentally appropriate
instruction that takes into
account individual learners’ strengths, interests, and needs and
that enables each
learner to advance and accelerate his/her learning.
The teacher candidate collaborates with families, communities,
colleagues, and other
professionals to promote learner growth and development.
Standard #2: Learning Differences
The teacher candidate designs, adapts, and delivers instruction
to address each
student’s diverse learning strengths and needs and creates
opportunities for students
to demonstrate their learning in different ways.
The teacher candidate incorporates tools of language
development into planning and
instruction, including strategies for making content accessible
to English language
learners and for evaluating and supporting their development of
English proficiency.

The teacher candidate accesses resources, supports, and
specialized assistance and
services to meet particular learning differences or needs.
Standard #3: Learning Environments
The teacher candidate manages the learning environment to
actively and equitably
engage learners by organizing, allocating, and coordinating the
resources of time,
space, and learners’ attention.
The teacher candidate communicates verbally and nonverbally
in ways that
demonstrate respect for and responsiveness to the cultural
backgrounds and differing
Manual
55

perspectives learners bring to the learning environment.
Standard #4: Content Knowledge
The teacher candidate stimulates learner reflection on prior
content knowledge, links
new concepts to familiar concepts, and makes connections to
learners’ experiences.
The teacher candidate uses supplementary resources and
technologies effectively to
ensure accessibility and relevance for all learners.
The teacher candidate creates opportunities for students to
learn, practice, and master
academic language in their content.
Standard #5: Application of Content
The teacher candidate engages learners in applying content
knowledge to real world
problems through the lens of interdisciplinary themes (e.g.,
financial literacy,
environmental literacy).
The teacher candidate facilitates learners’ ability to develop
diverse social and cultural

perspectives that expand their understanding of local and global
issues and create
novel approaches to solving problems.
Standard #6: Assessment
The teacher candidate designs assessments that match learning
objectives with
assessment methods and minimizes sources of bias that can
distort assessment results.
The teacher candidate works independently and collaboratively
to examine test and
other performance data to understand each learner’s progress
and to guide planning.
The teacher candidate prepares all learners for the demands of
particular assessment
formats and makes appropriate modifications in assessments or
testing conditions
especially for learners with disabilities and language learning
needs.
Standard #7: Planning for Instruction
The teacher candidate plans how to achieve each student’s

learning goals, choosing
appropriate strategies and accommodations, resources, and
materials to differentiate
instruction for individuals and groups of learners.
The teacher candidate develops appropriate sequencing of
learning experiences and
provides multiple ways to demonstrate knowledge and skill.
The teacher candidate plans for instruction based on formative
and summative
assessment data, prior learner knowledge, and learner interest.
Manual
56
Standard #8: Instructional Strategies
The teacher candidate varies his/her role in the instructional
process (e.g., instructor,

facilitator, coach, audience) in relation to the content and
purposes of instruction and
the needs of learners.
The teacher candidate engages learners in using a range of
learning skills and
technology tools to access, interpret, evaluate, and apply
information.
The teacher candidate asks questions to stimulate discussion
that serves different
purposes (e.g., probing for learner understanding, helping
learners articulate their
ideas and thinking processes, stimulating curiosity, and helping
learners to question).
Standard #9: Professional Learning and Ethical Practice
Independently and in collaboration with colleagues, The teacher
candidate uses a
variety of data (e.g., systematic observation, information about
learners, research) to
evaluate the outcomes of teaching and learning and to adapt
planning and practice.

The teacher candidate actively seeks professional, community,
and technological
resources, within and outside the school, as supports for
analysis, reflection, and
problem-solving.
Standard #10: Leadership and Collaboration
The teacher candidate uses technological tools and a variety of
communication
strategies to build local and global learning communities that
engage learners, families,
and colleagues.
The teacher candidate advocates to meet the needs of learners,
to strengthen the
learning environment, and to enact system change.

Manual
57
Visit #4
GCU Student ID
School Name/District
School Address, inc. City, State, Zip Code
GCU Supervisor (Last, First)

Teacher Candidate’s Home or Cell Phone
Email
Candidate’s performance in each category prior to meeting with
the Teacher Candidate. For scores lower

Manual
58
the TaskStream points equate to points in the Gradebook, see
Please note that the disposition portion of the evaluation
instrument for Site Visit #4 is aligned to the GCU
Professional Dispositions of Learners, including: 1) High
Expectations, 2) Respect for the Diversity of Others, 3)
Fairness, 4) Professional Conduct, 5) Reflection, 6) Curiosity,
7) Honesty, 8) Compassion, 9) Advocacy, and 10)
Dedication. The appropriate dispositions are documented on the
evaluation instrument, according to the
numeric order listed above, subsequent to each item.
4
expectations
for a Teacher Candidate.

Performance
4 3 2 1 N/O
3
expectations
for a Teacher Candidate.
2
a Teacher
Candidate.
1
Teacher
Candidate.
N/O Not Observed
The teacher candidate is punctual and reliable in attendance.
(4,10)
The teacher candidate maintains a professional appearance.
(4,10)
The teacher candidate demonstrates qualities of humor,
empathy, and warmth.

