University Supervisors - Field Experience expanding section
Roles & Responsibilities expanding section

Before the Field 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
  • 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 1131)
  • Reinforce completion of 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
  • Provide explicit instructions for professionalism, dispositions, courtesies, and procedures
  • Distribute and monitor teacher candidate sign-in sheets (to be kept in the binder at each placement site)

During the Field 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 observations, videos, journals, emails, and provide oral and written feedback
  • 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
  • When appropriate, complete the Teacher Candidate Progress Review (TCPR) form at: https://www.uwlax.edu/globalassets/academics/colleges- schools/soe/tcpr-original-10-31-14-ver-3.pdf.
  • Write remediation plans/interventions for teacher candidates not meeting proficiency on standards
  • Lead completion of SIP form through three-way triad conference

After the Field Experience

  • Submit university supervisor observations and action plans to TaskStream
  • Collect completed teacher candidate sign-in sheets, review for signatures and total number of hours, and return to the Office of Field Experience before the date grades are due
  • Complete mileage reimbursement online (keep travel log and submit monthly) https://www.uwlax.edu/business-services/our-services/expense-reimbursement/

After all requirements are met, enter grades on Wings, following instructions provided by Records and Registration

Teacher Candidate Progress Review (TCPR) expanding section

The Teacher Candidate Progress Review (TCPR) Committee is charged with overseeing the development and assessment of knowledge, skills, and dispositions among teacher candidates as assessed by the multiple measures of the established teacher education assessment system. Academic and non-academic misconduct (plagiarism, cheating, etc.) are referred directly to the Office of Student Life as outlined in the university's student handbook

More information about the TCPR process as well as forms needed can be found here. 

Important Contacts expanding section

School of Education
145 Graff Main Hall 
608.782.8134

Office of Field Experience
1173 Centennial Hall
608.785.8123

Cheryl Russell | Field Experience Associate |
1173 Centennial Hall | 608.785.8126 | crussell@uwlax.edu & soefieldexp@uwlax.edu 

Cindy Duley | Field Experience Coordinator | EA-A, EC-A, Out-of-Area
1172 Centennial Hall | 608.785.8736 | cduley@uwlax.edu

Lindsey Butts | Field Experience Coordinator | EC-MC, MC-EA
1170 Centennial Hall | 608.785.5034 |
lbutts@uwlax.edu

Standards in Practice (SIP) Forms / Task Stream / Assessment 
Katie Hosley-Frieden | Assessment Coordinator |
145 Graff Main Hall | 608.785.8148 | khosley-frieden@uwlax.edu

Travel Reimbursements
Scott Peterson | SOE Budget Manager |
145 Graff Main Hall | 608.785.6592 | speterson2@uwlax.edu

edTPA
Rick Stewart | edTPA Coordinator |
1168 Centennial Hall | 608.785.8133 | rstewart@uwlax.edu

Contracts / Hiring Paperwork
Tracey Simpson | Human Resources |
144 Graff Main Hall | 608.785.8013 | tsimpson@uwlax.edu

Email / DUO / Computer related Inquiries
IT / Eagle Help Desk |
WING Technology Center | 608.785.8774

Name Badges
Eagle ID Office | 1131 Student Union |
608.785.8891 | Monday - Friday | 7:45-4:30 pm

View a list of EPC contacts by topic here. 

 

University Supervisors - Student Teaching expanding section
Roles & Responsibilities expanding section

University Supervisor (US) Expectations for Student Teaching Experiences

The supervisor of teacher candidates is the lead member of the student teaching triad.  The US is an official representative of the university and serves as a liaison between the School of Education, Professional & Continuing Education and the personnel of cooperating schools and agencies.  The US is responsible for the direct supervision of the teacher candidate also and aids in the education of the teacher candidate by making sure that the teacher candidate is a thoughtful learner, leader, inquirer, and community member.

While observation requirements vary, generally, four or more times during the semester, the US observes each teacher candidate for a minimum of one hour.  Each visit is to include a pre-observation conversation, the actual observation, and a post-observation conference.  The supervisor will provide a copy of the completed observation form to the teacher candidate, the cooperating teacher, retain a copy for his/her files.  For each teacher candidate, a minimum of four observation/SIPs forms need to be uploaded to TaskStream by the supervisor(s) each semester. 

The US must also serve as an intermediary, eliminating misunderstandings and resolving conflict between the cooperating teacher and the teacher candidate.  The US should consult with the cooperating teacher regularly regarding the teacher candidate's performance.  The US is also responsible for helping the teacher candidate in developing technical management competencies and reflective teaching, and should offer support in practical and theoretical work by considering short and long-term professional needs.  The US should be readily available to the teacher candidate teacher and cooperating teachers for discussion of teacher candidate’s teaching experience.  Most importantly, it is the overall responsibility of the US to be the monitor and manage the growth and development of the teacher candidate.

Any problems that may arise during the student teaching process should be reported to the Office of Field Experience immediately.

