School of Education

Pre-Student Teaching Handbooks

Pre-Student Teaching Field Experiences

Prerequisites

Prerequisites for Field Experience:

Field experiences require admission to the School of Education and enrollment in aligned courses.
Teacher candidates must meet all prerequisites specified by their program prior to their first field experience semester.

Please consult your advisor and refer to your planner to determine the best timing of field experience in your respective program.

Name Badges

Teacher candidates should wear a name badge issued by UWL.
Teacher candidates are responsible for the cost.
Names should be a professional title, i.e. "Ms. Sanchez" in lieu of using a first and last name.

Transportation

Field experience students are required to secure their own transportation. Carpooling is encouraged.

Application Process

Application Process:

An email will be sent to all teacher candidates around the sixth week of the semester with a link to the electronic Field Experience Application.
Each clinical field experience requires a separate electronic application.
These applications are mandatory and include the legal forms relating to professional conduct. Teacher candidates sign electronically to indicate understanding and agreement to follow the policies.
To receive a field experience placement, it is imperative that teacher candidates adhere to the established application window. In the case of an extenuating circumstance, teacher candidates may request an extension to the application window using this form.
Please note that late requests may be difficult to accommodate and could cause a delay in program completion.

Please consult your advisor and refer to your planner to determine the best timing of field experience in your respective program.

Criminal Background Checks

Criminal Background Check (CBC) Policy

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

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

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

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

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

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

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

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

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

Placement Procedures

Placement Procedures

All clinical field experience placements are arranged through the Office of Field Experience in collaboration with course instructors.

The School of Education has developed partnerships with local schools. Placements at these sites will be honored first, followed by other schools within a 50-mile radius.

Additionally, 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 or worked.

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

Absences

Attendance and promptness at your field experience is of utmost importance.

In the rare case that a teacher candidate must be absent, they should send an email to the cooperating teacher and the university supervisor in order to reschedule that time.

Excused absences include:

personal illness
illness in the family
death in the family

Absences due to work schedules, personal commitments, and vacations are prohibited. Teacher candidates may be excused for medical appointments. Please request permission from the office of field experience.

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

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

FAQ

Pre-Student Teaching (Field) Experience FAQs

Performance Assessment: edTPA

edTPA Introduction

The edTPA is a performance-based, subject-specific assessment and support system used to assess, emphasize, measure and support the skills and knowledge that all teachers need. Currently UWL requires the successful completion of the edTPA for all beginning teachers before they are recommended for licensure. The edTPA meets Wisconsin Department of Public Instruction’s requirement of measuring pedagogical knowledge (PI34.021). The edTPA is for initial licensure only. Teachers already in possession of a valid Wisconsin teaching license do not need the edTPA for additional licensure areas or when renewing a valid license.

For general information and national updates go to https://aacte.org/faq/edtpa/ or the edTPA website https://www.edtpa.com/ . Teacher candidates are not able to create a member log in with AACTE, but can access useful information.

edTPA Pre-Student Teaching Field Experiences

During field courses, teacher candidates will complete portions of the edTPA, or complete an edTPA-like assessment. This edTPA coursework will be submitted to faculty for evaluative input. During clinical field experiences, detailed feedback, discussion, and sharing of edTPA work among peers and faculty is both allowed and encouraged. Faculty members are urged to give detailed edTPA feedback during pre-student teaching field experiences.

Performance Assessment: SIP

Standards in Practice (SIP) rubric

What is the Standards in Practice (SIP) rubric?

This is a comprehensive, performance-based tool that aligns to the new Interstate Teacher Assessment and Support Consortium (InTASC) Model Core Teaching Standards and Learning Progressions for Teachers. This evaluation tool serves as a vehicle for reflection, conversation, and on-going assessment. The use of this tool should be viewed as a 'process' with a constant focus on continual improvement and used as a support mechanism for teacher candidates (TCs). Therefore this tool documents TC performance over time.

How will I use the SIP rubric?

The SIP rubric and process serves many purposes depending on the user, intent, and timing.

As a teacher candidate I will use the SIP rubric as an ongoing self-reflection and progress- monitoring tool to establish goals in order to improve my performance. I will use it to document evidence of my proficiency over time in meeting the standards required of initial educators. I will use it to communicate with my cooperating teachers, university supervisor and course instructors.

As a cooperating teacher I will use the SIP rubric as a collaborative communication tool to provide feedback to TCs based on observations, discussions, lesson plans, and instructional materials. I will use the rubric as a guide to share ongoing feedback with the TC, university supervisor and the program personnel.

