School of Education

Student Teaching Handbook

Student teaching eligibility & processes

Eligibility for Student Teaching / Prerequisites

To be eligible for student teaching, teacher candidates must meet the prerequisites specified for student teaching, as listed on the benchmarks page for their specific program.

Click on this link for the details.

Additionally, teacher candidates must submit the following items by their corresponding due dates:

Criminal Background Check

Mandated Reporter Training

Tuberculosis Test

Hepatitis B vaccine

Teacher Introduction Letter (student teaching)

Resume

Information about due dates can be found in the student teaching Canvas Course.

In the event you miss a benchmark for one of the above items, you will be contacted via email and given a short window to communicate your plan with the SOE or OFE office.

If that window is missed, then a member of the SOE staff will reach out to schedule a meeting with you.

Should that meeting be ignored, an automatic TCPR referral will occur in order to help support the student.

Placement Process

Considerations and Processes

The Office of Field Experience determines placements based on the information supplied in the Student Teaching Application and district/school partnership availability.

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

Availability of placements

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

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, many placements will be distant from UWL. Carpooling is highly encouraged.
Placements in another UW-System institution's service area may not be available, as per a mutual agreement between the Wisconsin System schools.
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

Cooperating teachers must:

hold a current teaching license (tier two or higher)
have a minimum of three years of experience with at least one year in their current setting
have principal approval

According to agreements between UW-La Crosse School of Education and our affiliate school districts, teacher candidates are prohibited from contacting teachers, schools or principals to arrange a field experience placement.

If a teacher or a principal discusses a placement possibility with you, please refer them back to the Office of Field Experience.

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, worked, or volunteered.

Any questions regarding field experiences or any other school experiences should be directed to the Office of Field Experience.

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.

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.

Out of Area Student Teaching Placements and WIP Internships

Out of Area placements and internships 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, and Notre Dame School of Milwaukee. 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. 

Important- All placements will be arranged by the Office of Field Experience. Candidates are not allowed to arrange their own placements in any way, and policies prohibit candidates from contacting schools, principals, or teachers in an effort to obtain a placement. If contacted, candidates should refer all communication to the Office of Field Experience.

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)
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, as well as any other requirements.
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
UWL internship coordinator communicates with DPI and schools, and shares specific internships with eligible candidates.
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 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, as well as other certification areas
UWL candidates complete UWL student teaching application and selection process for the Notre Dame School of Milwaukee

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 should be uploaded into the Student Teaching Canvas Course 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.)
Reach out to soefieldexp@uwlax.edu with any questions.

In the event you miss a benchmark for one of the above items, you will be contacted via email and given a short window to communicate your plan with the SOE or OFE office.

If that window is missed, then a member of the SOE staff will reach out to schedule a meeting with you.

Should that meeting be ignored, an automatic TCPR referral will occur in order to help support the student.

Collegiate athletics & student teaching

The School of Education supports student participation in collegiate athletics and recognizes the value of these experiences. However, student teaching is a full-time professional responsibility that requires candidates to follow the schedule, expectations, and requirements of their assigned PK–12 school placement.

While the School of Education will work with student-athletes when possible, accommodations for practices, competitions, travel, or other athletic commitments cannot be guaranteed. The needs of the PK–12 students, cooperating teacher, and school placement must take priority.

Student-athletes are encouraged to communicate with their coaches and School of Education personnel well in advance of student teaching to determine whether athletic participation can be reasonably balanced with the responsibilities of the placement.

Military & student teaching

It is important to communicate your needs with your University Supervisor, Cooperating Teacher, and Field Experience Coordinator.

Additional information on military leave can be found here.

International students

The School of Education welcomes and is committed to supporting all candidates in pursuing careers in education. However, completion of a Wisconsin educator preparation program does not guarantee eligibility for Wisconsin teacher licensure.

Some candidates, including international students, may be responsible for additional state or federal requirements related to licensure, employment authorization, or background checks. Candidates are responsible for understanding and meeting all applicable requirements. Students who have questions about their eligibility for Wisconsin licensure are encouraged to consult with the School of Education and the Wisconsin Department of Public Instruction as early as possible in their program.

Student teaching expectations

General 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.

Introductory 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.
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
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.

Before the placement begins

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).
Submit results of tuberculosis (TB) to OFE.
Complete criminal background recheck if required
Familiarize yourself with the school district including, but not limited to, teaching and assessment philosophies, structure, materials, administration and the surrounding neighborhood.
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 (many schools have a calling tree or a text list. See if you can be added, and discuss *what to do in case of a crisis.)
o. Fire and tornado drill regulations
p. Grading systems (philosophy)
q. Additional responsibilities and duties (before and after school, hallway, recess, bus, lunch etc.

*Remember that as a student teacher you have access to all our campus resources. Additionally, there is a 24/7 support line for any emotional support need (call 608-785-8073, option 1), as well as Mantra Health counseling services (appointments are available nights and weekends).

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

Dress, act, speak and promote yourself as a professional both in school and in the community.
Understand and follow the school's policies as applied to regularly employed staff.
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.)
In accordance with P-I 34, attend full days for the entire school district quarter and/or semester.
Follow the calendar, daily schedule and vacation dates of the placement site.
Maintain ethical conduct in all relationships with the staff, students, families, administrators and other teacher candidates.
Attend school functions that occur in the building including staff and team meetings, parent-teacher conferences, in-service days and other professional development.
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.
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.
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.
Apply the principles of effective teaching to promote a well-managed learning environment where all students can learn.
Develop technical competencies and reflective teaching practices.
Actively participate in nurturing an inclusive environment for understanding individual differences relating to race, class, gender, culture and ability.
Assist with co-curricular activities.
Be receptive and incorporate suggestions. Feedback from the cooperating teacher and university supervisor is essential for professional growth.
Maintain continual communication with the cooperating teacher to discuss concerns, plans, and lessons in progress.
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.
Complete all written assignments related to student teaching course requirements.
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

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

Student teaching additional information

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.

