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School of Education

Field Experience Handbook

Pre-Student Teaching Field Experiences

Prerequisites

Teacher candidates must meet all prerequisites specified by their program prior to their first field experience semester. Field experiences require admission to the School of Education and enrollment in aligned courses.  Please consult your advisor to determine the best timing of field experiences in your respective program. 

Application Process

A separate electronic field experience application must be completed for each clinical field experience.  The application includes the mandatory forms related to conduct for that particular experience and the electronic signature indicates understanding and agreement to follow the policies.  An email will be sent to all teacher candidates around the sixth week of the semester with a link to the electronic Field Experience Application.  Prior to the field experience semester, teacher candidates are encouraged to provide preferences and requests on the field experience application, which will be considered along with other factors in meeting program requirements for certification. 

Teacher candidates are advised to be in close contact with their advisors about when they should anticipate applying for Field.

In the case of an extenuating circumstance, students may request an extension to a benchmark or application window

Criminal Background Checks

Criminal Background Check (CBC) Policy

All teacher candidates must complete the designated national criminal background check process upon admission to the School of Education (SOE). In compliance with WI PI 34.0182(2), all license preparation programs with admissions processes have incorporated a CBC as part of the admissions requirement.  CBCs performed for another institution or agency cannot be accepted, including those for graduate programs leading to certification.

All CBCs ordered by SOE will be good for five years (for SOE purposes) for every SOE student.  Additional CBCs may also be required by specific placement sites and programs (i.e. ECE requires a CBC by Department of Children and Families prior to beginning the ECE Block placements).  

Any teacher candidate who completed a CBC as part of a pre-admission field experience will still need to complete a CBC at the time of admission. SOE complies with the UWL Youth Protection Policy. 

Any teacher candidate previously admitted to a teacher certification program at UWL, who has a current CBC on file through admission or a field experience, and is adding another certification or is changing programs (i.e. new admission), does not need a new CBC unless their old one has expired or is required by the placement site or program. 

Teacher candidates will be notified by email if they are required to complete or update a background check and are responsible for all costs associated with the criminal background checks.  It is the teacher candidate’s responsibility to follow the instructions and complete the process by the dates specified.

Teacher candidates who have had an international address in the last seven years need to contact the Field Experience Office prior to initiating the online criminal background check.

Policies and procedures must be followed for teacher candidates to receive a placement. Teacher candidates are required to notify the Office of Field Experience if they receive any new charges, citations, or are being investigated by any governmental agency for any act or offense. Notification needs to happen as soon as possible, but no later than the next day they are expected to attend the student teaching or intern placement.  Failure to do so may result in termination from participation in field experience or student teaching placements.

Procedures for the Criminal Background Check                        
Criminal background check policies and procedures will be shared with teacher candidates upon admission to the School of Education.

If a teacher candidate has not yet completed a criminal background check (or needs it updated), the Office of Field Experience will email the criminal background check instructions to those teacher candidates needing a CBC. The School of Education records the CBCs conducted each semester.

Placement Procedures

All clinical field experience placements are arranged through the Office of Field Experience in collaboration with course instructors. Placements will be made with our contracted schools in a 50-mile radius of La Crosse based on school needs and requests each semester. 

The School of Education has developed partnerships with several local schools and placements for these sites will be honored first. Teacher candidates may not attempt to arrange a placement or contact schools, principals, and teachers to discuss placements according to the agreements between UW-La Crosse School of Education and school districts.  

Cooperating teachers must hold a current teaching license, have volunteered for an assignment as a cooperating teacher, and have principal approval. Prior to the field experience semester, teacher candidates are encouraged to provide preferences and requests on the field experience application, which will be considered along with other factors in meeting program requirements for certification.  

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.  More information about placements will be provided on the first day of the field experience course. Any questions regarding field experiences or any other school experiences should be directed to the Office of Field Experience. 

Name Badges

Teacher candidates must wear UW-La Crosse name badges at all times while at schools and clinical field experience sites. Information about how to obtain a name badge will be provided by the field experience course instructor. Teacher candidates are expected to pay for name badges.  Name badges should denote the teacher candidate’s last name; for example, Mr. Sanchez as opposed to Rafael Sanchez. 

Transportation

Teacher candidates are responsible for providing their own means of transportation to and from placement sites. Carpooling is encouraged. 

Absences

Teacher candidates are expected to attend all scheduled field experience placement times throughout the semester.  In rare instances when teacher candidates need to miss an assigned placement time, they must communicate with both the cooperating teacher and the university supervisor immediately to make alternative arrangements. Excused absences include personal illness, illness in the family, or death in the family. Absences due to work schedules, personal commitments, and school assignments are not acceptable.   

Excessive or repeated absences in either the field experience or related courses may result in a delay in program progression or removal from the program. 

FAQ
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

APPENDIX A: Terms and Acronyms

Criminal background check (CBC)

For our purposes, a criminal background check is a compilation of local, state and national criminal records on an individual. These records include details of an individual's past criminal history, everything from misdemeanors and felonies to pending charges and even acquitted charges.

Clinical Field Experience Program

Field experience refers to all forms of teacher candidate education that takes place in the classroom setting at an educational entity like a school or center under the supervision of a cooperating teacher and a university supervisor. Teacher candidates are engaged in at least two pre-student teaching experiences and a semester-long student teaching experience.

Cooperating Teacher (CT)

A highly qualified and experienced teacher who partners with the university to serve as a guide for the teacher candidate through the clinical field experience program. The cooperating teacher seeks and provides opportunities for the teacher candidate to practice the skills and dispositions of a teacher, and the cooperating teacher also provides continual verbal and written feedback on progress, growth and goals.

Department of Public Instruction (DPI)

The governing body for Wisconsin schools, colleges and universities.

edTPA

The edTPA is a teacher candidate assessment method used to determine if a student teacher is "ready for the job." It is a process completed during pre-service experience by the teacher candidate with the guidance of their university supervisor. The edTPA documents and demonstrates each candidate's ability to effectively teach his/her subject matter to all students.

Office of Field Experience (OFE)

This office within the School of Education supports teacher candidates throughout their clinical field experience program. The comprehensive experience is handled through this office, from ensuring prerequisites are completed prior to securing placements for pre-student teaching and student teaching experiences. Staff members are located in 260 Morris Hall.

Professional Development School (PDS)

Professional development schools (PDS) are innovative institutions formed through partnerships between professional education programs and P–12 schools. PDS partnerships have a four-fold mission: the preparation of new teachers, faculty development, inquiry directed at the improvement of practice, and enhanced student achievement. PDSs improve both the quality of teaching and student learning.

Standards in Practice (SIP)

This document is an assessment tool to be used by the triad to assess a teacher candidate's progress toward mastering the teaching standards. This assessment was designed to help support a teacher candidate's growth and development from his/her pre-student teaching field experiences through student teaching experiences.

School of Education (SOE)

The School of Education is comprised of programs that support the preparation of teachers, pupil services and administrative services. These programs extend across all the colleges and schools at UW-La Crosse.

Teacher Candidate (TC)

A student who is admitted to the School of Education at UW-La Crosse and is seeking a program degree with the eligibility to apply for a Wisconsin teaching certification(s).