As the university supervisor I will use the SIP rubric to facilitate ongoing dialogue between the TC and cooperating teacher. I will use the SIP rubric to share feedback to support TC development and growth as an initial educator. I will also use the rubric to report TC's level of proficiency to the School of Education.

As a course instructor I will use the SIP rubric as a guide for planning course content and learning experiences. I will foster the TC's understanding and use of the SIP rubric as an ongoing self-reflection and progress-monitoring tool. Depending on the course, the rubric may be used for feedback and assessment.

As a program we will reflect on the data collected from the use of the SIP assessment process to inform our practice. We will use the SIP rubric to collaborate with our partners, celebrate strengths, and address areas of concern.

As the School of Education we will use the SIP rubric to document and report data to the Department of Public Instruction. We will use data gathered from the SIP process to support on- going professional development and continual improvement.

How is the rubric scored for field and student teaching placements?

The SIP rubric includes one comment section following each category (i.e., the learner and learning, content knowledge, instructional practice, and professional responsibility). The comments section must include explicit and specific evidence to support the overall rating for each category of the rubric.

Comments should reflect collaborative input from TC, cooperating teacher, and university supervisor based on the entire field or student teaching experience.

Evidence can come through direct observation of TC, from written instructional and assessment materials designed by the TC, or through other means (e.g., emails, conversations, etc.).

The SIP rubric is designed with progressive levels. In order to score a 4 the TC satisfies a level 3 as well as the additional criteria for level 4. Likewise to score a 5 the TC satisfies both levels 3 and 4 as well as the additional criteria for level 5.

When a standard has more than one criterion, each criterion should be scored independently.

Evaluating TC progress is multifaceted and grounded in contextual variability. Given the complexity of these variables the scoring is fluid, and a TCs scoring from placement to placement may not be linear.

At any level of placement, a score of 3 or above in all criteria should indicate that the TC is ready to advance. This does not take into account other factors that may impact readiness to advance.

When a TC is performing at level 1 during Field I or II placement, the university supervisor should communicate with the TC, cooperating teacher, and program director. The program director should document the concern in collaboration with the university supervisor and/or course instructor in order to determine necessary supports.

A score of 1 upon completion of placement will result in a School of Education Notice of Concern that is completed collaboratively by the university supervisor and/or program director, and is communicated to relevant program faculty involved with the TC and their next placement.

When a TC is performing at level 1 during student teaching, the university supervisor should communicate with the TC, cooperating teacher, program director, and School of Education Office of Field Experience. The program director should document the concern and in collaboration with the university supervisor and Office of Field Experience determine next steps.

Any other scoring situations that cause concern should be documented on the overall comments page on the SIP rubric, and brought to the attention of the program director and/or the School of Education Office of Field Experience.

Pre-Student Teaching Additional Resources

APPENDIX A: Terms and Acronyms

Criminal background check (CBC)

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

Clinical Field Experience Program

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

Cooperating Teacher (CT)

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

Department of Public Instruction (DPI)

The governing body for Wisconsin schools, colleges and universities.

edTPA

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

Office of Field Experience (OFE)

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

Professional Development School (PDS)

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

Standards in Practice (SIP)

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

School of Education (SOE)

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

Teacher Candidate (TC)

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

Teacher Candidate Progress Review (TCPR)

The Teacher Candidate Progress Review (TCPR) Committee is charged with overseeing the development and assessment of knowledge, skills, and dispositions among teacher candidates as assessed by the multiple measures of the established teacher education assessment system.

Triad

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

University Supervisor (US)

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

APPENDIX B: Pre-Student Teaching Field Experience Courses

Early Childhood-Middle Childhood (EC-MC)
EDS 402 (Field I)
EDS 445 (Field II)
ECE 327/425 (ECE Block)

Elementary/Middle Education (EME) programs:
EDS 402 (Field I)
EDS 446 (Field II)

Elementary/Middle Education & Special Education dual certification program (EME-SPE) - additional field
SPE 460 (Special Education Field)

Elementary/Middle Education & TESOL dual certification program (EME-TSL)
Spanish & TESOL dual certification program (SPA-TSL)
French & TESOL dual certification program (FRE-TSL)
additional fields
TSL 420 (TESOL Field)
TSL 450 (TESOL Internship - High School setting)

Middle/High School Education (STEP) programs

English
ENG 355 (Field I)
ENG 455 (Field II)

Math
MTH 454 (Field I)
MTH 455 (Field II)

Science
BIO/CHM/PHY 454 (Field I)
BIO/CHM/PHY 455 (Field II)

Social Studies
HIS 304 (Field I)
HIS 419 (Field II)

Kindergarten through grade 12 programs

Art
ART 361 (Field I)
ART 461 (Field II)