Before the student teaching experience

  • Establish modes of communication for weekly check-in between teacher candidate and university supervisor
  • Discuss expectations for student teaching binder / organizational system and lesson plan monitoring protocol
  • Develop a professional rapport with the teacher candidate and learn about the TC’s goals, strengths and interests
  • Guide the teacher candidate’s development in each of the Standards
  • Share teaching expertise and insights to help the teacher candidate succeed in the experience

During the student teaching experience

  • Coordinate and lead introductory TRIAD conference with teacher candidate and cooperating teacher(s)
  • Communicate with each assigned teacher candidate weekly regarding teaching schedules, goals and concerns
  • Contact the cooperating teacher every two weeks to answer questions, provide guidance, or to get updates on the teacher candidate’s progress in developing competence in each of the Standards
  • Arrange convenient times for announced teacher candidate observations
  • Review past and upcoming lesson plans and documentation in the student teaching binder
  • Check in at each school site upon arrival and departure from the building as per custom of each site
  • Coach the cooperating teacher and teacher candidate through all aspects of the observation and evaluation process. Monitor and ensure effective communication between the parties
  • Observe the teacher candidate for a minimum of one hour two times each quarter. Provide written and verbal feedback to the teacher candidate. Submit the appropriate observation forms for these visits to the assessment coordinator
  • Communicate highlights and concerns to OFE
  • Collect one observation form from the cooperating teacher prior to the midpoint of the placement and upload it to TaskStream
  • Lead mid-term TRIAD conference with teacher candidate and cooperating teacher(s). Submit mid-term Standards in Practice (SIP) document via TaskStream
  • Offer support to the teacher candidate and the cooperating teacher in solving day-to-day teaching concerns that impact the quality of the field experience for all constituents
  • Cultivate and nurture relationships with cooperating teachers to mentor teacher candidates
  • Make recommendations of potential cooperating teachers to the OFE
  • Participate in all university supervisor activities including training and orientation sessions and various School of Education, Professional & Continuing Education meetings at the discretion of the Dean
  • Complete mileage reimbursement online (keep travel log and submit monthly) https://www.uwlax.edu/business-services/our-services/expense-reimbursement/

Toward the end of student teaching experience

  • Lead final Triad conference with teacher candidate and cooperating teacher(s). Submit final SIP document via Task Stream
  • Complete and review all paperwork and evaluation documents prior to submission
  • Complete mileage reimbursement online (keep travel log and submit monthly) https://www.uwlax.edu/business-services/our-services/expense-reimbursement/
  • Complete online teacher candidate and program evaluation surveys as requested
  • Provide, at your discretion, letters of recommendation for your supervisees
Introductory Triad Visit expanding section

Introductory Triad Visit

The Introductory Triad conversation between the cooperating teacher, student teacher and university supervisor will set the stage for a successful student teaching placement by establishing communication channels and setting expectations. This meeting should take place during the first or second week of each placement. The following items will be discussed and completed during this initial meeting.

  • Explain the Student Teaching TRIAD relationship: student teacher, cooperating teacher and university supervisor.  The university supervisor is lead on triad discussions and is responsible for submitting ALL documents to Task Stream. Any out-of-area supervisors should submit all documents to the OFE. University supervisor is the lead assessor in the relationship.
  • Exchange contact information including email, phone numbers and the best time to reach. Any concerns should be shared directly with university supervisor immediately.
  • Review the responsibilities of each member of the triad relationship. One formal evaluation from the cooperating teacher is collected by the university supervisor for submission to Task Stream. Any out-of-area supervisors should submit all documents to the OFE.
  • Refer to the website to access forms, important dates, and Standards in Practice (SIPs) assessment forms.
  • Review the student teaching attendance policy. There are NO approved absences from student teaching.  Cooperating teachers may NOT excuse student teachers from student teaching.  All absences must be reported to the OFE in addition to the university supervisor.  All special situations must go directly to the OFE.  Review the state statute that requires full days and full semesters that follow the host school’s calendar.
  • Review lesson planning expectations and establish when both cooperating teacher and university supervisor will examine lesson plans prior to student teacher’s delivery of lessons.
  • Encourage student teachers to utilize a student teaching binder (electronically or physical) to keep important documents, ideas, lesson plans, etc.
  • Discuss student teacher weekly “check in” with the university supervisor. Request that the cooperating teacher check in with university supervisor once every two weeks or as necessary.
  • Discuss edTPA requirements, scheduled work days and timeline for completion.
  • Define appropriate dress for the placement.
  • Acknowledge the cooperating teacher is providing a valued mentoring service to the student teacher and to UWL School of Education. If, at any time, the cooperating teacher has concerns that are beyond the scope of the mentoring relationship, they should immediately contact the university supervisor and/or the OFE. 