Teacher Candidate Progress Review (TCPR)

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.

Triad

The triad is the three-person team that guides each teacher candidate's growth and development during the clinical field experience program. The triad comprises the teacher candidate, the cooperating teacher, and the university supervisor. Assessment of all pre-student teaching and student teaching experiences takes place.

University Supervisor (US)

A highly qualified and experienced supervisor of teacher candidates who supports teacher candidates in conjunction with the cooperating teacher. The university supervisor provides the leadership and program support from the School of Education, University of Wisconsin – La Crosse. The university supervisor is the only member of the triad to submit official documents to UWL.

APPENDIX B: 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)

APPENDIX C: University Supervisor Expectations for Pre-student Teaching Field Experiences

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.
  • 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.
  • Provide guidance for virtual instruction, including use of appropriate background, dress, and tips for using technology.
  • 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 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 formal and informal observations, videos, journals, emails, and provide oral and written feedback.
  • Monitor the Field Experience Hours Log via Google doc 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.
  • When appropriate, complete the Teacher Candidate Progress Review (TCPR) form.
  • Document all interventions for teacher candidates not meeting proficiency on standards.
  • 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.

After the Field 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 (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 Experience Hours Log, SIP forms, and satisfactory performance in both course assignments and the field placement. Contact the Field Experience Coordinator for assistance.

 

APPENDIX D: 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:

  1. Hold a valid Wisconsin teaching license or equivalent license if the placement is located outside of Wisconsin
  2. Certification in and a teaching assignment appropriate to the subject competency of the Teacher Candidate
  3. At least three years of teaching experience; one of which is in the district to which the Teacher Candidate is assigned
  4. Recommendation by the building principal and typically a university faculty/staff member
  5. Evidence of educator effectiveness, including demonstration of best practices, related to:
    • Planning and preparation
    • Classroom environment
    • Instruction
    • Professional responsibilities
    • Demonstration of effective mentorship
  6. 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

Student Teaching Experience

Eligibility for Student Teaching / Prerequisites

To be eligible for student teaching, undergraduate candidates must meet the prerequisites specified for student teaching:

  • 2.75 combined cumulative grade point average.
  • An official passing score on the Praxis II content test in the appropriate certification area/discipline on file with the SOE Office
    OR
    demonstration of content knowledge via a 3.0 cumulative GPA in the specified content area courses ;
  • EC-MC, MC-EA/EME, and Special Education candidates only: An official passing score on the Wisconsin Foundations of Reading Test (FoRT) score on file with the SOE Office
  • Spanish and French Education candidates only: An official ACTFL oral and written proficiency rating of Intermediate-High on file with the SOE Office
  • Successful completion of all course work, including field experiences
  • Recommendation by the appropriate education faculty for student teaching readiness.
Application for Student Teaching
  • The application for student teaching will be distributed two semesters prior to your student teacher semester and can be viewed on the School of Education website.
  • Identify the major(s), minor(s), and/or concentrations for which the teacher candidate is seeking certification at the time of application to student teaching. Teacher candidates are expected to provide updates on eligibility status (TESOL testing, language proficiency or other Praxis II testing). If changes in areas of certification are made after the application process is completed, the teacher candidate must notify the Office of Field Experience of these changes.
Health Assurances: TB Test and Hepatitis B Immunizations
  • All student teachers must also have the Hepatitis B immunization series completed or started prior to student teaching. The series is given as a series of three injections over a 16-24 week period. (Wisconsin birth residents may find it easiest to go to the Wisconsin Immunization Registry online and print the record to submit to the OFE.) You may also be able to obtain a record of your immunization records from your family pediatrician. If you have not received the vaccinations due to allergies, please contact the Office of Field Experience.
  • The written results of the TB test and a record showing that the Hepatitis B immunizations have been completed or are currently in process is due in the Office of Field Experience one month before Student Teaching Orientation Day to the Office of Field Experience.
  • Records may be scanned and emailed to soefieldexp@uwlax.edu, faxed to 608.785.8926, or mailed to the Office of Field Experience, 1725 State Street, La Crosse, WI 54601 by the deadline. Teacher candidates who move from one student teaching semester directly into another will not be required to do an additional TB test. (These tests and/or immunizations are available at the UWL Health Center, La Crosse County Health Department, OR with your family physician. Documents should have the name of the clinic, dates and signature of physician or RN.)
Placement Process

Considerations and Processes

The Office of Field Experience determines placements based on the information supplied in the application for Student Teaching and district/school partnership availability. Teacher candidates will be notified via UWL email when placements are confirmed.

Under NO circumstances should a teacher candidate solicit, arrange, or plan the student teaching placement.

Availability of placements

The OFE staff will survey school districts to determine availability of student teaching sites and potential cooperating teachers every year.

COVID-19 Notice: As always, the health and safety of faculty, staff, students, our school partners and their families remains a top priority. Vaccination continues to be the best way to protect yourself and others from becoming infected with the COVID-19 virus. We are hearing from cooperating teachers that many are reluctant or unwilling to mentor a teacher candidate in their classroom unless the TC is vaccinated against COVID-19. Because we are guests in the school building and cooperating teachers are not required to host a TC, UWL is unable to guarantee a field placement for unvaccinated teacher candidates, and candidates without a field placement may be delayed in their progress to degree. For these reasons, teacher candidates are strongly encouraged to get fully vaccinated. However, the Office of Field Experience will attempt to align teacher candidates with cooperating teacher preferences to the extent possible.

  • Local placements will be made within an approximate 50-mile radius of La Crosse to allow for the most efficient use of both teacher candidate and supervisor time and travel funds.
  • Students can expect to travel further away for some placements during the breadth of the field experiences at UWL, and, specifically during student teaching, most teacher candidates will have one closer placement and one more distant from UWL. Carpooling is highly encouraged.
  • Placements will not be made in another UW-System institution's service area as per a mutual agreement between the Wisconsin System schools.
  • Placements must be made with verified, licensed cooperating teachers and must comply with all applicable DPI, UW-La Crosse, and teacher education program requirements.
  • Placements are made with all other previous field experience placements in mind to ensure all candidates have experiences throughout the breadth of their program's licensure range.
  • Placements are made only with the authorization of the school / center administration and confirmed by the Office of Field Experience.
  • Student teachers will have one full semester or two quarter placements that span the developmental range and content area(s) of their program(s), with consideration of previous field experience placements and the career plans of the candidate when possible.
  • The OFE will notify the candidate by email, using the teacher candidate's official UWL email address, when student teaching placements have been confirmed.
  • The OFE will register candidates for student teaching or internship credits and the corresponding student teaching seminar.

Other Placement Considerations

Placements in certain content areas or developmental ranges can be more difficult to secure within our 50-mile placement radius. The Office of Field Experience works diligently to constantly seek new, high quality placements for teacher candidates in every area for which we have a certification program, in addition to carefully nurturing those existing relationships we have already established.

The most important way placement relationships are maintained is through the successful practices of our UWL student teachers each semester. Their displayed skills and dispositions at a placement site can either nurture or destroy a continuing placement relationship.