(5,8)
The teacher candidate is a thoughtful and responsive listener.
(2,3,4,8,9)
The teacher candidate honors commitments. (4,9,10)
The teacher candidate communicates caring, concern, and a
willingness to become
involved with others. (1,2,9,10)
The teacher candidate collaborates effectively with other
educators. (2,4,5,10)
The teacher candidate assumes responsibility when working
with others. (5,4)
The teacher candidate communicates in ways that demonstrate
respect for the
feelings, ideas, and contributions of others. (1,2,3,4,6,8,9)
The teacher candidate respects the cultures of all students and is
sensitive to
Manual

59
cultural norms. (1,2,3,4,8,9)
The teacher candidate shows an interest in students and their
communities.
(1,2,3,4,7,8,9)
The teacher candidate treats students with dignity and respect at
all times.
(1,2,3,4,5,7,8,9)
The teacher candidate is patient when working with students.
(4,5)
The teacher candidate creates a learning environment that is
conducive to the
development of students’ self-confidence and competence.
(1,2,3,4,8,9)
The teacher candidate uses a variety of instructional strategies
to optimize
student learning. (1,4,5)
The teacher candidate involves all students in learning.

(1,2,3,4,5,6,7,8,9,10)
The teacher candidate is open to adjusting and revising plans to
meet students’
needs. (1,2,3,4,5,6,7,8,9,10)
The teacher candidate appears to view teaching as an important
profession.
(1,4,10)
The teacher candidate is willing to receive feedback and
assessment of teaching.
(1,4,5,10)
The teacher candidate wears appropriate classroom attire/ is
well-groomed
(4,10)
Standard #1: Learner Development
The teacher candidate creates developmentally appropriate
instruction that
takes into account individual learners’ strengths, interests, and
needs and that

enables each learner to advance and accelerate his/her learning.
The teacher candidate collaborates with families, communities,
colleagues, and
other professionals to promote learner growth and development.
Manual
60
Standard #2: Learning Differences
The teacher candidate designs, adapts, and delivers instruction
to address each
student’s diverse learning strengths and needs and creates
opportunities for
students to demonstrate their learning in different ways.
The teacher candidate incorporates tools of language
development into

planning and instruction, including strategies for making
content accessible to
English language learners and for evaluating and supporting
their
development of English proficiency.
The teacher candidate accesses resources, supports, and
specialized assistance
and services to meet particular learning differences or needs.
Standard #3: Learning Environments
The teacher candidate manages the learning environment to
actively and
equitably engage learners by organizing, allocating, and
coordinating the
resources of time, space, and learners’ attention.
The teacher candidate communicates verbally and nonverbally
in ways that
demonstrate respect for and responsiveness to the cultural
backgrounds and
differing perspectives learners bring to the learning
environment.

Standard #4: Content Knowledge
The teacher candidate stimulates learner reflection on prior
content
knowledge, links new concepts to familiar concepts, and makes
connections to
learners’ experiences.
The teacher candidate uses supplementary resources and
technologies
effectively to ensure accessibility and relevance for all learners.
The teacher candidate creates opportunities for students to
learn, practice, and
master academic language in their content.
Standard #5: Application of Content
The teacher candidate engages learners in applying content
knowledge to real
world problems through the lens of interdisciplinary themes
(e.g., financial
literacy, environmental literacy).
The teacher candidate facilitates learners’ ability to develop
diverse social and

Manual
61
cultural perspectives that expand their understanding of local
and global
issues and create novel approaches to solving problems.
Standard #6: Assessment
The teacher candidate designs assessments that match learning
objectives
with assessment methods and minimizes sources of bias that can
distort
assessment results.
The teacher candidate works independently and collaboratively
to examine
test and other performance data to understand each learner’s
progress and to
guide planning.

The teacher candidate prepares all learners for the demands of
particular
assessment formats and makes appropriate modifications in
assessments or
testing conditions especially for learners with disabilities and
language
learning needs.
Standard #7: Planning for Instruction
The teacher candidate plans how to achieve each student’s
learning goals,
choosing appropriate strategies and accommodations, resources,
and
materials to differentiate instruction for individuals and groups
of learners.
The teacher candidate develops appropriate sequencing of
learning
experiences and provides multiple ways to demonstrate
knowledge and skill.
The teacher candidate plans for instruction based on formative
and summative
assessment data, prior learner knowledge, and learner interest.

