School of Education

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.

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 Mentorship of Student Teachers, 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.

Office of Field Experience

Makayla Prince | Administrative Assistant 

274 Morris Hall | 608.785.8126 | soefieldexp@uwlax.edu 

Cindy Duley | Field Experience Coordinator (AWLME, PASHE, STEP, Out-of-area, WIP, etc.)

263 Morris Hall | 608.785.8736 | cduley@uwlax.edu

Christy Wopat | Field Experience Coordinator (ECE/SPE, EME)
276 Morris Hall | 608.785.5034 | cwopat@uwlax.edu 

edTPA 

Jourdan Stacey | edTPA Coordinator 

275 Morris Hall | jstacey@uwlax.edu

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

Teacher candidate roles and responsibilities

University supervisor roles and responsibilities

Cooperating Teacher Mini-Grant 

As a meaningful acknowledgement of the dedication and efforts of cooperating teachers who support UWL teacher candidates from the earliest field experience through student teaching, and acknowledging the reality of reduced school budgets and higher expectations from all constituents, the School of Education would like to offer an appreciation mini-grant opportunity for our school partners. 

• Each spring, cooperating teachers who have hosted a UWL teacher candidate during that academic year will receive an email inviting them to apply. 
• We wish to fund projects that support continuous improvement related to student learning.
• A committee made up of faculty and staff across the School of Education will review all all mini-grant applications.
• The number of mini-grants supported will be based on available funding.  

  Thank you to all our school partners for your ongoing support! 

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.
• 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 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 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.
• 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 educational 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
• 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 8/15/2024

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.

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.

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.

Assessment of Teacher Candidates

Assessment of teacher candidates is the responsibility of the university supervisor(s) and the cooperating teacher. Evaluation is an ongoing process throughout the student teaching semester. Evaluation data is gathered from a variety of sources including but not limited to:  

1. observations of the student teacher
2. lesson plans
3. teaching performance
4. mid-term and final triad conference sessions
5. self- reflection
6. completed SIPs forms
7. the completion of the edTPA requirement.

Monitoring the Teacher Candidates' Progress

• The cooperating teacher should provide daily feedback to the teacher candidate about lessons taught during the day and discuss the teacher candidate's plans for the following day. This regular assessment should include oral and written feedback.
• It is recommended that the cooperating teacher conduct "formal" observations of the teacher candidate's teaching several times during the semester. "Formal" observations are defined as the times when the cooperating teacher functions solely as an observer. Observations should include a pre-observation conference and a post-observation conference. These observations should supplement "informal" observations, which are made on a continual basis. One formal observation must be submitted to the university supervisor, and the format is the choice of the cooperating teacher.
• It is not likely that the cooperating teacher will be able to participate in all of the conferences following the supervisor's observations; therefore, cooperating teachers and university supervisors are encouraged to maintain close contact regarding the teacher candidate's work. The candidate, cooperating teacher, and university supervisor should meet for formal mid- term and final triad conferences.
• A letter of reference from the cooperating teacher is an important piece of information included in a teaching applicant's credential file. Near the conclusion of the student teaching experience, the candidate may request a letter of reference from the cooperating teacher. Letters are provided at the discretion of the cooperating teacher and should not be assumed by the candidate. The letter of recommendation should be signed, dated, and printed on school letterhead. Students may make copies of this letter for application purposes.
• It is important that visits/observations be scheduled for times that are mutually acceptable for the university supervisor, student teacher, and cooperating teacher. Most visits / observations should involve a pre-observation conference, an observation of teaching, and a post-observation conference with the student teacher and cooperating teacher if possible. The university supervisor shall conduct a minimum of two formal observations per quarter utilizing an observation form.
• The university supervisor is the lead member of the Triad, and will see that all SIP evaluation forms, as well as observations forms are submitted to the School of Education Assessment Coordinator per instructions provided by the Office of Field Experience. If the student teacher's performance is "Unsatisfactory", s/he should be notified of the specific deficiencies by the university supervisor.