The Department of Public Instruction also provides a framework with which placements must comply to ensure all UW-La Crosse teacher candidates meet the standards required of a successful Wisconsin beginning teacher.

PI 34.023(2) specifies the requirements for student teaching, which includes that the experience (a) is developmental in scope and sequence, (b) occurs in school settings, (c) meets the statutory requirements under s. 118.19(3), Stats., (d) provides the opportunity to interact with and adapt instruction for children with disabilities, (e) is aligned with an assigned cooperating teacher, (f) is a full time, full school semester experience, (g) is aligned to standards, (h) and includes required observation and documentation of performance.

The OFE Student Teaching Placement Process:

Teacher candidate preferences for student teaching placements are gathered during the application process. Sometimes teacher candidates have worked with an individual teacher with whom they would like to work again. In these cases, teacher candidates are encouraged to suggest specific school districts, school names, and cooperating teacher names in their preference areas on the application form.

  • Out of area applications are considered and approved first -- Institute for Urban Education, Educators Abroad, WIP Intern Pool, etc.
  • Preference is often given to existing relationships such as PDS partnerships.
  • Cooperating teachers are encouraged to request a specific TC back for their student teaching experience by contacting the OFE or completing the request form.
  • PDS and all other SoE faculty are encouraged to make placement suggestions based upon relationships they have built with teacher candidates and cooperating teachers with the use of this form.
Out of Area Student Teaching Placements

Out of Area placements have additional requirements and follow a separate placement process:

Exemplary  teacher candidates may apply for out-of-area experiences including the UW System Institute for Urban Education (IUE), internships through the Wisconsin Improvement Program (WIP), Educators Abroad, Notre Dame School of Milwaukee, Arizona Student Teaching, or Colorado Student Teaching. Applications for these programs are part of the student teaching application.  Candidates should indicate their interest in any of these programs when submitting their electronic application. These are all selective / competitive programs, and applicants will be carefully screened and reviewed before being approved. 

REQUIREMENTS: 

  • 3.0 cumulative GPA
  • Current Resume
  • References from School of Education faculty
  • Completion of application specific to ST program of choice (applicants must select one)
  • Signed agreements with the Office of Field Experience and specific ST program (IUE, WIP, EA, Milwaukee Immersion, Arizona, Colorado)
  • Participation in edTPA Support Days, seminar, and other meetings 

Out of Area Student Teaching Programs:

UW System Institute for Urban Education (IUE) 

  • Placements are for a full semester in an urban setting in the Milwaukee area – Milwaukee Public Schools, Waukesha, West Allis, and Racine
  • UWL candidates complete the UWL student teaching application and selection process for the Milwaukee candidate pool
  • Placements are culturally diverse, urban teaching experience with evening seminars twice each month
  • Participants are responsible for additional housing and travel costs
  • Candidates must complete a TB (PPD test) and criminal background check through UWM, and COVID-19 vaccination is required
  • Limited internships are available in some districts; candidates indicate interest on the student teaching application.  If an internship is not secured, a student teaching placement will be provided in the Milwaukee area
  • WIP interns pay a $200 course fee, and then are paid a $4500 stipend with $500 professional development funds
  • Interns must hold intern licenses issued by DPI after receiving an offer from a school or district, and interns pay the $75 intern license application fee

WIP-Wisconsin Improvement Program (full semester internship) 

  • Full semester, one placement and sites vary each semester
  • Teacher candidates complete the UWL student teaching application and selection process for the internship pool
  • Selected candidates may apply for competitive internships throughout the state, and districts often require a resume, three letters of recommendation, and a cover letter
  • Candidates often need to relocate for the semester
  • WIP interns pay a $200 course fee, and then are paid a $4500 stipend with $500 professional development funds
  • Interns must hold intern licenses issued by DPI after receiving an offer from a school or district, and interns pay the $75 intern license application fee

Educators Abroad (10-week placement during the second half of the semester) 

  • Teacher candidates complete 10-11 weeks of the student teaching semester abroad
  • Placements made in English-speaking schools, following successful completion of first placement stateside
  • Countries and locations vary depending on placement availability, calendars, and other conditions
  • UWL candidates complete UWL student teaching application and selection process for the Educators Abroad candidate pool
  • Selected participants complete additional applications for Study Abroad and Educators Abroad
  • Selected participants submit required documentation including resume, autobiography, contact information for three references, passport, and the $800 placement fee
  • Educators Abroad Student Teaching Program fee – approximately $4600
  • Additional participant costs for travel, passport, visa, meals, accommodations, insurance, and personal expenses
  • Participants are responsible for additional costs and cancellation fees

Notre Dame School of Milwaukee (full semester)

  • Participants are eligible for free housing and parking
  • Placements available in grades K through 8
  • Great opportunity for candidates seeking certification in Spanish or TESOL
  • UWL candidates complete UWL student teaching application and selection process for the Notre Dame School of Milwaukee

Arizona-Fowler School District (nine-week placement during the second half of the semester-usually fall) 

  • Teacher candidates complete the last nine weeks of the student teaching semester with Fowler Elementary School District in Phoenix, following successful completion of first placement
  • Placements made in elementary or middle school, depending upon certification needs of teacher candidate
  • UWL candidates complete UWL student teaching application and selection process for the Arizona Student Teaching candidate pool
  • Participants are responsible for additional housing and travel costs

Colorado-Littleton Public Schools (nine-week placement during the second half of the semester-usually fall) 

  • Teacher candidates complete the last nine weeks of the student teaching semester with Littleton Public Schools, following successful completion of first placement
  • Placements made in elementary, middle, or high school, depending upon certification needs of teacher candidate
  • UWL candidates complete UWL student teaching application and selection process for the Colorado Student Teaching candidate pool
  • Participants are responsible for additional housing and travel costs

Hardship Placement Policy for Student Teachers 

[Adopted by the SoE Teacher Education Council (March 24, 2000)] 

The Office of Field Experience at the University of Wisconsin-La Crosse maintains firm criteria for student teaching placements. Local placements allow teacher candidates to access the support of faculty as well as campus and community resources during this professional semester. Local placements are made within a 50- mile radius of the university. A teacher candidate may request consideration for a special placement to accommodate an unusual hardship. In the interest of protecting the rights and responsibilities of teacher candidates, the OFE considers the teacher candidate's ability to manage the rigor of the professional teaching semester while coping with the hardship. Placements are rarely made outside of the 50-mile radius due to: 

  • Increased difficulties with other teacher education institutions that place TCs in their area;
  • Costs for supervision;
  • Concerns regarding optimal faculty support for the teacher candidate;
  • Challenges in maintaining UWL program integrity and teacher education standards.

Criteria 

Placements outside UWL's 50-mile radius area are considered if the request meets the following criteria: 

  • if, within the semester (or summer) immediately before student teaching, there are special needs of the immediate family.
  • spouse or domestic partner relocation.
  • the university cannot identify an acceptable placement for state licensing.

Fees 

Students who receive approval for hardship placements are charged an administrative fee to compensate for added expenses associated with a hardship placement. Currently, this flat fee is billed on the tuition statement for the student teaching semester. Please contact the Office of Field Experience for the current fee rate. 