Standard #8: Instructional Strategies
The teacher candidate varies his/her role in the instructional
process (e.g.,
instructor, facilitator, coach, audience) in relation to the content
and purposes
of instruction and the needs of learners.
The teacher candidate engages learners in using a range of
learning skills and
technology tools to access, interpret, evaluate, and apply
information.
The teacher candidate asks questions to stimulate discussion
that serves
different purposes (e.g., probing for learner understanding,
helping learners
articulate their ideas and thinking processes, stimulating
curiosity, and helping
Manual

62
learners to question).
Standard #9: Professional Learning and Ethical Practice
Independently and in collaboration with colleagues, The teacher
candidate
uses a variety of data (e.g., systematic observation, information
about learners,
research) to evaluate the outcomes of teaching and learning and
to adapt
planning and practice.
The teacher candidate actively seeks professional, community,
and
technological resources, within and outside the school, as
supports for
analysis, reflection, and problem-solving.
Standard #10: Leadership and Collaboration
The teacher candidate uses technological tools and a variety of
communication

strategies to build local and global learning communities that
engage learners,
families, and colleagues.
The teacher candidate advocates to meet the needs of learners,
to strengthen
the learning environment, and to enact system change.
Elementary Education Placements Only: Undergraduate and
Graduate
Based on Standards from the Association of Childhood
Education International (ACEI)
Performance
4 3 2 1 N/O
ACEI Standard 1: Development, Learning, and Motivation
Candidates know, understand, and use the major concepts,
principles, theories, and research related to
development of children and young adolescents to construct
learning opportunities that support individual
students’ development, acquisition of knowledge, and

motivation.
ACEI Standard 2.1: Reading, Writing, and Oral Language
Candidates demonstrate a high level of competence in use of
English language arts and they know, understand,
and use concepts from reading, language and child development,
to teach reading, writing, speaking, viewing,
Manual
63
listening, and thinking skills and to help students successfully
apply their developing skills to many different
situations, materials, and ideas.
ACEI Standard 2.2: Science
Candidates know, understand, and use fundamental concepts of
physical, life, and earth/ space sciences.
Candidates can design and implement age-appropriate inquiry
lessons to teach science, to build student

understanding for personal and social applications, and to
convey the nature of science.
ACEI Standard 2.3: Mathematics
Candidates know, understand, and use the major concepts and
procedures that define number and operations,
algebra, geometry, measurement, and data analysis and
probability. In doing so they consistently engage
problem solving, reasoning and proof, communication,
connections and representation.
ACEI Standard 2.4: Social Studies
Candidates know, understand, and use the major concepts and
modes of inquiry from the social studies—the
integrated study of history, geography, the social sciences, and
other related areas —to promote elementary
students’ abilities to make informed decisions as citizens of a
culturally diverse democratic society and
interdependent world.
ACEI Standard 2.5: The Arts
Candidates know, understand, and use—as appropriate to their
own understanding and skills—the content,

functions, and achievements of the performing arts (dance,
music, theater) and the visual arts as primary media
for communication, inquiry, and engagement among elementary
students.
ACEI Standard 2.6: Health Education
Candidates know, understand, and use the major concepts in the
subject matter of health education to create
opportunities for student development and practice of skills that
contribute to good health.
ACEI Standard 2.7: Physical Education
Candidates know, understand, and use—as appropriate to their
own understanding and skills—human movement
and physical activity as central elements to foster active,
healthy life styles and enhanced quality of life for
elementary students.
ACEI Standard 3.1: Integrating and Applying Knowledge for
Instruction
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64
Candidates plan and implement instruction based on knowledge
of students, learning theory, connections across
the curriculum, curricular goals, and community.
ACEI Standard 3.2: Adaptation to Diverse Students
Candidates understand how elementary students differ in their
development and approaches to learning, and
create instructional opportunities that are adapted to diverse
students.
ACEI Standard 3.3: Development of Critical Thinking and
Problem Solving
Candidates understand and use a variety of teaching strategies
that encourage elementary students’ development
of critical thinking and problem solving.
ACEI Standard 3.4: Active Engagement in Learning
Candidates use their knowledge and understanding of individual
and group motivation and behavior among
students at the K-6 level to foster active engagement in
learning, self motivation, and positive social interaction

and to create supportive learning environments.
ACEI Standard 3.5: Communication to Foster Collaboration
Candidates use their knowledge and understanding of effective
verbal, nonverbal, and media communication
techniques to foster active inquiry, collaboration, and
supportive interaction in the elementary classroom
ACEI Standard 4: Assessment for Instruction
Candidates know, understand, and use formal and informal
assessment strategies to plan, evaluate and strengthen
instruction that will promote continuous intellectual, social,
emotional, and physical development of each
elementary student.
ACEI Standard 5.1: Professional Growth, Reflection And
Evaluation
Candidates are aware of and reflect on their practice in light of
research on teaching, professional ethics, and
resources available for professional learning; they continually
evaluate the effects of their professional decisions
and actions on students, families and other professionals in the
learning community and actively seek out
opportunities to grow professionally.

