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Roles & Responsibilities expanding section

University Supervisor (US) Expectations for Student Teaching Experiences

University Supervisor (US) Expectations for Pre-Student Teaching (Field) Experiences

University Supervisor Expectations for Student Teaching Experiences

The university supervisor (US) 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 and the personnel of cooperating schools and agencies.  The US is responsible for the direct supervision of the teacher candidate and aids in the education of the teacher candidate by encouraging the teacher candidate to be a thoughtful learner, leader, inquirer, and community member.

Please refer to the current SIP, Observation, and Reporting Guidelines document for a summary of the following US observation and reporting guidelines: 

  • In addition to the introductory planning triad meeting, the US will complete a minimum of three formal observations for a full semester placement, or two formal observations each quarter for nine-week placements, observing each teacher candidate for at least a full class period.  
  • Each observation consists of a pre-observation conversation, which may be held via phone or through email, the actual observation, and a post-observation conference convened as soon as possible following the observation. While in-person observations and conferences are recommended, real-time virtual options may be used when in-person visits are not available.
  • Each member of the triad will complete and share their SIP form at the triad meetings, as well as contributing to the discussion regarding the teacher candidate’s overall experience up to that point in the semester. The university supervisor will synthesize comments and agreed upon scores from the discussion, provide a copy of the completed SIP form to both the teacher candidate and the cooperating teacher, and then submit the form to Canvas.
  • For each teacher candidate, a minimum of three SIP forms with embedded observation notes need to be uploaded to Canvas by the university supervisor for each full semester placement, one at 4-6 weeks, one at midterm and one near the end of the semester. Teacher candidates with two experiences will have a minimum of two SIP forms each quarter, one at the middle and one near the end of each quarter, with a total of four SIP forms for the semester. Notes from the cooperating teacher should be included in at least one SIP form for each experience. 

The US also serves 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, 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 and cooperating teachers for discussion of the teacher candidate’s teaching experience.  Most importantly, it is the overall responsibility of the US to 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 coordinator immediately.

Before the student teaching experience

  • Coordinate and facilitate the Introductory Planning Triad Meeting with teacher candidate and cooperating teacher(s). Please refer to the Introductory Planning Triad Meeting document for more information. 
  • Establish modes of communication for weekly check-in between teacher candidate and university supervisor. 
  • Clarify expectations for the student teaching electronic organizational system and lesson plan monitoring protocol. 
  • Discuss timing of lead teaching, edTPA lessons, and roles of the teacher candidate, cooperating teacher, and university supervisor. 
  • Develop a professional rapport with the teacher candidate and learn about the teacher candidate’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

  • Review teacher candidate’s 15-minute recording, preferably during week two, and provide feedback using GoReact.
  • 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 formal observations and triad meetings.
  • Review past and upcoming lesson plans and documentation in the teacher candidate’s electronic organizational system.
  • 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 at least one full class period during each formal observation, providing written and verbal feedback to the teacher candidate.
  • Facilitate triad conferences with teacher candidate and cooperating teacher(s). Submit Standards in Practice (SIP) forms with embedded observation notes and other documents via Canvas. Notes from cooperating teacher should be included in at least one SIP form.
  • Offer support to the teacher candidate and the cooperating teacher in solving day-to-day teaching concerns that impact the quality of the student teaching experience for all constituents.
  • When appropriate, complete the Teacher Candidate Progress Review (TCPR) form.
  • Communicate highlights and concerns to the OFE coordinator.
  • Cultivate and nurture relationships with cooperating teachers to mentor teacher candidates.
  • Make recommendations of potential cooperating teachers to the OFE coordinator.
  • Participate in all university supervisor activities including training and orientation sessions and various School of Education meetings at the discretion of the Dean.
  • Complete mileage reimbursements (keep travel log and submit monthly).

Toward the end of student teaching experience

  • Facilitate final observation/SIP triad conference with teacher candidate and cooperating teacher(s). Submit final SIP forms with embedded observation notes via Canvas. Notes from cooperating teacher should be included in at least one SIP form.
  • Complete and review all SIP forms and other documents prior to submission.
  • Complete and submit final mileage reimbursement prior to last day of semester. 
  • Complete online teacher candidate and program evaluation surveys as requested.
  • Provide letters of recommendation for assigned teacher candidates at the end of the experience.

revised: February 2022

University Supervisor Expectations for Pre-Student Teaching

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.
  • 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 1131) when in-person experiences are permissible.
  • 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.
  • Provide guidance for virtual instruction, including use of appropriate background, dress, and tips for using technology.
  • Distribute and monitor teacher candidate sign-in sheets (to be kept in the binder at each placement site or electronically during virtual experiences).
  • Participate in school orientations.

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 when in-person visits are permissible.
  • 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.
  • 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.
  • Write remediation plans/interventions for teacher candidates not meeting proficiency on standards.
  • Communicate highlights and concerns to the OFE coordinator.
  • 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.

After the Field Experience

  • Submit university supervisor SIP forms via Canvas.
  • Collect completed teacher candidate sign-in sheets, review for signatures and total number of hours, and return to the Office of Field Experience at soefieldexp@uwlax.edu 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.

*NOTE: Do not enter a grade for a teacher candidate if all requirements are not yet met, including submission of the Field Hours log, SIPs forms, and satisfactory performance in course assignments and the field placement. Contact OFE for assistance as needed.