Procedures 

A teacher candidate must submit an official request as soon as the hardship is identified to allow sufficient time for processing the request, obtaining committee approval, and locating and arranging placement. 

  • Write a formal letter of request for a hardship placement, including a rationale, and submit by email to the Office of Field Experience at soefieldexp@uwlax.edu.
  • Include appropriate documentation (letters, bills, a call from a doctor, phone numbers) with the request.

Decisions 

Decisions are made by the teacher candidate's faculty advisor, program director, the Office of Field Experience, and the School of Education Dean. Please be advised that financial difficulties are not considered hardship situations. 

Teacher candidates will be notified in writing of the decision. If the request is approved, the Office of Field Experience will meet with the teacher candidate to discuss potential placement locations. The Office of Field Experience will work to confirm placements under the standard timeline. 

Student Teaching Expectations

As the primary member of the student teaching triad, the teacher candidate's main objective is to gradually acquire and demonstrate the knowledge, skills and disposition of a successful beginning teacher. Throughout the semester The TC must work on the development of all Standards and demonstrate reflective teaching. The TC should also, along with the assistance of the cooperating teacher, gradually assume responsibility for planning, instruction, and management of the classroom while preparing to lead teach for a minimum of two weeks each quarter, for at least four weeks during the semester. The formal assessment document must show satisfactory performance by the end of each experience.

Planning, implementing, and assessing lessons and units using a variety of instructional strategies/approaches, technology integration, and additional resources is a part of the teaching process and should incorporate an understanding of individual differences relating to race, class, gender, culture, and ability. It is also important to participate in all activities and responsibilities required of the cooperating teacher including record keeping, grading, conferences, in- services and staff and team meetings. The goal of the teacher candidate is to become an active member of the school community. Opportunities for involvement may include family nights, class plays, athletic events, musical performances, forensics competitions and parent-teacher organizations.

Teacher candidates are expected to dress and conduct themselves in a professional manner and maintain ethical conduct. Professionals maintain a positive tone in discussions, even in informal settings such as the teachers' workroom. TCs must understand and practice professional confidentiality and refuse to discuss information about any member of the school community including another TC. Professional confidentiality is required in any form of communication including face-to-face, telephone, texting and email. Information about the placement and school community may only be posted/shared to school- approved social media accounts under the supervision of the cooperating teacher.

Developing a receptive, coachable attitude toward feedback is essential for professional growth. The TC is encouraged to ask for advice or suggestions from the cooperating teacher and university supervisor and incorporate these ideas into future instruction and practice. Setting up regular meetings with the cooperating teacher to discuss concerns, plans, and progress is recommended to keep the lines of communication open. Each week, TCs shall notify the university supervisor of their teaching schedule, including changes and update their student teaching binder with current lesson plans.

Before the placement begins
  1. Email formal letters of introduction to all cooperating teachers within two weeks of receiving placement confirmation then forward a copy of the letters to the Office of Field Experience (OFE).
  2. Submit results of tuberculosis (TB) to OFE.
  3. Complete criminal background recheck if required
  4. Familiarize yourself with the school district including, but not limited to, teaching and assessment philosophies, structure, materials, administration and the surrounding neighborhood.
  5. Read the school district/school handbook, student handbook and parent handbook paying close attention to the following and discuss with cooperating teacher:

a. Arrival and departure times
b. Reporting absences
c. Dress code
d. Parking
e. Use of teacher's workroom
f. School-wide discipline plan
g. Computer usage
h. Lesson plan deadlines
i. Appropriate interactions with students
j. In-service sessions
k. Staff meetings
l. Parent/teacher conferences
m. Health services
n. Emergency procedures
o. Fire and tornado drill regulations
p. Grading systems (philosophy)
q. Additional responsibilities and duties (before and after school, hallway, recess, bus, lunch etc.

6. Become familiar with school resources including:

a. School Code of Conduct for students and teachers
b. Staff directory (People are your biggest resource!)
c. Health services
d. Guidance services
e. School media center
f. Co-curricular activities
g. Technology resources
h. Printing and copying procedures
i. Assessment system
j. Student support and referral system

7. Attend Student Teaching Orientation Day on the UW-La Crosse campus.

NOTE: Interns and IUE Student Teachers must attend UWL Orientation, edTPA Support Sessions, and Teacher Employment Seminar.

During the placement

During the placement

  1. Dress, act, speak and promote yourself as a professional both in school and in the community.
  2. Understand and follow the school's policies as applied to regularly employed staff.
  3. If you are ill and cannot attend school, notify your cooperating teacher, student teaching supervisor and the OFE (your three-point contact model) of your absence prior to the start of the school day. Additionally, make arrangements to get your lesson plans to your cooperating teacher prior to the start of the school day (send as an email attachment to the cooperating teacher, have someone else drop off your lesson plans, etc.)
  4. In accordance with P-I 34, attend full days for the entire school district quarter and/or semester.
  5. Follow the calendar, daily schedule and vacation dates of the placement site.
  6. Maintain ethical conduct in all relationships with the staff, students, families, administrators and other teacher candidates.
  7. Attend school functions that occur in the building including staff and team meetings, parent-teacher conferences, in-service days and other professional development.
  8. Maintain confidentiality with respect to information given by families, staff, administrators or supervisors. This includes information derived from student performance, student data records, personnel records and staff meetings. Establish regularly scheduled meetings with cooperating teacher to discuss planning, instruction, assessment, and identify areas for professional growth.
  9. Plan all lessons and assignments thoroughly. Submit individual lesson plans to the cooperating teacher at least two days prior to the class instruction and keep copies in the student teaching binder.
  10. Teach only the curricula approved by the placement site and district. The cooperating teacher(s), in conjunction with the teacher candidate, will determine the programs or units to be taught.
  11. Apply the principles of effective teaching to promote a well-managed learning environment where all students can learn.
  12. Develop technical competencies and reflective teaching practices.
  13. Actively participate in nurturing an inclusive environment for understanding individual differences relating to race, class, gender, culture and ability.
  14. Assist with co-curricular activities.
  15. Be receptive and incorporate suggestions. Feedback from the cooperating teacher and university supervisor is essential for professional growth.
  16. Maintain continual communication with the cooperating teacher to discuss concerns, plans, and lessons in progress.
  17. Assess student growth resulting from the teacher candidate's efforts. This may include the determination of final grades for a reporting period. The cooperating teacher is responsible for making a final judgment.
  18. Complete all written assignments related to student teaching course requirements.
  19. Attend professional seminars on the UW-La Crosse campus including Teacher Employment Seminar, edTPA and others as required.
Toward the end of the placement

Toward the end of the placement

  1. Submit edTPA as directed.
  2. Request letters of recommendation from cooperating teacher and university supervisor.
  3. Write thank you notes and express appreciation to cooperating teachers, students, school support staff and others who were influential in your experience.
  4. Reflect on experience and actively participate in final Triad conference.
  5. Follow the Certification Officer's instructions for teaching certification application.
  6. Gather and return all borrowed materials from the school.
  7. Return borrowed iPad and accessories to School of Education.
  8. Complete online program evaluation.
  9. Remain fully engaged with your teaching through to the last day of your placement.
  10. Follow the emailed instructions from the Certification Officer to complete your online application for certification.