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65
Special Education Placements Only: Graduate
Based on standards from the Council for Exceptional Children
(CEC)
Performance
4 3 2 1 N/O
CEC Standard 1: Foundations
Special educators understand the field as an evolving and
changing discipline based on philosophies, evidence-
based principles and theories, relevant laws and policies,
diverse and historical points of view, and human issues

that have historically influenced and continue to influence the
field of special education and the education and
treatment of individuals with exceptional needs both in school
and society.
CEC Standard 2: Development and Characteristics of Learners
Special educators know and demonstrate respect for their
students first as unique human beings. Special educators
understand the similarities and differences in human
development and the characteristics between and among
individuals with and without exceptional learning needs (ELN).
CEC Standard 3: Individual Learning Differences
Special educators understand the effects that an exceptional
condition can have on an individual’s learning in
school and throughout life. Special educators understand that
the beliefs, traditions, and values across and
within cultures can affect relationships among and between
students, their families, and the school community.
CEC Standard 4: Instructional Strategies
Special educators possess a repertoire of evidence-based
instructional strategies to individualize instruction for
individuals with ELN. Special educators select, adapt, and use

these instructional strategies to promote
challenging learning results in general and special curricula3
and to appropriately modify learning environments
for individuals with ELN.
CEC Standard 5: Learning Environments and Social Interactions
Special educators actively create learning environments for
individuals with ELN that foster cultural
understanding, safety and emotional well-being, positive social
interactions, and active engagement of individuals
with ELN.
CEC Standard 6: Language
Special educators understand typical and atypical language
development and the ways in which exceptional
http://www.cec.sped.org/ps/perf_based_stds/standards.html#3#3
Manual
66

conditions can interact with an individual’s experience with
and use of language.
CEC Standard 7: Instructional Planning
Individualized decision-making and instruction is at the center
of special education practice. Special educators
develop long-range individualized instructional plans anchored
in both general and special curricula.
CEC Standard 8: Assessment
Assessment is integral to the decision-making and teaching of
special educators and special educators use
multiple types of assessment information for a variety of
educational decisions. Special educators use the results
of assessments to help identify exceptional learning needs and
to develop and implement individualized instructional
programs, as well as to adjust instruction in response to ongoing
learning progress.
CEC Standard 9: Professional and Ethical Practice
Special educators are guided by the profession’s ethical and
professional practice standards.
CEC Standard 10: Collaboration

Special educators routinely and effectively collaborate with
families, other educators, related service providers,
and personnel from community agencies in culturally
responsive ways.
Middle School Placements Only: Undergraduate and Graduate
Based on standards from the National Middle School
Association (NMSA)
Performance
4 3 2 1 N/O
NMSA Standard 1 Young Adolescent Development
Middle level teacher candidates understand the major concepts,
principles, theories, and research related to young
adolescent development, and they provide opportunities that
support student development and learning.
NMSA Standard 2: Middle Level Philosophy and School
Organization
principles, theories, and research underlying the

philosophical foundations of developmentally responsive middle
level programs and schools, and they work
successfully within these organizational
components.
NMSA Standard 3: Middle Level Curriculum and Assessment
Manual
67
principles, theories, standards, and research related
to middle level curriculum and assessment, and they use this
knowledge in their practice.
NMSA Standard 4: Middle Level Teaching Fields
Middle level teacher candidates understand and use the central
concepts, tools of inquiry, standards, and structures
of content in their chosen teaching fields, and they create
meaningful learning experiences that develop all young
adolescents’ competence in subject matter and skills.

NMSA Standard 5: Middle Level Instruction and Assessment
Middle level teacher candidates understand and use the major
concepts, principles, theories, and research related to
effective instruction and assessment, and they employ a variety
of strategies for a developmentally appropriate
climate to meet the varying abilities and
learning styles of all young adolescents.
NMSA Standard 6: Family and Community Involvement
principles, theories, and research related to working
collaboratively with family and community members, and they
use that knowledge to maximize the learning of all
young
Adolescents.
NMSA Standard 7: Middle Level Professional Roles
Middle level teacher candidates understand the complexity of
teaching young adolescents, and they engage in
practices and behaviors that develop their
competence as professionals.

Secondary English Placements Only: Undergraduate or Graduate
Based on standards from the National Council of Teachers of
English (NCTE)
Performance
4 3 2 1 N/O
NCTE Standard 1: English Language Arts (ELA) Candidate
Program Structure
Candidates follow a specific curriculum and are expected to
meet appropriate performance assessments for preservice
English language arts teachers.
NCTE Standard 2: ELA Candidate Attitudes
Through modeling, advisement, instruction, field experiences,
assessment of performance, and involvement in
professional organizations, candidates adopt and strengthen
professional attitudes needed by English language arts
teachers.
Manual

68
NCTE Standard 3: ELA Candidate Knowledge
Candidates are knowledgeable about language; literature; oral,
visual, and written literacy; print and nonprint media;
technology; and research theory and findings.
NCTE Standard 4: ELA Candidate Pedagogy
Candidates acquire and demonstrate the dispositions and skills
needed to integrate knowledge of English language
arts, students, and teaching.
Secondary Math Placements Only: Undergraduate or Graduate
Based on standards from the National Council of Teachers of
Mathematics (NCTM)
Performance