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 superintendent."

HOUSING

Contact Office of Residence Life (housing@uwlax.edu) and CC the Office of Field Experience (soefieldexp@uwlax.edu) to inquire about end of the semester options. Only 8 spots available.

Extended housing

If, during the student teaching experience, a teacher candidate needs extended housing due to schedule issues, SOE has worked with Res Life to help find a solution.

Interested teacher candidates should contact the Office of Residence Life (housing@uwlax.edu) and CC the Office of Field Experience (soefieldexp@uwlax.edu) to inquire about end of the semester options. Only 8 spots available.

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.

Immediately phone cooperating teacher to inform of absence.
Email university supervisor the same day.
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.

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.

Observation timeline

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

Two 9-Week Placements

Minimum Observation Requirements	Formal Requirements
Minimum Observation Requirements	Triad Meeting*	Outcomes/Upload to Canvas
Introductory Planning Meeting – 1st Quarter	Intro triad	Set expectations/Nothing to upload
Informal short observation (with video recording)**	No triad	Upload required on GoReact (notes optional – can be included with 1st SIP)
1st Quarter Midterm Observation		1 SIP with observation notes embedded
1st Quarter Final Observation		1 SIP with observation notes embedded
Introductory Planning Meeting – 2nd Quarter	Intro triad	**Set expectations
2nd Quarter Midterm Observation		1 SIP with observation notes embedded
2nd Quarter Final Observation		1 SIP with observation notes embedded
4 Formal Visits (one class period each)	4 formal triads plus 2 intro triads	4 SIPS (w/embedded obs notes) – notes from cooperating teacher should be included in at least one SIP/quarter

* 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

Minimum Observation Requirements	Formal Requirements
Minimum Observation Requirements	Triad Meeting*	Outcomes/Upload to Canvas
Introductory Planning Meeting	Intro triad	Set expectations/Nothing to upload
Informal short observation (with video recording)	No triad	Uploaded video required on GoReact (notes optional – can be included with 1st SIP)
Observation 1: Week 4-6		1 SIP with observation notes embedded
Observation 2: Midterm		1 SIP with observation notes embedded
Observation 3: Final		1 SIP with observation notes embedded
3 Formal Visits (one class period each)	3 formal triads plus 1 intro triad	3 SIPS (w/embedded obs notes) - notes from cooperating teacher should be included in at least one SIP

* 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

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.

Substitute teaching

Updated: August 2025

UW–La Crosse Student Teacher Substitute Teaching Policy

Student teachers from the University of Wisconsin–La Crosse are approved to serve as substitute teachers during their student teaching placement, provided all the following conditions are met:

The student teacher holds a valid substitute teaching license

The student teacher serves only as a substitute for their assigned cooperating teacher, in the event their cooperating teacher is sick, on vacation, in meetings, or otherwise out of the building (not in another classroom in your school).

The school district will pay the student teacher at the district substitute rate.

The student is willing to serve as a substitute teacher.

Student teachers may not exceed ten (10) total days of substitute teaching during their student teaching semester. For those in split placements, this limit is divided into five (5) days per placement.

*Exceptions:

This policy applies only to student teachers who are placed in Wisconsin and Illinois.

Minnesota placements are not eligible, as state regulations require a completed bachelor’s degree for substitute teaching.

Interns are not eligible under this policy.

To apply for the Three-Year Short-Term Substitute License in Wisconsin:

Complete Section I of the PI-1975 Substitute Educator form and email it to Beth Gamoke, ASD/TCO, at educatorlicensing@uwlax.edu or bgamoke@uwlax.edu. (We ask you to complete Section I, even though it's just your name, in case you have a former and/or maiden name.)

See the Tip Sheet with directions on how to complete the PI-1975 form.

Use this website to easily determine if you need to submit fingerprints, what documentation to gather, and how to apply for the license.

Student teaching seminar

Teacher candidates are required to attend all UWL Faculty and edTPA seminars as part of EDS 492, a required pass/fail course during the student teaching experience. Seminars are typically held on Wednesdays (ECE, EME, and Dual Majors) and Thursdays (PASHE, STEP, and AWLME Majors) from 4:25–5:50 p.m.

Seminar dates are published in advance in the student teaching calendar, and candidates are expected to share these dates and any other program requirements with their cooperating teacher at the beginning of the placement experience.

Candidates who are considered out of area are able to attend the course via Zoom. Candidates considered in area placements but are placed a greater distance from campus may leave their host school a few minutes early on seminar dates to ensure a safe and punctual arrival.

Because seminar participation is an essential component of the teacher preparation program, attendance is mandatory.

Failure to attend required seminars may impact successful completion of EDS 492 and may result in a referral to the Teacher Candidate Progress Review (TCPR) process. If an emergency or illness prevents attendance, candidates are expected to notify their seminar instructor as soon as possible and follow all procedures in accordance with their course expectations.

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.

Crisis support and resources

We know that occasionally schools experience situations that can be unsettling: safety concerns, loss of a student or colleague, etc. We want to remind you that you are not alone.

If you find yourself needing support, please know that campus resources are available to you. A list of services that you may need can be found on the counseling and testing website. There is care available 24/7. Reaching out is always okay.

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.

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.

Jury duty

Jury Duty During Student Teaching

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

Please contact them right away to let them know that you are student teaching and request to have your jury duty deferred.

Resources

University Supervisor Expectations for Student Teaching Experiences

University Supervisor Expectations

Cooperating Teacher Expectations for Student Teaching Experiences

Cooperating Teacher Expectations