School of Education
University supervisor for pre-student teaching
University supervisor for pre-student teaching
Roles & responsibilities
Before the experience
- Communicate clinical field experience course expectations and requirements to both teacher candidates and cooperating teachers.
- Write and send introductory supervisor letter/email message to cooperating teachers.
- Share and provide guidance for cooperating teachers with training modules, SIP forms, and procedures / expectations.
- Review and approve teacher candidate’s letters to cooperating teachers before letters are sent to cooperating teachers.
- Ensure that all teacher candidates have purchased name badges (available in Student Union).
- Reinforce completion of the electronic application and criminal background check.
- Communicate with Office of Field Experience to ensure that teacher candidates have completed all criminal background checks and other requirements.
- Discuss and set expectations for recording hours in the electronic Field Experience Hours Log.
- Provide explicit instructions for professionalism, dispositions, courtesies, and procedures that meet the expectations set for teacher candidates
- Prior to entering a course grades at the end of the term, review and verify the accuracy of hours documented.
- Participate in school orientations.
During the experience
- Provide edTPA support to teacher candidates as defined by program.
- Maintain frequent communication with cooperating teacher (minimum of three emails – introduction, check in, and final / thank you).
- Conduct face-to-face conversations with cooperating teachers throughout the semester.
- Share and provide guidance for cooperating teachers with training modules, SIPS forms, and procedures /expectations.
- Monitor teacher candidate progress through formal and informal observations, videos, journals, emails, and provide oral and written feedback.
- Monitor the Field Experience Hours Log via Teams to ensure teacher candidates are updating hours regularly.
- Address issues and concerns immediately and directly with teacher candidate and cooperating teacher.
- Meet with teacher candidate and the Office of Field Experience, as concerns arise, including attendance, inappropriate appearance, insufficient preparation, and other issues as needed.
- Document all interventions for teacher candidates not meeting proficiency on standards.
- When appropriate, refer a student to the Teacher Candidate Progress Review Committee.
- Communicate with the OFE coordinator both highlights and concerns of the field experience.
- Cultivate and nurture relationships with cooperating teachers to mentor teacher candidates.
- Make recommendations of potential cooperating teachers to the OFE coordinator.
- Lead completion of SIP form through three-way triad conference.
- Express appreciation to cooperating teachers and talk with teachers about interest in hosting teacher candidates as student teachers, as well as future field experience students.
End of the experience
- Submit university supervisor SIP forms via Canvas.*
- Review and verify the accuracy of the electronic Field Experience Hours Log for documenting hours.*
- Complete mileage reimbursement online.
- After all requirements are met*, enter grades on WINGS, following instructions provided by Records and Registration.
*NOTE: Do not enter a grade for a teacher candidate if all requirements are not yet met, including submission of the Field Experience Hours Log, SIP forms, and satisfactory performance in both course assignments and the field placement. Contact the Field Experience Coordinator for assistance.
Placement Procedures
Placement Procedures
All clinical field experience placements are arranged through the Office of Field Experience in collaboration with course instructors.
The School of Education has developed partnerships with local schools. Placements at these sites will be honored first, followed by other schools within a 50-mile radius.
Additionally, cooperating teachers must:
hold a current teaching license (tier two or higher)
have a minimum of three years of experience with at least one year in their current setting
have principal approval
According to agreements between UW-La Crosse School of Education and our affiliate school districts, teacher candidates are prohibited from contacting teachers, schools or principals to arrange a field experience placement.
If a teacher or a principal discusses a placement possibility with you, please refer them back to the Office of Field Experience.
Every effort will be made to provide a neutral setting for teacher candidates. Placements will generally not be made in schools that teacher candidates or their relatives have attended or worked.
Any questions regarding field experiences or any other school experiences should be directed to the Office of Field Experience.
Absences
Attendance and promptness at your field experience is of utmost importance.
In the rare case that a teacher candidate must be absent, they should send an email to the cooperating teacher and the university supervisor in order to reschedule that time.
Excused absences include:
- personal illness
- illness in the family
- death in the family
Absences due to work schedules, personal commitments, and vacations are prohibited. Teacher candidates may be excused for medical appointments. Please request permission from the office of field experience.
Excessive or repeated absences or tardiness in either the field experience or related courses may result in a delay of program progression or removal from the program.
Any questions regarding field experiences or any other school experiences should be directed to the Office of Field Experience.