4 3 2 1 N/O
NCTM Standard 1: Knowledge of Mathematical Problem
Solving
Candidates know, understand, and apply the process of
mathematical problem solving.
NCTM Standard 2: Knowledge of Reasoning and Proof
Candidates reason, construct, and evaluate mathematical
arguments and develop an appreciation for mathematical
rigor and inquiry.
NCTM Standard 3: Knowledge of Mathematical Communication
Candidates communicate their mathematical thinking orally and
in writing to peers, faculty, and others.
NCTM Standard 4: Knowledge of Mathematical Connections
Candidates recognize, use, and make connections between and
among mathematical ideas and in contexts outside
mathematics to build mathematical understanding.
NCTM Standard 5: Knowledge of Mathematical Representation
Candidates use varied representations of mathematical ideas to
support and deepen students’ mathematical

understanding.
NCTM Standard 6: Knowledge of Technology
Candidates embrace technology as an essential tool for teaching
and learning mathematics.
NCTM Standard 7: Dispositions
Manual
69
Candidates support a positive disposition toward mathematical
processes and mathematical learning.
NCTM Standard 8: Knowledge of Mathematics Pedagogy
Candidates possess a deep understanding of how students learn
mathematics and of the pedagogical knowledge specific
to mathematics teaching and learning.
NCTM Standard 9: Knowledge of Number and Operation
Candidates demonstrate computational proficiency, including a

conceptual understanding of numbers, ways of
representing number, relationships among number and number
systems, and meanings of operations.
NCTM Standard 10: Knowledge of Different Perspectives on
Algebra
Candidates emphasize relationships among quantities including
functions, ways of representing mathematical
relationships, and the analysis of change.
NCTM Standard 11: Knowledge of Geometries
Candidates use spatial visualization and geometric modeling to
explore and analyze geometric shapes, structures, and
their properties.
NCTM Standard 12: Knowledge of Calculus
Candidates demonstrate a conceptual understanding of limit,
continuity, differentiation, and integration and a
thorough background in the techniques and application of the
calculus.
NCTM Standard 13: Knowledge of Discrete Mathematics
Candidates apply the fundamental ideas of discrete mathematics
in the formulation and solution of problems.

NCTM Standard 14: Knowledge of Data Analysis, Statistics,
and Probability
Candidates demonstrate an understanding of concepts and
practices related to data analysis, statistics, and probability.
NCTM Standard 15: Knowledge of Measurement
Candidates apply and use measurement concepts and tools.
Manual
70
Secondary Social Studies Placements Only: Undergraduate or
Graduate
Based on standards from the National Council for the Social
Studies (NCSS)

Performance
4 3 2 1 N/O
NCSS Theme 1: Culture and Cultural Diversity
Social studies teachers should possess the knowledge,
capabilities, and dispositions to organize and
provide instruction at the appropriate school level for the study
of culture and cultural diversity.
NCSS Theme 2: Time, Continuity, and Change
of Time, Continuity, and Change.
NCSS Theme 3: People, Places, and Environments
capabilities, and dispositions to organize
and provide instruction at the appropriate school level for the
study of People, Places, and Environments.
NCSS Theme 4: Individual Development and Identity

of Individual Development and Identity.
NCSS Theme 5: Individuals, Groups, and Institutions
capabilities, and dispositions to organize and provide
instruction at the appropriate school level for the study of
interactions among Individuals, Groups, and Institutions.
NCSS Theme 6: Power, Authority, and Governance
instruction
at the appropriate school level for the study of Power,
Authority, and Governance.
NCSS Theme 7: Production, Distribution, and Consumption
instruction
at the appropriate school level for the study of how people
organize for the Production, Distribution, and Consumption
of goods and services.

NCSS Theme 8: Science, Technology, and Society
Manual
71
of science, technology, and society.
NCSS Theme 9: Global Connections
capabilities, and dispositions to provide instruction
at the appropriate school level for the study of Global
Connections and Interdependence.
NCSS Theme 10: Civic Ideals and Practices

of Civic Ideals and Practices.
Secondary Science Placements Only: Undergraduate or
Graduate
Based on standards from the National Science Teachers
Association (NSTA)
Performance
4 3 2 1 N/O
NSTA Standard 1: Content
Teachers of science understand and can articulate the
knowledge and practices of contemporary science. They can
interrelate and interpret important concepts, ideas, and
applications in their fields of licensure; and can conduct
scientific investigations.
NSTA Standard 2: Nature of Science
Teachers of science engage students effectively in studies of the
history, philosophy, and practice of science. They enable

students to distinguish science from nonscience, understand the
evolution and practice of science as a human endeavor,
and critically analyze assertions made in the name of science.
NSTA Standard 3: Inquiry
Teachers of science engage students both in studies of various
methods of scientific inquiry and in active
learning through scientific inquiry. They encourage students,
individually and collaboratively, to observe, ask
questions, design inquiries, and collect and interpret data in
order to develop concepts and relationships from
empirical experiences.
NSTA Standard 4: Issues
Teachers of science recognize that informed citizens must be
prepared to make decisions and take action on
contemporary
science- and technology-related issues of interest to the general
society. They require students to conduct inquiries into
Manual

72
the factual basis of such issues and to assess possible actions
and outcomes based upon their goals and values.
NSTA Standard 5: General Skills of Teaching
Teachers of science create a community of diverse learners who
construct meaning from their science experiences and
possess a disposition for further exploration and learning. They
use, and can justify, a variety of classroom
arrangements, groupings, actions, strategies, and
methodologies.
NSTA Standard 6: Curriculum
Teachers of science plan and implement an active, coherent, and
effective curriculum that is consistent with the goals and
recommendations of the National Science Education Standards.
They begin with the end in mind and effectively
incorporate contemporary practices and resources into their
planning and teaching.
NSTA Standard 7: Science in the Community