Intro Planning Triad Meeting expanding section

The Introductory Planning Triad Meeting is a conversation between the cooperating teacher, student teacher, and university supervisor, which will set the stage for a successful student teaching placement by establishing communication channels and setting expectations. This meeting should take place before the placement begins, if possible, or during the first 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 the lead on triad discussions and is responsible for submitting ALL documents to Canvas. Any out-of-area supervisors should submit all documents to the OFE coordinator. The university supervisor is also the lead assessor in the relationship.
  • Exchange contact information including email, phone numbers and the best time to connect. Any concerns should be shared directly with the university supervisor immediately.
  • Discuss and clarify expectations for modes of instruction, including any virtual learning platforms such as Google Classroom, Zoom, Schoology, SeeSaw, Raz-plus, Nearpod, Class Dojo, etc.
  • Review the responsibilities of each member of the triad relationship
    • In addition to the introductory planning triad meeting, the university supervisor will complete a minimum of three formal virtual observations for a full semester placement, or two formal virtual observations each quarter for nine-week placements, observing each teacher candidate for at least a full class period during each observation.  
    • Each member of the triad will complete and share their SIP form at the triad meetings, as well as contributing to the discussion regarding the teacher candidate’s overall experience up to that point in the semester. The university supervisor will synthesize comments and agreed upon scores from the discussion, provide a copy of the completed SIP form to both the teacher candidate and the cooperating teacher, and then submit the form to Canvas.
    • Any out-of-area supervisors should submit all documents to the OFE coordinator.
  • Refer to the field experience section of the website to access timelines, and Standards in Practice (SIP) assessment forms, and other resources.
  • Review the student teaching attendance policy. The state statute requires that student teachers complete full days for a full semester following the calendar of the placement school.  Cooperating teachers may NOT excuse student teachers from student teaching. 
    • For unexpected illness or absence, student teachers must immediately contact their cooperating teachers, their university supervisor, and the Office of Field Experience. 
    • Other absences must be requested and approved in advance by the OFE coordinator. 
    • All special situations must go directly to the OFE coordinator and individual circumstances will be considered on a case-by-case basis. 
  • Review lesson planning expectations and establish when both the cooperating teacher and the university supervisor will examine lesson plans prior to delivery of lessons, for ex. two days in advance.
  • Encourage student teachers to utilize student teaching organizational systems, both electronic and physical, to keep important documents, ideas, lesson plans, and other resources.
  • Discuss expectations for student teacher weekly check-in contact with the university supervisor, typically via email, regarding teaching schedules, goals, and concerns. 
  • The university supervisor will contact the cooperating teacher every two weeks and cooperating teachers are encouraged to reach out as necessary.
  • Student teacher is expected to record a 15-minute video during the second week of the experience and share it on GoReact for the university supervisor to review and provide reflective feedback. Student teacher will notify university supervisor of completion.
  • Discuss edTPA requirements, scheduled work days and timeline for completion. The edTPA is the responsibility of the student teacher. Cooperating teachers and supervisors are free to offer their help to some degree, but we want to be clear that this should not be a problem or extra work for the cooperating teachers. Giving a positive message is very helpful. Don't paint the edTPA as an assignment or as a hoop to jump through. It is a very good assessment and, most importantly, it is an educative experience. It may be hard to see when the student teacher is working on it, but the edTPA is a valuable learning experience and that should be our main message at all times. Here are some ways cooperating teachers can help: 
    • Identify a learning segment of 3 - 5 lessons with a central focus. Discuss the possible content and skills being taught.  Allow for some flexibility in the content so the student teacher can meet the requirements of the rubrics. 
    • Identify a class or group of students for the lessons. At least one student should have a specific learning need.  This often involves an IEP or 504 Plan, but that is not required.
    • Cooperating teachers can help with the planning and deciding which assessment(s) might work for the learning segment, but the student teacher should write the final plans and be the lead teacher for those 3 - 5 days.
    • Help collect video recording permission forms if needed.
    • In some cases, help with the actual recording of lessons.
    • As usual, give feedback on the lessons and suggest ways that might improve the instruction.
  • Define appropriate dress for the placement, including while teaching remotely.
  • 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 coordinator.

Revised 9/2/2020 

Supervisor Timeline for Student Teaching 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

 

SIP Form expanding section

InTasc SIPs Evaluation Rubric

SIP Guidelines-Field Experience

SIP Guidelines-Student Teaching

Contact: 
Katie Hosley-Frieden
Assessment Coordinator
235 Morris Hall
608.785.8148

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
235 Morris Hall 
608.782.8134

Office of Field Experience
274 Morris Hall
608.785.8126

Taryn Collins | Field Experience Associate |
274 Morris Hall | 608.785.8126 | tcollins@uwlax.edu & soefieldexp@uwlax.edu 

Cindy Duley | Field Experience Coordinator 
263 Morris Hall | 608.785.8736 | cduley@uwlax.edu

Christiana Martin | Field Experience Coordinator 
276 Morris Hall | 608.785.5034| cmartin@uwlax.edu

Standards in Practice (SIP) Forms / Assessment 
Katie Hosley-Frieden | Assessment Coordinator |
235 Morris Hall | 608.785.8148 | khosley-frieden@uwlax.edu

Travel Reimbursements, Contracts & Hiring Paperwork
Scott Peterson | SOE Budget Manager |
235 Morris Hall | 608.785.6492 | speterson2@uwlax.edu

edTPA & GoReact
Victoria Rosin | Outreach Specialist |
235 Morris Hall | 608.785.8133 | rstewart@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 SOE contacts by topic here. 

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