 

Supervisor Timeline expanding section

According to Wisconsin PI 34, University Supervisors are required to make a minimum of two classroom observation visits per quarter for each teacher candidate. All observations must be a minimum of one hour in length. University supervisors must conduct a pre-observation meeting (approximately 15 minutes) with the respective teacher candidate and a post-observation meeting with both the teacher candidate and the cooperating teacher. The SIP must be the product of a three-way conference between the teacher candidate, cooperating teacher, and university supervisor.

Additional Information: 

  • When a teacher candidate is struggling in any fashion, the number of observations may increase to weekly and even daily in extreme cases.
  • University supervisors may choose to “drop in” at school to see how things are going. All observations do not need to be formally scheduled.
  • Cooperating teachers must provide a written observation for the student teacher at least one (1) time over the course of the placement. It is recommended that the cooperating teacher complete an observation just prior to the mid-term and final SIPs evaluations. Cooperating teachers are highly encouraged to do more than one observation, and only one must be turned into the candidate’s file.
  • University supervisors should communicate weekly regarding teaching schedules, goals and concerns.
  • Travel reimbursements are submitted monthly

Suggested Timeline

Placement Week

Student Teacher

University Supervisor

Cooperating Teacher

Placement 1

 

Week 1

Introductory Planning Meeting (Placement 1)

Introductory Planning Meeting (Placement 1)

Introductory Planning Meeting (Placement 1)

Week 2

Check-in

Introductory Planning Meeting (Placement 1)

 

Introductory Planning Meeting (Placement 1)

 

Introductory Planning Meeting (Placement 1)

Week 3

Check-in

 

 

Week 4

Check-in

 

 

Week 5

Check-in

 

 

Week 6

Observation 1

Mid-term Evaluation (SIPs)

Observation 1

Mid-term Evaluation (SIPs)

 

Mid-term Evaluation (SIPs)

Week 7

Check-in

 

 

Week 8

Check-in

 

 

Week 9

Check in

 

 

Week 10

Observation 2

Final Evaluation (SIPs)

Observation 2

Final Evaluation (SIPs)
Submit all documents to Task Stream
-Midterm SIP
-Final SIP
-Cooperating teacher observation
-University supervisor observations

 

Final Evaluation (SIPs)

Placement 2

Week 11

Check-in

Introductory Planning Meeting (Placement 2)

Introductory Planning Meeting (Placement 2)

 

Introductory Planning Meeting (Placement 2)

Week 12

Check-in

 

 

Week 13

Check-in

 

 

Week 14

Check-in

 

 

Week 15

Observation 3

Mid-term Evaluation (SIPs)

Observation 3

Mid-term Evaluation (SIPs)

 

Mid-term Evaluation (SIPs)

Week 16

Check-in

 

 

Week 17

Check-in

 

 

Week 18

Observation 4

Final Evaluation (SIPs)

Observation 4

Final Evaluation (SIPs)
Submit all documents to Task Stream
-Midterm SIP
-Final SIP
-Cooperating teacher observation
-University supervisor observations

 

Final Evaluation (SIPs)

Teacher Candidate Progress Review (TCPR) expanding section

The Teacher Candidate Progress Review (TCPR) Committee is charged with overseeing the development and assessment of knowledge, skills, and dispositions among teacher candidates as assessed by the multiple measures of the established teacher education assessment system. Academic and non-academic misconduct (plagiarism, cheating, etc.) are referred directly to the Office of Student Life as outlined in the university's student handbook

More information about the TCPR process as well as forms needed can be found here. 

Important Contacts expanding section

School of Education
145 Graff Main Hall 
608.782.8134

Office of Field Experience
1173 Centennial Hall
608.785.8123

Cheryl Russell | Field Experience Associate |
1173 Centennial Hall | 608.785.8126 | crussell@uwlax.edu & soefieldexp@uwlax.edu 

Cindy Duley | Field Experience Coordinator | EA-A, EC-A, Out-of-Area
1172 Centennial Hall | 608.785.8736 | cduley@uwlax.edu

Lindsey Butts | Field Experience Coordinator | EC-MC, MC-EA
1170 Centennial Hall | 608.785.5034 | 
lbutts@uwlax.edu

Standards in Practice (SIP) Forms / Task Stream / Assessment 
Katie Hosley-Frieden | Assessment Coordinator |
145 Graff Main Hall | 608.785.8148 | khosley-frieden@uwlax.edu

Travel Reimbursements
Scott Peterson | SOE Budget Manager |
145 Graff Main Hall | 608.785.6592 | speterson2@uwlax.edu

edTPA
Rick Stewart | edTPA Coordinator |
1168 Centennial Hall | 608.785.8133 | rstewart@uwlax.edu

Contracts / Hiring Paperwork
Tracey Simpson | Human Resources |
144 Graff Main Hall | 608.785.8013 | tsimpson@uwlax.edu

Email / DUO / Computer related Inquiries
IT / Eagle Help Desk |
WING Technology Center | 608.785.8774

Name Badges
Eagle ID Office | 1131 Student Union |
608.785.8891 | Monday - Friday | 7:45-4:30 pm

View a list of EPC contacts by topic here. 

Helpful information for university supervisors. 

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