Teachers of science relate their discipline to their local and
regional communities, involving stakeholders and using the
individual, institutional, and natural resources of the community
in their teaching. They actively engage students in
science-related studies or activities related to locally important
issues.
NSTA Standard 8: Assessment
Teachers of science construct and use effective assessment
strategies to determine the backgrounds and achievements of
learners and facilitate their intellectual, social, and personal
development. They assess students fairly and equitably,
and require that students engage in ongoing self-assessment.
NSTA Standard 9: Safety and Welfare
Teachers of science organize safe and effective learning
environments that promote the success of students and the
welfare of all living things. They require and promote
knowledge and respect for safety, and oversee the welfare of all
living things used in the classroom or found in the field.
NSTA Standard 10: Professional Growth
Teachers of science strive continuously to grow and change,
personally and professionally, to meet the diverse needs of

their students, school, community, and profession. They have a
desire and disposition for growth and betterment.
Manual
73
Secondary Physical Education Placements Only:
Undergraduate or Graduate
Based on standards from the National Association for Sport and
Physical Education (NASPE)
Performance
4 3 2 1 N/O
NASPE Standard 1: Scientific and Theoretical Knowledge

Physical education teacher candidates know and apply
discipline-specific scientific and theoretical concepts critical to
the development of physically educated individuals.
NASPE Standard 2: Skill and Fitness Based Competence
Physical education teacher candidates are physically educated
individuals with the knowledge and skills necessary to
demonstrate competent movement performance and health
enhancing fitness as delineated in the NASPE K – 12
Standards.
NASPE Standard 3: Planning and Implementation
Physical education teacher candidates plan and implement
developmentally appropriate learning experiences
aligned with local, state, and national standards to address the
diverse needs of all students.
NASPE Standard 4: Instructional Delivery and Management
Physical education teacher candidates use effective
communication and pedagogical skills and strategies to enhance
student engagement and learning.
NASPE Standard 5: Impact on Student Learning

Physical education teacher candidates utilize assessments and
reflection to foster student learning and inform
instructional decisions.
NASPE Standard 6: Professionalism
Physical education teacher candidates demonstrate dispositions
essential to becoming effective professionals.
Manual
74
Week: ______________________
Date:_________________________________
Teacher Candidate:______________ Cooperating Teacher:
______________________

The GCU Teacher Candidate Progress Form has been designed
as a communication tool for mentoring and coaching. After
checking the items listed under each Professional Disposition,
please write a brief comment that provides specific
guidance to the Teacher Candidate.
P
ro
fe
ss
io
n
al
D
is
p
o
si
ti
o
n
s
High Expectations
ve that all students can learn

student success
positive ways
Respect for the Diversity of Others
students
marked by respect for others.
administrators, parents, and other community
members with courtesy and civility
and rapport
Fairness
confidentiality

assessment
Professional Conduct
Reflection
experience leads to growth as a
professional
ional
practice, critically examine it, and seek
continual improvement.
Curiosity
active inquiry
thinking as a problem-solving approach
Honesty
standards of trust, character, and
integrity.
Compassion

and genuine caring in their relationships with
others
support
Advocacy
communities that benefit the welfare of
others
Dedication
learning
lly active, lifelong learners and seek
opportunities for professional development
Manual
75

Teacher Candidate
Name________________________________GCU
ID______________Semester/Year___________
School/District________________________________________
_____________________Grade/Subject_____________
Cooperating
Teacher(s)____________________________________________
_____________________________________
Date
of
Week
Summarize Weekly Teaching Activities Total
Contact
Hours
Cooperating
Teacher
Weekly
Initial
Week
1
Week
2

Week
3
Week
4
Week
5
Week
6
Week
7
Week

8
Total Hours_____________ Teacher Candidate Signature
_________________________________Date___________
Cooperating Teacher
Signature_____________________________________________
____________Date___________
Students must send completed and signed copies of this card for
both 8 week sessions to your Faculty Supervisor to
upload as an attachment into Taskstream with the 2
nd
and 4
th
site evaluations. Students are encouraged to keep a
copy for professional records.
Manual
76

Student Name: Click here to enter text. Cancellation
Date:
Click here to enter text.
Student ID: Click here to enter text. Date
Submitted:
Program of Study: Click here to enter text. Date School
Notified:
Region/State: Click here to enter text. Cooperating
Teacher Name:
[i.e.: full-time, part-time, job
share, contract, intern]
First Attempt
(Y/N):
Click here to enter text. Site Supervisor
Name:
Click here to enter a date.
School Name and
Phone:
Click here to enter text. School
Principal