Performance Assessment: edTPA
edTPA Introduction
The edTPA is a performance-based, subject-specific assessment and support system used to assess, emphasize, measure and support the skills and knowledge that all teachers need. Currently UWL requires the successful completion of the edTPA for all beginning teachers before they are recommended for licensure. The edTPA meets Wisconsin Department of Public Instruction’s requirement of measuring pedagogical knowledge (PI34.021). The edTPA is for initial licensure only. Teachers already in possession of a valid Wisconsin teaching license do not need the edTPA for additional licensure areas or when renewing a valid license.
For general information and national updates go to https://aacte.org/faq/edtpa/ or the edTPA website https://www.edtpa.com/ . Teacher candidates are not able to create a member log in with AACTE, but can access useful information.
edTPA Pre-Student Teaching Field Experiences
During field courses, teacher candidates will complete portions of the edTPA, or complete an edTPA-like assessment. This edTPA coursework will be submitted to faculty for evaluative input. During clinical field experiences, detailed feedback, discussion, and sharing of edTPA work among peers and faculty is both allowed and encouraged. Faculty members are urged to give detailed edTPA feedback during pre-student teaching field experiences.
Performance Assessment: SIP
Standards in Practice (SIP) rubric
What is the Standards in Practice (SIP) rubric?
This is a comprehensive, performance-based tool that aligns to the new Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards and Learning Progressions for Teachers. This evaluation tool serves as a vehicle for reflection, conversation, and on-going assessment. The use of this tool should be viewed as a 'process' with a constant focus on continual improvement and used as a support mechanism for teacher candidates (TCs). Therefore this tool documents TC performance over time.
How will I use the SIP rubric?
The SIP rubric and process serves many purposes depending on the user, intent, and timing.
As a teacher candidate I will use the SIP rubric as an ongoing self-reflection and progress- monitoring tool to establish goals in order to improve my performance. I will use it to document evidence of my proficiency over time in meeting the standards required of initial educators. I will use it to communicate with my cooperating teachers, university supervisor and course instructors.
As a cooperating teacher I will use the SIP rubric as a collaborative communication tool to provide feedback to TCs based on observations, discussions, lesson plans, and instructional materials. I will use the rubric as a guide to share ongoing feedback with the TC, university supervisor and the program personnel.
As the university supervisor I will use the SIP rubric to facilitate ongoing dialogue between the TC and cooperating teacher. I will use the SIP rubric to share feedback to support TC development and growth as an initial educator. I will also use the rubric to report TC's level of proficiency to the School of Education.
As a course instructor I will use the SIP rubric as a guide for planning course content and learning experiences. I will foster the TC's understanding and use of the SIP rubric as an ongoing self-reflection and progress-monitoring tool. Depending on the course, the rubric may be used for feedback and assessment.
As a program we will reflect on the data collected from the use of the SIP assessment process to inform our practice. We will use the SIP rubric to collaborate with our partners, celebrate strengths, and address areas of concern.
As the School of Education we will use the SIP rubric to document and report data to the Department of Public Instruction. We will use data gathered from the SIP process to support on- going professional development and continual improvement.
How is the rubric scored for field and student teaching placements?
The SIP rubric includes one comment section following each category (i.e., the learner and learning, content knowledge, instructional practice, and professional responsibility). The comments section must include explicit and specific evidence to support the overall rating for each category of the rubric.
Comments should reflect collaborative input from TC, cooperating teacher, and university supervisor based on the entire field or student teaching experience.
Evidence can come through direct observation of TC, from written instructional and assessment materials designed by the TC, or through other means (e.g., emails, conversations, etc.).
The SIP rubric is designed with progressive levels. In order to score a 4 the TC satisfies a level 3 as well as the additional criteria for level 4. Likewise to score a 5 the TC satisfies both levels 3 and 4 as well as the additional criteria for level 5.
When a standard has more than one criterion, each criterion should be scored independently.
Evaluating TC progress is multifaceted and grounded in contextual variability. Given the complexity of these variables the scoring is fluid, and a TCs scoring from placement to placement may not be linear.
At any level of placement, a score of 3 or above in all criteria should indicate that the TC is ready to advance. This does not take into account other factors that may impact readiness to advance.
When a TC is performing at level 1 during Field I or II placement, the university supervisor should communicate with the TC, cooperating teacher, and program director. The program director should document the concern in collaboration with the university supervisor and/or course instructor in order to determine necessary supports.
