School of Education

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.

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

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

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

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

Expense reimbursement, including for mileage, is now housed in Workday.

Detailed instructions for Student Teacher Supervision Mileage (Note: must be logged in using your UWL credentials to view).

Questions should be directed to Jill Kirkpatrick.

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.

SIP Forms can be found at this link. 

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

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

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