Name:
Click here to enter a date.
TEDS Name: Click here to enter text.
Actions Taken
REASON FOR CANCELLATION: STEPS TAKEN TO NOTIFY
THE SCHOOL:
Future Plans
ANTICIPATED PLANS TO RE-APPLY FOR STUDENT
TEACHING (CLINICAL PRACTICE):
Please
Acknowledge:
☐I understand that if the
cancellation was made because of
unsatisfactory performance in
student teaching (clinical practice),
a termination could be processed
and a Corrective Action Plan (CAP)
initiated.
☐I understand that there are a
maximum of two attempts at
student teaching (clinical practice),
a cancel or withdraw from a

placement will likely count as a first
attempt.
☐I understand it may be difficult to
secure another placement in the
current semester.
☐I understand the district may not
accept me for placement.
Reason(s)
check all
that apply:
☐Personal Matter
☐Difficulty in the Classroom
☐Unsatisfactory Placement
☐Academic Issues
☐Financial Issues
☐Changes at the School
☐Excessive Absences
☐Change of Career Path
☐Relocation

Manual
77
Student Teaching FAQ
o What is the overall time required to student teach?
o 16 weeks. Students must complete a Clinical Practice
Activity Log for each 8 week
session. The cooperating teacher will sign the activity log to
verify attendance.
o What hours are required daily as a student teacher?
o Must follow the district’s expected hours for a contracted
teacher
at a minimum
o Approximately 8 hours per day at the school site
o At least five hours per day of instructional time in assigned
content area

o What if I have a personal situation that prevents me from
following this schedule (child,
financial issues, etc.)?
o You will need to follow the schedule requirements or you will
jeopardize successful
completion of your program and eligibility for an IR.
o Can I keep a job during student teaching?
o It is essential that as a teacher candidate, you are able to
perform the tasks that are
required of you so that you can successfully complete the
student teaching
experience. These tasks are not the same as those required of a
para-professional or
a substitute teacher. Therefore:
in which they
are employed as para-professionals and will be required to take
a leave of
absence from their duties while they complete the student
teaching
requirements for their programs.

student teaching.
This includes long-term substituting assignments.
nterfere with student teaching
requirements, such as
planning, etc. would be considered acceptable.
o How many absences am I allowed?
o You are allowed a maximum of five absences for the entire
sixteen weeks.
o These absences should be used only as needed and
communicated as early in
advance as possible to your Cooperating Teacher (CT),
Supervisor, and Teacher
Education Specialist.
Manual
78
o You need to provide lesson plans for any portion of the day
that you are responsible

for when absent.
o If you miss more than five days, it will be at the discretion of
the College of
Education to approve or decline an extension.
o Do I need to make up district holidays, such as Spring Break?
o You are not required to make up district holidays that
contracted teachers are off,
unless they are in excess of one week total.
o You are required to be present for any “teacher work
days/grading days”.
o 16 weeks are documented on the clinical practice timecard and
uploaded into
taskstream by the faculty supervisor at the end of site visits 2
and 4.
o Example: If the spring semester has two 5 day/1 week breaks,
one in February and
one in April, one of the weeks will count as professional
development, but the
additional week must be added to the end of time for a total of
17 weeks.
o Am I required to attend meetings or events that take place
before/after school?
o You are required to attend anything that contracted teachers
are required to attend,
such as: faculty/staff meetings, IEP meetings, parent/teacher

conferences, after or
before school duty, workshops/in-services when available etc.
o These experiences will be greatly beneficial to you as a future
teacher and valuable
experience since they are also part of teaching.
o How should I dress?
o Dress according to professional attire expectations which can
be interpreted as:
pants), skirts (mid-calf to about two
inches above the
knee), blouses, shells, cardigans, blazers, dresses.
collar), blazers.
-
through, short,
tight, or shows too much skin, flip-flops, tennis shoes
o What is the difference between a Cooperating Teacher (CT)
and Mentor?
o A Cooperating Teacher is an experienced teacher who hosts a
student teacher in the
CT’s classroom and works with them on a daily basis.

o A Mentor is an experienced teacher assigned to work with a
GCU student who is a
contracted teacher completing student teaching in their own
classroom.
o What is the difference between my online course dates and
physical student teaching
dates?
Manual
79
o These dates should be aligned as closely as possible.
o If you start in your physical classroom later than your online
course, you will need
to prolong the time in your physical classroom since you have
to complete sixteen
full weeks there.
o Can I work on my online course assignments at my school

site?
o No, these need to be completed outside of the school day.
Your time at your school
site should be focused on student teaching.
Student Teaching Expectations
o What should I do to prepare for student teaching?
o Please review the student teaching manual and student
teaching webinar in detail.
o You can view the evaluation forms at the end of the student
teaching manual to be
aware of what standards you will be expected to meet during the
course of your
student teaching.
o When should I meet with my Cooperating Teacher and what
should we discuss?
o You will want to meet prior to student teaching, if possible, or
sit down together
during the first week to discuss/review the following:
system,
philosophy, etc.

—use this to plan your takeover schedule
in the
classroom
o Do I have to do lesson plans?
o Yes, you will need to have lesson plans prepared for any
subjects/periods that you
are teaching.
o During your full takeover, you will be fully responsible for
planning all class periods.
o You are required to follow the lesson planning expectation at
your school for new
teachers as far as the format.
ns, however we
do not require a
particular format because we want you to learn and become
familiar with
templates in your local area which will be beneficial to you in
your
professional future.

