CLINICAL/STUDENT TEACHING EXPERIENCE
Student teachers work in actual classrooms and schools for a minimum of 12 weeks. They are expected to be in attendance each day that the school to which they are assigned is in session and for a period of time each day that is comparable to that of the building’s certified staff. Student teachers should expect to devote adequate out-of-school time to lesson planning, review and evaluation of student assignments, and participation in school and community activities.
During the clinical/student teaching semester, the student teacher will have opportunities to observe her or his mentor teacher , and perhaps other experienced teachers, in action; to be involved in long-range, unit, and daily lesson planning; and, finally, to take responsibility for classroom teaching. Several key elements should be considered, as outlined below
Lesson Planning
The student teacher is expected to prepare written lesson plans far enough in advance to permit review and approval by the mentor teacher prior to their use in the classroom. The mentor teacher and the student teacher, jointly, will determine the teaching units for which the student teacher will be responsible and the appropriate schedule for these units.
Conferences
Conferences between the student teacher and the mentor teacher are a major vehicle for communication, review and examination, planning, and evaluation. It is expected that the mentor teacher will schedule a major conference with the student teacher each week and will participate in informal daily conferences. Both individuals should be able to express feelings and concerns candidly and in a friendly manner, raise questions, exchange information, and make suggestions. The conference should result in the formulation of an explicit action plan for the immediate future.
Teaching Schedule
Each student teacher is responsible for maintaining a weekly teaching schedule. All activities, including observations, in which the student teacher expects to be involved during the coming week, are to be included.
Clinical/Student Teaching Absence Policy
Absences must be kept to a minimum and tardiness is never acceptable. Students who fail to complete the required number of days may cause their graduation and/or certification to be delayed. Student teachers may be excused, however, for documented legitimate reasons. Such reasons include the following:
- Personal illness
- Death in the family
- Job Interviews*
- Professional meetings*
If there is a personal illness or death in the family, the student should notify the mentor teacher and the university supervisor as soon as practical.
*Absences for personal/professional purposes such as interviews and professional meetings require prior approval and may result in the student teacher being required to make-up the time lost. Prior to the absence, the student teacher must secure the consent of the supervising teacher and the university supervisor. In cases in which the absence or tardiness policy is not followed, the mentor teacher must contact the university supervisor or the Coordinator for University Field and Clinical Experiences immediately J-Richmond@wiu.edu or 309-298-1281.
Absences will not be approved for vacations, personal trips or non-professional absences.
Classroom Management
Management of the classroom is the most difficult and most crucial skill set to be mastered by the beginning teacher. Most student teachers will require the help of the mentor teacher and other experienced personnel throughout the clinical/student teaching experience. Read, The First Days of School, by Harry Wong as a guide to improve classroom management strategies.
Evaluation
Evaluation of the performance of the student teacher is an essential part of the clinical/student teaching program. It forms the basis for recommendations for certification and provides information desired by potential employers. Evaluation of the student teacher’s overall performance and specific teaching skills is the responsibility of the mentor teacher.
The purpose of the student teacher’s evaluation is the improvement of teaching skill; therefore, it is focused upon specific teacher behaviors. During the semester, feedback on performance and suggestions for improvement will represent much of the content of daily and weekly conferences between the mentor teacher and the student teacher.
Midterm Evaluation of clinical/student teaching
Midway through the clinical/student teaching experience the mentor teacher will provide the student teacher with an assessment of her or his performance and progress. The completed formative evaluation should be used to inform the student teacher of progress and should be used as a basis for discussion of observed strengths or weaknesses and planning for the remainder of the experience.
Final Evaluation of clinical/student teaching
The final evaluation of a student teacher is to be prepared by the mentor teacher. This evaluation is not confidential and a copy should be given to the student teacher. The evaluation will have several parts to be completed by the mentor teacher.