Student Teaching Additional Information

Calendar

All teacher candidates will be expected to complete a full semester, full day experience that coincides with the calendar, vacation dates, and building policies of the cooperating school. Teacher candidates do NOT follow the UWL calendar. Breaks are limited to the placement school's calendar. Student teaching is completed at the end of the placement school’s semester -- usually in January for fall semester and June for spring semester.

Per WISCONSIN LAW: s.118.19(3)(a) 

"Notwithstanding s.36.11 (16), no teacher preparatory program in this state may be approved by the state superintendent under 115.28 (7) (a), unless each student in the program is required to complete student teaching consisting of full days for a full semester following the daily schedule and semester calendar of the cooperating school or the equivalent, as determined by the state superintende

Professional Expectations

As a hosted teacher, the teacher candidate is expected to follow the building policies of the school in which he or she is teaching. The teacher candidate is expected to function as a regular staff member of the school in terms of arrival and departure times and attendance at school functions such as team meetings, faculty meetings, in-service sessions, and parent/teacher conferences.

Absences during Student Teaching

There are no excused, personal leave days for teacher candidates during student teaching; however, a teacher candidate who becomes seriously ill or detained by some other emergency, must follow the 3-point contact model to inform appropriate personnel of the absence.

  1. Immediately phone cooperating teacher to inform of absence.
  2. Email university supervisor the same day.
  3. Copy OFE on email to university supervisor the same day.

Student Health Center Use and other Doctor Appointments

Student teachers are eligible to use the Student Health Center on campus if they are registered for at least one (1) credit during student teaching or have paid the Student Health Center fee. The Student Health Center is only open when the university is in session. Summer session service is available. For more information regarding services and fees, see http://www.uwlax.edu/student-health-center/.

Regular dental and medical appointments should be scheduled at times that do not conflict with school hours whenever possible.

Jury Duty

Jury duty absences may require make-up days and will be determined on a case- by-case basis. In La Crosse County, absences can usually be avoided by promptly returning the Clerk of Court's jury duty notice indicating the dates you are student teaching. La Crosse County creates a jury pool from these notices and will try to work around your student teaching commitment if notified in advance.

The Office of Field Experience also has a letter than can accompany your notice to assist you in deferring your jury service.

Extended Illness

Serious, extended illness may require a withdrawal from or extension of student teaching extending the depending upon the individual situation.

Unreported or excessive absences may result in removal from the program or extending the student teaching experience. Make up days may not be available in all situations.

The Rare, Crisis Circumstance

In the event of a crisis or traumatic life event, the student teacher should notify the Office of Field Experience immediately. Steps will be taken to support the teacher candidate and work through these rare events with the guidance of SoE Faculty, the Office of Student Life and the Dean.

Student Teaching Seminar

The first student teaching seminar is Student Teacher Orientation Day. All student teachers are expected to attend the full Student Teacher Orientation Day(s) as this is also the first meeting of both supervisors and seminar leaders with their assigned teacher candidates.

Teacher candidates must attend required UWL seminars. Candidates are expected to share these dates at the beginning of each placement with their cooperating teacher. A candidate placed a greater distance from campus is allowed to leave the host school a few minutes early to ensure safe, on time arrival at seminar. Candidates must make alternate car pool arrangements for these days so as not to impact a fellow student teacher's workday.

Student Teaching 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 Student Teaching Experience

Student teachers are required to submit their completed edTPA to Pearson for official scoring.

The cost for official scoring is currently $300.00. Payment is the responsibility of the teacher candidate and is deducted from tuition through a course fee attached to the student teaching seminar. Teacher candidates will receive a voucher from the SoE to pay for the official scoring. Information can be found at the https://www.edtpa.com/ edTPA.com website 

You will register on this site when your edTPA is complete and ready to submit.

edTPA Retakes

The edTPA is a summative assessment for student teachers (not field candidates). If a teacher candidate does not meet the minimum scores mandated by the WI DPI, according to Pearson official scoring, teacher candidates are required to retake part or all of the edTPA for licensure. Teacher candidates are encouraged to complete their edTPA on or before all deadlines to increase the likelihood of being recommended for licensure in a timely manner.

Submission and reporting dates are posted by Pearson on this site: https://www.edtpa.com/PageView.aspx?f=GEN_ScoreReportDates.html

edTPA Ethics and Candidate Support

All edTPA materials and handbooks are solely the property of the Stanford Center for Assessment, Learning, and Equity (SCALE) at Stanford University. They are protected by copyright law; therefore, teacher candidates shall not reproduce or distribute edTPA materials without the expressed written consent of SCALE.

During student teaching placement, the edTPA must be completed solely by the teacher candidate. Peer to peer discussion and collaboration are encouraged, but all content, writing, and revising must be solely the work of the individual teacher candidate during student teaching.

Faculty may provide support for the edTPA during student teaching, but must follow strict support guidelines, as defined in the edTPA Guidelines for Acceptable Candidate Support. Faculty can access this information directly at http://www.edtpa.com/PageView.aspx?f=GEN_FacultyPolicies.html .

edTPA and Privacy

Respect for the privacy of students, families, and staff in our partner schools is vitally important. It is the responsibility of the teacher candidate to ensure the privacy policies of the placement school are followed.

Teacher candidates must request a list of students who may not be photographed or video-recorded from the cooperating teacher(s). Students on that list should never be recorded visually. Their voices may be captured on video recordings, but no photographs or video of the student may be used for the edTPA.

Teacher candidates must read, sign, and turn in the edTPA Privacy Agreement Form before video recording in any placement school or setting.

Teacher candidates are forbidden from posting any photograph or video of any students from placement schools on social media or anywhere online. Video required for the edTPA may not be shared on any site or device, except for the uploading to secure UW-La Crosse sites.

Teacher candidates are required to delete all video containing students from placement schools after successful completion of the edTPA. According to state regulations and federal privacy laws, teacher candidates are legally liable for following privacy requirements of their placement schools. http://www.edtpa.com/Content/Docs/VideoConfidentialityCandidates.pdf

edTPA Assessment Handbooks

Teacher candidates are required to download edTPA Assessment Handbooks per course requirements. Handbook selection is driven by student teaching placement. In some instances, teacher candidates will not know which handbook title to download until after the placement has begun. The teacher candidate should download the appropriate edTPA Assessment Handbook, as located on the edTPA Canvas course. A link to enroll in the Canvas page will be emailed by the edTPA Coordinator.

Performance Assessment: SIPs

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.

Interviewing for Teaching Positions

Teacher candidates are permitted to attend "out of area" interviews during the final weeks of the student teaching experience for jobs that are professionally oriented to full-time teaching employment. The number of days excused from student teaching are monitored and should be factored into approving permissions to interview "out of area". Permission must be requested and approved by the field coordinator, the teacher candidate should consult with their university supervisor and the cooperating teacher prior to the anticipated interview date.