Manual
80
supports the UBD
model, SIOP, or EEI template.
o You lesson plans should be completed in advance and all
materials should be
prepared in advance (copies, manipulatives, etc.)
that teachers
will have lesson plans completed by Friday for the following
school week.
o You will submit your lesson plans to your CT in advance for
him/her to review and
give feedback on as needed. You will need to make the
necessary modifications to
your plans prior to instruction.
o Your lesson plans should be visible at all times in the
classroom for your CT, school

principal, and Supervisor to view as needed.
o You are required to provide a formal lesson plan for each
evaluation that takes place
with your Supervisor.
o What is my “full takeover”?
o For a single placement, the full takeover is at least five weeks
in the middle
(typically weeks 7-12) of your student teaching that you will be
fully responsible for
the classroom planning and instruction.
o For dual placements, the full takeover is at least three weeks
for each 8 week
student teaching session (typically during weeks 5-7 of each
eight week placement.)
o During this time you will be responsible for all planning,
teaching, and grading for
the entire day
o You will gradually build up to this point by taking over small
chunks at a time
(subjects or periods)

o What are some tips to make my student teaching successful?
o Review the student teaching manual in depth with your CT so
that you are both
aware of the expectations and schedule
o Be receptive to feedback from your CT and Supervisor;
student teaching is a time to
learn and grow.
o Think of your student teaching as a sixteen-week job
interview. Doing your best and
making a good impression during student teaching could lead to
valuable contacts
and recommendations when you are looking for employment.
o You are a guest in your CT’s room and need to follow their
rules while you are there.
During this time you can decide what does or does not work for
you and keep this in
mind for when you do have your own classroom.
Manual

81
o Communicate clearly and frequently with all involved parties:
CT, Supervisor, and
Teacher Education Specialist.
o Represent yourself solely in all matters related to student
teaching performance,
evaluation, assessments, disciplinary action, etc. and do not
involve others in any
site placement matters.
o What if my CT and I do not get along (minor issues)?
o You are a guest in your CT’s room and need to follow their
rules while you are there.
During this time you can decide what does or does not work for
you and keep this in
mind for when you do have your own classroom.
o If your CT is not clear on their expectations, please direct
them to the student
teaching manual and if the problem continues discuss the matter
with your Teacher
Education Specialist (TEds). S/he will forward it to the Field
Experience Specialist

(FES) assigned to your CT.
o When will I be assigned a Supervisor and how will I find out
who he/she is?
o You will be assigned a Supervisor by Week 2 of student
teaching (unless there are
issues locating one in your area). In the event that a supervisor
cannot be located in
your area, a video supervisor may be assigned.
o Your Supervisor will first visit your school site during Week
3-4 to complete your
first evaluation.
o Your Teacher Education Specialist will notify you once your
Supervisor has been
assigned with his/her complete contact information.
o How will I be evaluated and what will happen if I am not
making adequate progress?
o Your Supervisor will visit the school site four times in
approximately Week 3-4,
Week 7, Week 11, and Week 15
o During these visits, they will discuss your progress with your
CT and collaboratively

fill out the evaluation forms
o Your Supervisor will enter these evaluations in TaskStream
for your course
instructor to view
o Your CT is not required to complete any additional
evaluations/documentation of
your performance, but if they wish they can utilize the Weekly
Progress form from
the appendix of the manual or any other format they prefer to
guide you along the
way
o If your CT or Supervisor have major concerns, they may wish
to implement a
Corrective Action Plan (CAP) to provide you additional support
Manual
82
o If you continue to not make adequate progress in student
teaching, you risk being

terminated from your placement
o What is termination?
o If you are on a CAP and do not meet expectations/goals
o If your CT or principal feel that you are negatively impacting
the classroom
environment and/or students and are no longer willing to work
with you
o If you are terminated, the College of Education will review
your case and determine
your placement eligibility for the future.
o Can my CT leave me alone in the classroom?
o This varies according to the school/district policy so you will
adhere to whatever
the guidelines are at your school
o Generally, CTs can leave the classroom for small periods of
time, particularly during
your full takeover, as long as they remain at the school site (for
example to meet
with another teacher/principal, prepare materials, make copies,
etc.) and check in

with you or are available if an issue arises
o Your CT should never leave you completely alone for
extended periods of time
o What do I do if I am student teaching in a classroom with
another co-teacher or
paraprofessionals?
o You will still need to step into the lead position (or co-
teaching position) to
eventually perform the role your CT is expected to perform
o Working with a small group or one-on-one is not a lead
teaching role and you
cannot receive credit for student teaching in this capacity
o Are there any other documents I need to turn in?
o If you are in a special education program of study, your CT is
asked to submit the
Special Education Disability Category Verification form
o You may wish to remind your CT to turn in their Contract, W-
9, and
certification/degree
o What will happen when I am done student teaching?

o You will contact your Teacher Education Specialist in order
to obtain additional
information about certification in your state.

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