Grading

Ultimately, it is the recommendation from the university supervisor, in consultation with the cooperating teacher and the Office of Field Experience to determine satisfactory student teaching performance. All assessment forms shall be submitted to the School of Education Assessment Coordinator via TaskStream no later than the date of the completion of the student teaching experience. Grades are submitted by the Office of Field Experience after the conclusion of the student teaching semester, typically mid-January for fall student teaching placements and mid-June for spring student teaching placements. Teacher candidates earn a grade of "S" (Satisfactory) or "U" (Unsatisfactory) for each student teaching semester.

• A satisfactory grade of "S" indicates that the teacher candidate has met all program requirements as well as demonstrated the skills and dispositions necessary for success as a beginning teacher. Teacher candidates will not be qualified to apply for certification if they do not earn the "S."
• An unsatisfactory grade of "U" indicates the teacher candidate has not met all program requirements and/or has not demonstrated the skills and dispositions necessary for success as a beginning teacher as evidenced by the assessments and other documentation.

Commencement Ceremony

The teacher candidate may participate in the commencement ceremony before the end of the student teaching experience; however the degree is not conferred until after the successful completion of the student teaching semester and successful final portfolio including edTPA. Teacher candidates are eligible to apply for certification after completing all graduation requirements following the processes outlined by the Certification Officer.

Policy and Procedures for Withdrawal of a Student

(Adopted by the Teacher Education Council 12/17/97 SEE website 2009 version)

A teacher candidate (TC) may be withdrawn, by the university or at the request of the school district, from a student teaching assignment for cause shown, including:

• Verifiable health reasons or student's personal reasons, which are acceptable to the university supervisor and Office of Field Experience as well as the classroom teacher, principal, and/or other school personnel;
• Professional judgment of cooperating school personnel and university staff that continuation in the student teaching program would not be in the best interests of the TC and/or cooperating school for reasons specified in writing, or
• Violation of rules and responsibilities outlined in the University of Wisconsin-La Crosse Teacher Education Field Program Handbook.

** Terms: The student teacher shall be the teacher candidate (TC). The university supervisor, classroom teacher(s), other university and/or school personnel shall be collectively designated as the professionals.

Procedures 

When school personnel and university staff contemplate withdrawing a student from a directed student teaching assignment, the university supervisor and the Office of Field Experience must schedule a conference with the student when professionally desirable. Appropriate school personnel and additional university personnel may be present.

1. Specific reasons for withdrawal consideration will be presented at the scheduled conference.
2. The student teacher shall be given an opportunity to present information relating to the reasons for withdrawal consideration.
3. After the student teacher has had the opportunity to be heard, he/she may be excused from the conference and the professional shall evaluate both the reasons for withdrawal, the documentation thereof, and any responses of the student teacher to said reason and documentation.
4. If a professional decision is made to withdraw the TC from the student teaching assignment, the university supervisor shall consult with the Office of Field Experience. The Office of Field Experience shall communicate with the cooperating teacher, building principal, and the Dean of the School of Education regarding the withdrawal of any TC from student teaching for any reason. The Office of Field Experience also communicates the withdrawal decision to the TC.
5. The university supervisor and/or the Office of Field Experience will complete the Teacher Candidate Progress Review referral form.
6. Upon completion of the referral form, the Office of Field Experience will schedule a meeting to include the TC, university supervisor, program director or coordinator, and Office of Field Experience staff member. The concerns and reasons for withdrawal documented on the TCPR referral form will be shared with the TC. After the meeting, the TC will sign the referral form, acknowledging receipt. The referral form will be filed with the Dean of the School of Education.
7. The referral will be added to the agenda for the next TCPR committee meeting for review and action; the TC is expected to be present for the meeting. If the committee recommends completion of an action plan, the TC will, under the guidance of the appropriate program director or faculty member, complete and submit an action plan to the Dean of the School of Education within the timeframe specified by the TCPR committee. Once theaction plan has been approved by the Dean of the School of Education, the TC will implement the plan and submit a written report back to the TCPR committee by the date specified in the written approval from the Dean of the School of Education. The TCPR committee will review the TC's report and, if approved, the TC will be permitted to attempt student teaching in a subsequent semester. If the report is not approved, the TC may be asked to repeat the action plan process or will be recommended for dismissal from the teacher education program. If the TC fails to meet with the committee, s/he will be unable to continue in his/her program of study. NOTE: Unless the withdrawal was for health or personal reasons, all withdrawals from student teaching are automatic referrals to the TCPR.
8. When the TC reapplies for a student teaching assignment, s/he may also need to comply with any new degree/program requirements for the completion of the teacher education program.