A score of 1 upon completion of placement will result in a School of Education Notice of Concern that is completed collaboratively by the university supervisor and/or program director, and is communicated to relevant program faculty involved with the TC and their next placement.
When a TC is performing at level 1 during student teaching, the university supervisor should communicate with the TC, cooperating teacher, program director, and School of Education Office of Field Experience. The program director should document the concern and in collaboration with the university supervisor and Office of Field Experience determine next steps.
Any other scoring situations that cause concern should be documented on the overall comments page on the SIP rubric, and brought to the attention of the program director and/or the School of Education Office of Field Experience.
Pre-Student Teaching Additional Resources
Pre-Student Teaching Field Experience Courses
Early Childhood-Middle Childhood (EC-MC)
EDS 402 (Field I)
EDS 445 (Field II)
ECE 327/425 (ECE Block)
Elementary/Middle Education (EME) programs:
EDS 402 (Field I)
EDS 446 (Field II)
Elementary/Middle Education & Special Education dual certification program (EME-SPE) - additional field
SPE 460 (Special Education Field)
Elementary/Middle Education & TESOL dual certification program (EME-TSL)
Spanish & TESOL dual certification program (SPA-TSL)
French & TESOL dual certification program (FRE-TSL)
additional fields
TSL 420 (TESOL Field)
TSL 450 (TESOL Internship - High School setting)
Middle/High School Education (STEP) programs
English
ENG 355 (Field I)
ENG 455 (Field II)
Math
MTH 454 (Field I)
MTH 455 (Field II)
Science
BIO/CHM/PHY 454 (Field I)
BIO/CHM/PHY 455 (Field II)
Social Studies
HIS 304 (Field I)
HIS 419 (Field II)
Kindergarten through grade 12 programs
Art
ART 361 (Field I)
ART 461 (Field II)
Music
MUS 378 or MUS 379 (Field I)
MUS 383 or MUS 384 (Field II)
World Languages (Spanish, French)
GCL 300 (Field I)
GCL 320 (Field II)
Physical, Adapted and School Health Education (PASHE)
ESS 418 (SHE Field)
ESS 419 (Field I)
ESS 420 (Field II)
Cooperating Teacher Expectations for Pre-Student Teaching Field Experiences
The Cooperating Teacher is a vital member of the field experience triad along with the Teacher Candidate and the University Supervisor. The Cooperating Teacher models, observes, and discusses teaching styles and strategies daily with the teacher candidate. To receive the greatest benefits from this relationship there must exist a mutual feeling of respect and understanding. It is important for the Cooperating Teacher to accept the Teacher Candidate as a co-worker and convey that acceptance to both their pupils and colleagues. The Cooperating Teacher is expected to demonstrate professional conduct and be a positive, effective role model in all aspects of teaching.
Eligibility to Serve as a Cooperating Teacher:
Cooperating Teachers supervise Teacher Candidates on a regular basis throughout the quarter or semester. Qualifications include:
- Hold a valid Wisconsin teaching license or equivalent license if the placement is located outside of Wisconsin
- Certification in and a teaching assignment appropriate to the subject competency of the Teacher Candidate
- At least three years of teaching experience; one of which is in the district to which the Teacher Candidate is assigned
- Recommendation by the building principal and typically a university faculty/staff member
- Evidence of educator effectiveness, including demonstration of best practices, related to:
- Planning and preparation
- Classroom environment
- Instruction
- Professional responsibilities
- Demonstration of effective mentorship
- Time and commitment to serve in this important role
In-service teachers interested in being Cooperating Teachers are strongly encouraged to take SOE 695 Supervision of Student Teaching, which provides preparation in the supervision of clinical students and in the applicable standards. For more information, email soefieldexp@uwlax.edu.
Before the field experience begins
- Communicate with the Office of Field Experience and University Supervisor to confirm and clarify expectations.
- Review SIP and other documents.
- Prepare specific classroom expectations and materials to share with the teacher candidate.
During the field experience
- Communicate school schedules, planning, and other responsibilities.
- Create a small workspace for the teacher candidate.
- Welcome the teacher candidate as a teaching colleague, and introduce the teacher candidate to students and staff.
- Provide the teacher candidate with necessary resources and curriculum for teaching.
- Seek opportunities for the teacher candidate to collaborate in planning, implementing, and assessing lessons.
- Communicate clear expectations for the teacher candidate regarding classroom procedures and interactions with students and colleagues.
- Mentor the teacher candidate by sharing your professional and pedagogical knowledge and expertise.