Music
MUS 378 or MUS 379 (Field I)
MUS 383 or MUS 384 (Field II)

World Languages (Spanish, French)
GCL 300 (Field I)
GCL 320 (Field II)

Physical, Adapted and School Health Education (PASHE)
ESS 418 (SHE Field)
ESS 419 (Field I)
ESS 420 (Field II)

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

Before the Field Experience

Communicate clinical field experience course expectations and requirements to both teacher candidates and cooperating teachers.
Write and send introductory supervisor letter/email message to cooperating teachers.
Share and provide guidance for cooperating teachers with training modules, SIP forms, and procedures / expectations.
Review and approve teacher candidate’s letters to cooperating teachers before letters are sent to cooperating teachers.
Ensure that all teacher candidates have purchased name badges (available in Student Union 1131) when in-person experiences are permissible.
Reinforce completion of electronic application and criminal background check.
Communicate with Office of Field Experience to ensure that teacher candidates have completed all criminal background checks and other requirements.
Discuss and set expectations for recording hours in the electronic Field Experience Hours Log.
Provide explicit instructions for professionalism, dispositions, courtesies, and procedures that meet the expectations set for teacher candidates.
Provide guidance for virtual instruction, including use of appropriate background, dress, and tips for using technology.
Prior to entering a course grades at the end of the term, review and verify the accuracy of hours documented.
Participate in school orientations.

During the Field Experience

Provide edTPA support to teacher candidates as defined by program.
Maintain frequent communication with cooperating teacher (minimum of three emails – introduction, check in, and final / thank you).
Conduct face-to-face conversations with cooperating teachers throughout the semester.
Share and provide guidance for cooperating teachers with training modules, SIPS forms, and procedures /expectations.
Monitor teacher candidate progress through formal and informal observations, videos, journals, emails, and provide oral and written feedback.
Monitor the Field Experience Hours Log via Google doc to ensure teacher candidates are updating hours regularly.
Address issues and concerns immediately and directly with teacher candidate and cooperating teacher.
Meet with teacher candidate and the Office of Field Experience, as concerns arise, including attendance, inappropriate appearance, insufficient preparation, and other issues as needed.
When appropriate, complete the Teacher Candidate Progress Review Form.
Document all interventions for teacher candidates not meeting proficiency on standards.
Communicate with the OFE coordinator both highlights and concerns of the field experience.
Cultivate and nurture relationships with cooperating teachers to mentor teacher candidates.
Make recommendations of potential cooperating teachers to the OFE coordinator.
Lead completion of SIP form through three-way triad conference.
Express appreciation to cooperating teachers and talk with teachers about interest in hosting teacher candidates as student teachers, as well as future field experience students.

After the Field Experience

Submit university supervisor SIP forms via Canvas.*
Review and verify the accuracy of the electronic Field Experience Hours Log for documenting hours.*
Complete mileage reimbursement online.
After all requirements are met*, enter grades on WINGS, following instructions provided by Records and Registration.

*NOTE: Do not enter a grade for a teacher candidate if all requirements are not yet met, including submission of the Field Experience Hours Log, SIP forms, and satisfactory performance in both course assignments and the field placement. Contact the Field Experience Coordinator for assistance.

APPENDIX D: Cooperating Teacher Expectations for Pre-Student Teaching Field Experiences

The Cooperating Teacher is a vital member of the field experience triad along with the Teacher Candidate and the University Supervisor. The Cooperating Teacher models, observes, and discusses teaching styles and strategies daily with the teacher candidate. To receive the greatest benefits from this relationship there must exist a mutual feeling of respect and understanding. It is important for the Cooperating Teacher to accept the Teacher Candidate as a co-worker and convey that acceptance to both their pupils and colleagues. The Cooperating Teacher is expected to demonstrate professional conduct and be a positive, effective role model in all aspects of teaching.

Eligibility to Serve as a Cooperating Teacher:

Cooperating Teachers supervise Teacher Candidates on a regular basis throughout the quarter or semester. Qualifications include:

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

In-service teachers interested in being Cooperating Teachers are strongly encouraged to take SOE 695 Supervision of Student Teaching, which provides preparation in the supervision of clinical students and in the applicable standards. For more information, email soefieldexp@uwlax.edu.

Before the field experience begins

Communicate with the Office of Field Experience and University Supervisor to confirm and clarify expectations.
Review SIP and other documents.
Prepare specific classroom expectations and materials to share with the teacher candidate.