Substitute Teaching

Teacher candidates may not serve as substitute teachers and the assigned cooperating teacher must be easily accessible to the teacher candidate. Substitute teachers must possess a bachelor's degree and either a license to teach or a substitute teaching permit. (Wisconsin Statute 118.19 (3) (a).) Interns, also, may not serve as substitute teachers (page 4, Wisconsin Improvement Program (WIP) Handbook).

Teacher Candidate Workload

The student teaching experience is a full-time commitment for the entire school district's semester. The teacher candidate's experience in the school may include such activities as direct teaching responsibilities, small and large group instruction, planning and conference time with the cooperating teacher, as well as observation experiences. The actual number of classes assigned to a teacher candidate varies across programs and is dependent on such factors as the candidate's readiness to assume increased responsibility, the needs of the learners, the number of different preparations involved, etc. As a general rule, after a suitable induction period, the teacher candidate will assume primary responsibility for a minimum of four classes per day in his or her major area.

A satisfactory workload for the candidate should be cooperatively arranged by the university supervisor, the cooperating teacher, and the student teacher. Student teaching is the final fieldwork experience in teacher education. Candidates do not start out by carrying as heavy a teaching load as a regular teacher, but are expected to assume increasing responsibility for the classes they are assigned/teaching.

As a beginning teacher, it is important that some regular time be set aside in the candidate's daily and weekly schedule for planning, evaluating, reflecting, and conferencing with the cooperating teacher. By the end of the semester, the student teacher is expected to assume the full duties and responsibilities of the cooperating teacher for a minimum of two weeks per quarter. More is expected of most candidates.

Extracurricular Activities

Student teachers are required to abide by the extracurricular conditions set forth in the Field Experience Handbook and sign an agreement as part of the student teaching application. Student teaching is considered a full-time commitment and the top priority for the semester. Due to the rigor and intensity of the student teaching experience, it is expected that student teachers limit other employment and extracurricular activities for successful completion of student teaching expectations and responsibilities.

Part-time employment and other extracurricular activities cannot interfere with the placement site calendar or evening student teaching seminars. Participation in collegiate sports is generally not possible during student teaching and requires written permission by the field experience coordinator prior to the student teaching semester.

Extracurricular activities may include (but are not limited to):

  • Volunteer positions
  • Tutoring
  • Before and after school programs
  • Employment/Part time jobs
  • Nanny/childcare duties
  • Coaching (assistant only)
  • Club/intramural sports
  • Campus clubs and organizations
  • Collegiate sports (generally not approved)
  • Other
Student teachers may not miss any school day/school time to participate in extracurricular activities as governed by the state statute and must: 
 
  • Follow contracted teacher hours (not student hours) for assigned placement district
  • May not leave school early to participate in any extracurricular activity
  • Have all lessons, materials and equipment ready for the next day before leaving school
  • Prioritize communication and time to plan with cooperating teacher
  • Participate in PLC, team, and staff meetings
  • Be available for afternoon and evening meetings, parent/teacher conferences, events and other school activities
  • Participate in UWL seminars and edTPA sessions

If concerns arise regarding performance or progress during student teaching, teacher candidates may be required to cease participation in extracurricular activities or discontinue student teaching. Concerns may also be referred to the Teacher Candidate Progress Review (TCPR) Committee for review.

Workload of a WIP Intern

Workload of a WIP Intern – (50% teaching duties, accelerated teaching)

See section 2, page 3 of the WIP Handbook states "internships are full-time, one- semester positions in Wisconsin public and private schools, per Wisconsin Statute 115.41. Although interns are placed in their schools for full days, they may teach no more than 50% of the time over the course of the semester. Interns should be on-site at the school five days per week and work the same hours as full-time teachers, as defined in the district's policy manual or teacher association contract.

Interns' actual workload will vary by internship. Interns teach up to 50% of the time and spend the remaining time planning, observing, and conferring with colleagues. Some internships include co-teaching or team-teaching responsibilities; in these cases, one-half the time of the co-teaching or team-teaching duties counts toward the 50 percent teaching duties." Examples of the 50% rule can be found in the WIP Handbook.

Work Stoppage

If a work stoppage, such as a strike, occurs in a cooperating school system where interns or student teachers are assigned, it is the policy of UW-La Crosse that interns or student teachers be declared non-participants to all parties involved in the dispute.

Interns and student teachers will remain on a standby basis during the period of time when schools are closed or during the period of time when schools are declared open without resolve of conflicting issues between the Board of Education and the teacher associations. Interns are not to be considered employees.

This purpose of this policy is not to favor one side or the other, but to realistically recognize the interns' or student teachers' status as a temporary assignee to the school and non-participant in the labor dispute. This policy protects all parties in the field experience program from a conflict of interest. If an extended work stoppage should occur, the Office of Field Experience will attempt to arrange an alternate placement.

Frequently Asked Questions
Appendix A:Terms and Acronyms

Criminal background check (CBC)

For our purposes, a criminal background check is a compilation of local, state and national criminal records on an individual. These records include details of an individual's past criminal history, everything from misdemeanors and felonies to pending charges and even acquitted charges.

Clinical Field Experience Program

Field experience refers to all forms of teacher candidate education that takes place in the classroom setting at an educational entity like a school or center under the supervision of a cooperating teacher and a university supervisor. Teacher candidates are engaged in at least two pre-student teaching experiences and a semester-long student teaching experience.

Cooperating Teacher (CT)

A highly qualified and experienced teacher who partners with the university to serve as a guide for the teacher candidate through the clinical field experience program. The cooperating teacher seeks and provides opportunities for the teacher candidate to practice the skills and dispositions of a teacher, and the cooperating teacher also provides continual verbal and written feedback on progress, growth and goals.

Department of Public Instruction (DPI)

The governing body for Wisconsin schools, colleges and universities.

edTPA

The edTPA is a teacher candidate assessment method used to determine if a student teacher is "ready for the job." It is a process completed during pre-service experience by the teacher candidate with the guidance of their university supervisor. The edTPA documents and demonstrates each candidate's ability to effectively teach his/her subject matter to all students.

Office of Field Experience (OFE)

This office within the School of Education supports teacher candidates throughout their clinical field experience program. The comprehensive experience is handled through this office, from ensuring prerequisites are completed prior to securing placements for pre-student teaching and student teaching experiences. Staff members are located in 260 Morris Hall.

Professional Development School (PDS)

Professional development schools (PDS) are innovative institutions formed through partnerships between professional education programs and P–12 schools. PDS partnerships have a four-fold mission: the preparation of new teachers, faculty development, inquiry directed at the improvement of practice, and enhanced student achievement. PDSs improve both the quality of teaching and student learning.

Standards in Practice (SIP)

This document is an assessment tool to be used by the triad to assess a teacher candidate's progress toward mastering the teaching standards. This assessment was designed to help support a teacher candidate's growth and development from his/her pre-student teaching field experiences through student teaching experiences.

School of Education (SOE)

The School of Education is comprised of programs that support the preparation of teachers, pupil services and administrative services. These programs extend across all the colleges and schools at UW-La Crosse.

Teacher Candidate (TC)

A student who is admitted to the School of Education at UW-La Crosse and is seeking a program degree with the eligibility to apply for a Wisconsin teaching certification(s).