- Observe the teacher candidate’s instruction and provide both oral and written feedback on instructional delivery, interactions with students and staff, and other aspects of professionalism – including areas of strengths as well as those requiring additional practice and growth.
- Support the teacher candidate in developing an accurate and comprehensive understanding of a classroom teacher’s workday including both instructional and non-instructional activities.
- Provide opportunities for the teacher candidate to observe other aspects of the teaching profession including professional learning communities, special education meetings, staff meetings, team meetings and parent conferences.
- Communicate and collaborate with the University Supervisor in addressing ANY concern.
- Refer any additional concerns to the Office of Field Experience.
Toward the End of the Field Experience
- Prepare comments and collaborate with the University Supervisor on final triad conference.
- Review and verify the accuracy of the electronic Field Experience Hours Log for documenting hours.
- Provide feedback to the Field Experience Coordinator and complete surveys when requested.
APPENDIX E:Teacher Candidate Expectations for Pre-Student Teaching Field Experience
Before the Experience
- Write and email a formal letter of introduction to assigned Cooperating Teacher using the Letter to Cooperating Teacher Guidelines.
- Obtain a UWL School of Education name badge to be worn onsite during your field experience placements.
- Read through the placement expectations and professional dispositions as outlined below.
- ECE Field II: submit all documentation (i.e. TB Test, CBC) requested by the Office of Field Experience.
During the experience
- Dress appropriately and professionally.
- Wear UW-La Crosse School of Education name badge when onsite during your field experience placement.
- Keep cell phone and other electronic devices out of sight/mind unless needed for safety or instructional purposes.
- Arrive on time – preferably a few minutes prior to your scheduled arrival time.
- Demonstrate courtesy, kindness and respect to everyone in the school community.
- Check in and out at the school office following their protocols.
- Record hours in your electronic Field Experience Hours Log.
- Follow all school policies and procedures.
- Participate in the building orientation, tour, and other professional opportunities.
- Meet with Cooperating Teacher to exchange contact information and discuss expectations.
- Coordinate with the University Supervisor and Cooperating Teacher to develop and maintain a CONSISTENT schedule for the entire semester that spans two or more days per week based program requirements.
- Communicate any absences or rare changes in schedule with the cooperating teacher and the university supervisor, providing as much advanced notice as possible.
- Collaborate with Cooperating Teacher to plan, deliver, and assess lessons and activities to meet district curricular expectations as well as provide for individual student modifications.
- Submit detailed lesson plans to Cooperating Teacher for review at least two days prior to date of implementation.
- Receive feedback and approval for all lesson plans from Cooperating Teacher prior to implementation.
- Prepare all materials needed for lesson plans prior to implementation.
- Teach a minimum of 3-5 lessons with large and / or small groups.
- Reflect upon and refine lessons for future instruction with the emphasis on student learning.
- Demonstrate professional demeanor and maintain confidentiality.
Toward the end of the experience
- Self-reflect for final triad conference.
- Return all materials to Cooperating Teacher and school site.
- Complete all requirements and submit all assignments as specified.
- Complete the electronic Field Experience Hours Log on the final day of placement. When prompted, complete the DocuSign process to verify your hours.
Please note: grades will not be entered until all requirements have been met, including verification of the electronic Field Experience Hours Log by all members of the triad, submission of SIP forms, and satisfactory performance in both course assignments and field placement.
SIPs Forms and reporting guidelines
FIELD EXPERIENCE STANDARDS IN PRACTICE (SIPS), OBSERVATION, AND REPORTING GUIDELINES
| Minimum Observation Requirements | Formal Requirements | |
| Triad Meeting* | Outcomes/What to Upload to Canvas | |
| Introductory Planning Meeting | Intro triad | Set expectations/Nothing to upload |
|
Informal observation(s) during the semester |
NO |
- Note the observation date(s)
- Provide feedback to teacher candidate with goals (feedback can be summarized on final SIPs form) - Nothing to upload at this time |
|
Formal Observation (near end of semester) |
🗸 |
- 1 summary SIP with observation notes from supervisor and cooperating teacher embedded
- Record all dates of observations in the “Overall comments” box at the end of the rubric in Canvas |
| 1 formal visit (one class period) plus at least 1 informal observation | 1 formal triad plus intro triad | 1 SIP (w/embedded obs notes) |
* A triad meeting between the Student Teacher, Cooperating Teacher & University Supervisor where feedback is shared and goals are developed.