The university supervisor and the Office of Field Experience must recommend termination for any TC who fails to complete a student teaching assignment successfully in two separate academic semesters.

STUDENT TEACHING STANDARDS IN PRACTICE (SIPS), OBSERVATION, AND REPORTING GUIDELINES

Two 9-Week Placements

* A triad meeting between the Student Teacher, Cooperating Teacher & University Supervisor where feedback is shared and goals are developed.

** An informal observation should occur in 2nd quarter if the US did not supervise the ST in the 1st quarter, upload to GoReact

Semester Long Placement

* A triad meeting between the Student Teacher, Cooperating Teacher & University Supervisor where feedback is shared and goals are developed.

• SIPs evaluation/observation form - MS Word format

WI SIPs Evaluation Rubric-Fillable.docx 

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

Teacher Candidate Progress Review

In the event a student teacher is asked to leave a placement by school personnel, the OFE staff will complete a TCPR form and arrange a meeting of the Teacher Candidate Progress Review Committee under the direction of the Dean.

Teacher Candidate Progress Review Support -- TCPR form and information is available at http://www.uwlax.edu/SOE/Teacher-Candidate-Progress-Review/.

If the teacher candidate is permitted to continue student teaching, an action plan will be developed under the direction of the TCPR committee. The university supervisor(s), cooperating teacher(s), and student teacher will work within the teacher education program's outcomes to develop written goals, strategies, and a time frame required for accomplishing the goals. In addition to strategies the TC will employ, the plan will also identify strategies with a timeline to be utilized by the cooperating teacher(s) and university supervisor(s) (i.e. multiple observations, more intensive supervision). All involved parties will sign the plan and a copy of the plan will be placed in the student's file in the School of Education Office.

If the teacher candidate is permitted to continue with the student teaching placement, the university supervisor(s), cooperating teacher(s), and student teacher will evaluate the progress in meeting the established goals. After evaluating the entire student teaching experience, a decision regarding the final grade and recommendation for certification will be made by the Office of Field Experience, and university supervisor(s), with collaboration of the cooperating teacher(s).

Frequently Asked Questions: Teacher Candidate Progress Review (TCPR) What is a TCPR?

A Teacher Candidate Progress Review is a support system for UWL SoE students that can be implemented at any stage of the teacher preparation program by a concerned faculty / staff person.

This form initiates a process of follow up and support for the student, and helps the committee address academic, dispositional, or other concerns that may hinder a teacher candidate in successfully completing course and field experience and, ultimately, qualifying for teaching certification.

This system of support goes beyond the University-wide Eagle Alert system to provide program-specific, targeted support for School of Education students.

What type of referrals are made through the TCPR form?

There are two types of referrals:

A notice of concern

This is documentation of a minor concern deemed to be within a student's immediate power to correct, and does not require a visit to the committee. This type of TCPR referral provides an opportunity for faculty member and student to discuss a minor concern and develop a plan to correct it. The forms, after the discussion and signing, are logged into the database unless further action is required.

An automatic referral

This is the second type of TCPR and is reserved for serious concerns and/or a second report of concerns from an earlier notice of concern.

These referrals trigger the committee to gather to provide a hearing for the student to determine ways for the SoE or campus community to assist in supporting the student in finding solutions to the obstacles for success in a course or field experience.

Students preparing for the automatic referral process will work with the Office of Field Experience to write a personal narrative reflecting upon the issue and potential ways to address concerns utilizing the support available.

The teacher candidate will then meet with the committee to discuss the concern and develop a support plan with related resources and a timeline for addressing the issues. The Teacher Candidate Progress Review is not a punitive system, but rather a system of support to ensure all UWL teacher candidates are provided with opportunities to be fully successful.

Who serves on the Teacher Candidate Progress Review Committee?

Faculty and staff across campus programs within the School of Education make up the committee. The committee is chaired by the Dean, and nonvoting, support members include the certification office / assistants to the Deans and the Office of Field Experience.

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