During the field experience

Communicate school schedules, planning, and other responsibilities.
Create a small workspace for the teacher candidate.
Welcome the teacher candidate as a teaching colleague, and introduce the teacher candidate to students and staff.
Provide the teacher candidate with necessary resources and curriculum for teaching.
Seek opportunities for the teacher candidate to collaborate in planning, implementing, and assessing lessons.
Communicate clear expectations for the teacher candidate regarding classroom procedures and interactions with students and colleagues.
Mentor the teacher candidate by sharing your professional and pedagogical knowledge and expertise.
Observe the teacher candidate’s instruction and provide both oral and written feedback on instructional delivery, interactions with students and staff, and other aspects of professionalism – including areas of strengths as well as those requiring additional practice and growth.
Support the teacher candidate in developing an accurate and comprehensive understanding of a classroom teacher’s workday including both instructional and non-instructional activities.
Provide opportunities for the teacher candidate to observe other aspects of the teaching profession including professional learning communities, special education meetings, staff meetings, team meetings and parent conferences.
Communicate and collaborate with the University Supervisor in addressing ANY concern.
Refer any additional concerns to the Office of Field Experience.

Toward the End of the Field Experience

Prepare comments and collaborate with the University Supervisor on final triad conference.
Review and verify the accuracy of the electronic Field Experience Hours Log for documenting hours.
Provide feedback to the Field Experience Coordinator and complete surveys when requested.

APPENDIX E:Teacher Candidate Expectations for Pre-Student Teaching Field Experience

Before the Experience

Write and email a formal letter of introduction to assigned Cooperating Teacher using the Letter to Cooperating Teacher Guidelines.
Obtain a UWL School of Education name badge to be worn onsite during your field experience placements.
Read through the placement expectations and professional dispositions as outlined below.
ECE Field II: submit all documentation (i.e. TB Test, CBC) requested by the Office of Field Experience.

During the experience

Dress appropriately and professionally.
Wear UW-La Crosse School of Education name badge when onsite during your field experience placement.
Keep cell phone and other electronic devices out of sight/mind unless needed for safety or instructional purposes.
Arrive on time – preferably a few minutes prior to your scheduled arrival time.
Demonstrate courtesy, kindness and respect to everyone in the school community.
Check in and out at the school office following their protocols.
Record hours in your electronic Field Experience Hours Log.
Follow all school policies and procedures.
Participate in the building orientation, tour, and other professional opportunities.
Meet with Cooperating Teacher to exchange contact information and discuss expectations.
Coordinate with the University Supervisor and Cooperating Teacher to develop and maintain a CONSISTENT schedule for the entire semester that spans two or more days per week based program requirements.
Communicate any absences or rare changes in schedule with the cooperating teacher and the university supervisor, providing as much advanced notice as possible.
Collaborate with Cooperating Teacher to plan, deliver, and assess lessons and activities to meet district curricular expectations as well as provide for individual student modifications.
Submit detailed lesson plans to Cooperating Teacher for review at least two days prior to date of implementation.
Receive feedback and approval for all lesson plans from Cooperating Teacher prior to implementation.
Prepare all materials needed for lesson plans prior to implementation.
Teach a minimum of 3-5 lessons with large and / or small groups.
Reflect upon and refine lessons for future instruction with the emphasis on student learning.
Demonstrate professional demeanor and maintain confidentiality.

Toward the end of the experience

Self-reflect for final triad conference.
Return all materials to Cooperating Teacher and school site.
Complete all requirements and submit all assignments as specified.
Complete the electronic Field Experience Hours Log on the final day of placement. When prompted, complete the DocuSign process to verify your hours.

Please note: grades will not be entered until all requirements have been met, including verification of the electronic Field Experience Hours Log by all members of the triad, submission of SIP forms, and satisfactory performance in both course assignments and field placement.

SIPs Forms and reporting guidelines

FIELD EXPERIENCE STANDARDS IN PRACTICE (SIPS), OBSERVATION, AND REPORTING GUIDELINES

Minimum Observation Requirements	Formal Requirements
Minimum Observation Requirements	Triad Meeting*	Outcomes/What to Upload to Canvas
Introductory Planning Meeting	Intro triad	Set expectations/Nothing to upload
Informal observation(s) during the semester	NO	- Note the observation date(s) - Provide feedback to teacher candidate with goals (feedback can be summarized on final SIPs form) - Nothing to upload at this time
Formal Observation (near end of semester)	🗸	- 1 summary SIP with observation notes from supervisor and cooperating teacher embedded - Record all dates of observations in the “Overall comments” box at the end of the rubric in Canvas
1 formal visit (one class period) plus at least 1 informal observation	1 formal triad plus intro triad	1 SIP (w/embedded obs notes)

* 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