Teacher Candidate Progress Review (TCPR)

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.

Triad

The triad is the three-person team that guides each teacher candidate's growth and development during the clinical field experience program. The triad comprises the teacher candidate, the cooperating teacher, and the university supervisor. Assessment of all pre-student teaching and student teaching experiences takes place.

University Supervisor (US)

A highly qualified and experienced supervisor of teacher candidates who supports teacher candidates in conjunction with the cooperating teacher. The university supervisor provides the leadership and program support from the School of Education, University of Wisconsin – La Crosse. The university supervisor is the only member of the triad to submit official documents to UWL.

Appendix F: 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

Appendix G: Cooperating Teacher Expectations for Student Teaching Experiences

The cooperating teacher is a vital member of the student teacher 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 student teachers on a daily basis throughout the quarter or semester.  Qualifications include:

  1. WI teaching license
  2. Certification in and a teaching assignment appropriate to the subject competency of the student teacher candidate
  3. At least three years of teaching experience; one of which is in the district to which the student teacher candidate is assigned
  4. Recommendation by the building principal and typically a university faculty/staff member
  5. Evidence of educator effectiveness, including demonstration of best practices, related to:
    • Planning and preparation
    • Classroom environment
    • Instruction
    • Professional responsibilities
    • Demonstration of effective mentorship
  6. Time and commitment to serve in this important role

In-service teachers interested in being cooperating teachers are strongly encouraged to take CI 695 Supervision of Student Teaching, which provides preparation in the supervision of clinical students and in the applicable standards.

Considerations prior to mentoring a UWL student teacher

  • At the beginning of the semester, the teacher candidate, cooperating teacher, and university supervisor will meet for the introductory triad meeting to discuss the written expectations of the members of the triad and develop a timeline of progression for the teacher candidate to assume additional teaching responsibilities. The cooperating teacher and teacher candidate will meet on a weekly basis throughout the placement to: 1) monitor progress in meeting the expectations, 2) collaborate and develop opportunities for the teacher candidate to demonstrate meaningful instruction and an understanding of the district curriculum, 3) assess the student teacher's understanding and development of the district's expectations for teachers, 4) review written assessments of the student teacher's teaching, based on the expectations, 5) clarify other teacher- teacher candidate responsibilities.
  • It is natural for the teacher candidate to feel anxious and have many questions about the student teaching experience. The cooperating teacher can help the student teacher feel more at ease and accepted by providing the student teacher with a desk or work space, an assembled packet of school and classroom procedures and policies, and familiarizing the teacher candidate with the administrators, faculty, support staff, curriculum programs, and other available resources.
  • It is important to involve the teacher candidate in some classroom activities early in the experience even if these activities are somewhat limited in terms of responsibility. The cooperating teacher can begin by setting aside time to discuss a cooperative plan for the placement. This planning time is useful in identifying performance expectations for both the teacher candidate and the cooperating teacher. It is important that this discussion include a plan for the gradual increase of responsibility of the teacher candidate building up to full time teaching for a minimum of three weeks.

Before the placement begins

  1. Communicate dates for in-service days, planning sessions, and other responsibilities.
  2. Create a workspace including a safe storage place for personal items for your teacher candidate.
  3. Introduce your teacher candidate to administrators, faculty, support staff, families and students.
  4. Provide your teacher candidate with necessary resources and curriculum for teaching.
  5. Welcome the teacher candidate as a teaching colleague, and convey acceptance to students and other colleagues.

During the placement

  1. Communicate with teacher candidate and university supervisor to set a convenient date for the Introductory Triad Meeting within the first week of the placement.
  2. Communicate any concerns regarding your student teacher promptly to the University Supervisor or to the Office of Field Experience
  3. Demonstrate effective role modeling behavior in all aspects of teaching and professional conduct.
  4. Contribute observations and suggestions during the TRIAD conferences.
  5. Communicate regularly with the University Supervisor regarding the development of your teacher candidate in the Standards.
  6. Assist the teacher candidate in developing competence in all Standards
  7. Maintain high expectations for your teacher candidate and communicate these clearly.
  8. Provide a supportive environment and a variety of teaching experiences to help your teacher candidate develop competence.
  9. Share teaching expertise and experience to help the teacher candidate succeed in the placement.
  10. Plan instruction with your teacher candidate. Cooperatively develop a timeline describing the teacher candidate's gradual assumption of the teaching duties toward a minimum of two weeks of full time lead teaching each quarter. (More weeks are expected and optimal.) The teacher candidate should begin lead teaching by mid quarter and maintain active involvement throughout the end of the quarter.
  11. Be present and easily accessible throughout the experience, and ensure if absent, a substitute is available.
  12. Provide daily, oral feedback on teacher candidate's progress.
  13. Provide frequent written feedback on teacher candidate's progress including one formal observation form to hand in to the university supervisor. (The university supervisor will submit the forms to the School of Education Assessment Coordinator.)
  14. Review SIP document and prepare comments for TRIAD conference.
  15. Participate in mid-term TRIAD conference with teacher candidate and university supervisor.
  16. Guide the teacher candidate in developing individual teaching style.
  17. Hold the teacher candidate accountable for all professional duties during the school day including faculty meetings, team meetings, parent conferences, supervision duties and professional development sessions.

Toward the end of the placement

  1. Review SIP document and prepare comments for final TRIAD conference
  2. Participate in final SIP conference with teacher candidate and university supervisor.
  3. Provide feedback on UWL School of Education surveys.
  4. Share interviewing and employment advice.
  5. Write a professional letter of recommendation on school letterhead for the teacher candidate.
  6. Serve as a reference for teacher candidate if requested.
Appendix H: Teacher Candidate Expectations for Student Teaching

As the primary member of the student teaching triad, the Teacher Candidate's main objective is to gradually acquire and demonstrate the knowledge, skills and disposition of a successful beginning teacher. Throughout the semester the Teacher Candidate must work on the development of all standards and demonstrate reflective teaching. The Student Teacher should, along with the assistance of the Cooperating Teacher, gradually assume responsibility for planning, instruction, and management of the classroom while preparing to lead teach for a minimum of two weeks each quarter, for at least four weeks during the semester. Two or more consecutive weeks are highly recommended. The formal assessment document must show satisfactory performance by the end of each experience.

Planning, implementing, and assessing lessons and units using a variety of instructional strategies/approaches, technology integration, and additional resources is a part of the teaching process and should incorporate an understanding of individual differences relating to race, class, gender, culture, and ability. It is also important to participate in all activities and responsibilities required of the Cooperating Teacher including record keeping, grading, conferences, in- services and staff and team meetings. The goal of the Teacher Candidate is to become an active member of the school community. Opportunities for involvement may include family nights, class plays, athletic events, musical performances, forensics competitions and parent-teacher organizations.

Teacher Candidates are expected to dress and conduct themselves in a professional manner and maintain ethical conduct. Professionals maintain a positive tone in discussions, even in informal settings such as the teachers' workroom. Teacher Candidates must understand and practice professional confidentiality and refuse to discuss information about any member of the school community including another Teacher Candidate. Professional confidentiality is required in any form of communication including face-to-face, telephone, texting, social media, and email. Information about the placement and school community may only be posted/shared to school- approved social media accounts under the supervision of the Cooperating Teacher.

Developing a receptive, coachable attitude toward feedback is essential for professional growth. The Teacher Candidate is encouraged to ask for advice or suggestions from the Cooperating Teacher and University Supervisor and incorporate these ideas into future instruction and practice. Setting up regular meetings with the Cooperating Teacher to discuss concerns, plans, and progress is recommended to keep the lines of communication open. Each week, Teacher Candidates shall notify the University Supervisor of their teaching schedule and submit all changes and updates to lessons plans through the shared electronic platform arranged by the University Supervisor and Cooperating Teacher.

Before the placement begins

  1. Complete student teaching assignments in the Student Teaching Canvas Course by the designated benchmark dates. 
    Two assignment examples are:
    1. Write and email a formal letter to assigned Cooperating Teacher using the Letter to Cooperating Teacher Guidelines.  Submit a copy of the letter(s) to the correlating assignment in the Student Teaching Canvas Course.
    2. Upload results of tuberculosis (TB) test in the Student Teaching Canvas Course.
  2. Complete criminal background recheck if required.
  3. Familiarize yourself with the school district including, but not limited to, teaching and assessment philosophies, structure, materials, administration and the surrounding neighborhood.
  4. Read the school district/school handbook, student handbook and parent handbook paying close attention to the following and discuss with Cooperating Teacher:

a. Arrival and departure times
b. Reporting absences
c. Dress code
d. Parking
e. Use of teacher's workroom
f. School-wide discipline plan
g. Computer usage
h. Lesson plan deadlines
i. Appropriate interactions with students
j. In-service sessions
k. Staff meetings
l. Parent/teacher conferences
m. Health services
n. Emergency procedures
o. Fire and tornado drill regulations
p. Grading systems (philosophy)
q. Additional responsibilities and duties (before and after school, hallway, recess, bus, lunch etc.)

6. Become familiar with school resources including:

a. School Code of Conduct for students and teachers
b. Staff directory (People are your biggest resource!)
c. Health services
d. Guidance services
e. School media center
f. Co-curricular activities
g. Technology resources
h. Printing and copying procedures
i. Assessment system
j. Student support and referral system

7. Participate in student teaching orientations as required by the Office of Field Experience.

NOTE: Interns and IUE Student Teachers must attend UWL student teaching orientations, edTPA Support Sessions, and Teacher Employment Seminar.

During the placement

  1. Dress, act, speak and promote yourself as a professional both in school and in the community.
  2. Understand and follow the school's policies as applied to regularly employed staff.
  3. If you are ill and cannot attend school, notify your Cooperating Teacher, University Supervisor and the OFE (your three-point contact model) of your absence prior to the start of the school day. Additionally, make arrangements to send your lesson plans to your Cooperating Teacher prior to the start of the school day.
  4. In accordance with P-I 34, attend full days for the entire school district quarter and/or semester.
  5. Follow the calendar, daily schedule and vacation dates of the placement site.
  6. Maintain ethical conduct in all relationships with the staff, students, families, administrators and other teacher candidates.
  7. Attend school functions that occur in the building including staff and team meetings, parent-teacher conferences, in-service days and other professional development.
  8. Maintain confidentiality with respect to information given by families, staff, administrators or supervisors. This includes information derived from student performance, student data records, personnel records and staff meetings. Establish regularly scheduled meetings with Cooperating Teacher to discuss planning, instruction, assessment, and identify areas for professional growth.
  9. Plan all lessons and assignments thoroughly. Submit individual lesson plans to the Cooperating Teacher at least two days prior to the class instruction.  Keep an electronic copy of lesson plans.
  10. Teach only the curricula approved by the placement site and district. The cooperating teacher(s), in conjunction with the teacher candidate, will determine the programs or units to be taught.
  11. Lead teach a minimum of two weeks each quarter, for at least four weeks during the semester. Two or more consecutive weeks are highly recommended.
  12. Apply the principles of effective teaching to promote a well-managed learning environment where all students can learn.
  13. Develop technical competencies and reflective teaching practices.
  14. Actively participate in nurturing an inclusive environment for understanding individual differences relating to race, class, gender, culture and ability.
  15. Assist with co-curricular activities.
  16. Be receptive and incorporate suggestions. Feedback from the Cooperating Teacher and university supervisor is essential for professional growth.
  17. Maintain continual communication with the Cooperating Teacher to discuss concerns, plans, and lessons in progress.
  18. Assess student growth resulting from the Teacher Candidate's efforts. This may include the determination of a student's final grades for a reporting period. The Cooperating Teacher is responsible for making a final judgment.
  19. Complete all written assignments related to student teaching course requirements.
  20. Attend professional seminars on the UW-La Crosse campus including Teacher Employment Seminar, edTPA and others as required.

Toward the end of the placement

  1. Submit edTPA as directed.
  2. Request letters of recommendation from Cooperating Teacher and University Supervisor.
  3. Write thank you notes and express appreciation to cooperating teachers, students, school support staff and others who were influential in your experience.
  4. Reflect on experience and actively participate in final Triad conference.
  5. Gather and return all borrowed materials from the school.
  6. Complete online program evaluation.
  7. Remain fully engaged with your teaching through the last day of your placement.
  8. Follow the Certification Officer's instructions for teaching certification application.
Appendix I: Intro Planning Triad Meeting

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.
    • IUE and Educators Abroad supervisors should submit all documents to out-of-area Field Experience Coordinator.
  • Refer to the field experience section of the SOE website to access timelines, and Standards in Practice (SIP) assessment forms, and other resources.
  • Emphasize lead teaching responsibilities. The student teacher should, along with the assistance of the cooperating teacher, gradually assume responsibility for planning, instruction, and management of the classroom while preparing to lead teach for a minimum of two weeks each quarter, for at least four weeks during the semester. Two or more consecutive weeks are highly recommended. The formal assessment document must show satisfactory performance by the end of each experience.
  • 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 with the university supervisor, typically via email, regarding teaching schedules, goals, and concerns. 
  • Review expectations for communication between the university supervisor and cooperating teacher. The university supervisor will contact the cooperating teacher every two weeks and cooperating teachers are encouraged to reach out as necessary.
  • Clarify expectations for video recording lessons. 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 that 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 7/27/2023

Student Teaching SIP

Welcome from the Dean

Dr. Marcie Wycoff-Horn

Congratulations on successfully navigating your voyage thus far in the School of Education! You are now ready to become immersed in the hands-on, authentic classroom experience that is foundational to your professional growth and development. You have been well prepared for excellence in this next step to becoming a future educator. We are proud that you will be representing UWL and the School of Education and your program as you enter our local schools and community. It is our hope that you find these experiences to be beneficial, rewarding and transformative on many levels. Please utilize this handbook and the resources included in it to achieve great success throughout the remainder of your preparation program at UWL. If I can be of assistance, please don’t hesitate to contact me:

Dr. Marcie Wycoff-Horn
608.785.8134 | mwycoff-horn@uwlax.edu