Withdrawal from Assignment
When necessary, a student teacher may withdraw from the clinical/student teaching program or the University by following the procedure described in the current Undergraduate Catalog. To protect their own interests, and especially the right to reapply for clinical/student teaching, students should notify the Coordinator of Field and Clinical Experiences of their intention to withdraw as early as possible.
Grade Appeal
The student shall initiate the grade appeal procedure by consulting the instructor (University Supervisor) involved (where feasible). If after this consultation the student still believes he or she has been judged unfairly, the student shall contact the department chairperson who shall provide the student with a grade appeal form. This form, which constitutes a written request for a formal hearing, shall be submitted to the Center Director no later than the end of the third week of the semester following the term in which the student received the grade in question. The Center Director shall then transmit this form to the Grade Appeal Committee.
In cases where the grade appeal is based on a complaint involving sexual harassment and/or sex, race, or discrimination based on disability, the above third-week deadline for filing the appeal and other subsequent deadlines will not apply. In such cases, the Grade Appeal Committee will refer the student to the Affirmative Action Officer before proceeding further. Once this officer has acted on the validity of the complaint, the matter shall be referred back to the Center’s Grade Appeal Committee for adjudication.
The Grade Appeal Committee shall consider the facts of the case at a meeting which should be attended by the student (with an advisor of the student’s choice if he or she so desires) and, where feasible, the instructor assigning the grade. Either party may submit written materials to support his or her position, and either party may have witnesses testify in writing or before the committee. A decision in a case shall be done by secret ballot, and a judgment shall be rendered by a majority vote of the committee so as to show that the appeal is approved or not approved, including what specific action is recommended. The decision is advisory to the faculty member. A written report of the proceedings shall be prepared by the chairperson of the committee and shall be submitted to the members for their approval. This report should include the basis for appeal, conclusions reached by the committee, and a report of the voting.
If there is a minority report, it should be appended to the formal report prepared by the chairperson, and both should become a part of the permanent record. All appeals at the department level shall be completed within four weeks after the submission of the grade appeal form. The chairperson of the committee must inform the faculty member, student, chair of the department, and the Council on Admission, Graduation and Academic Standards when the case involved an undergraduate student, or the Graduate Council if the case involves a graduate student (for recordkeeping purposes) in writing of the decision within a week. If the student’s appeal is upheld, the faculty member must inform the chairperson of the committee must then inform the student and the Center Director in writing of the faculty member’s decision within a week.
In cases where the faculty member is unwilling or unable to become a party in the proceedings and the Center Grade Appeal Committee makes a decision in favor of the student, the grade will be changed. The chairperson of the committee shall submit a change of grade form and indicate that the change is due to a successful grade appeal.
Note: Academic dishonesty cases shall be adjudicated by the Center Grade Appeal Committee, according to the procedure described in the University’s Academic Dishonesty Statement. In such cases, the University Supervisor shall assign the student an “Incomplete” (I) until a resolution of the problem is reached.
Housing
Student teachers are responsible for arranging their own housing during the clinical/student teaching experience semester. Student teachers who reside away from campus should make appropriate arrangements after assignments of the clinical/student teaching locations have been made.
Working During the Clinical/Student Teaching Experience
Working during clinical/student teaching is also discouraged because of its probably detrimental effect upon performance in the classroom. Student teachers who find it necessary to seek or continue outside employment other than on weekends must have the approval of their University Supervisor. It should be clearly understood that if in the judgment of the University Supervisor such employment is interfering with the clinical/student teaching experience, the University Supervisor may require the student teacher to adjust his or her employment schedule, discontinue working, or withdraw from clinical/student teaching.
School Strike
In the event of a teacher strike, student teachers shall not engage in any student teacher or teaching activities in the affected school and shall not engage in any action which supports or opposes the strike. The University Supervisor may temporarily reassign the student teacher to alternative professional growth activities in a different setting, and if the strike jeopardizes the required number of days of clinical/student teaching, may permanently reassign the student teacher to another school. Honoraria and final evaluations will be adjusted accordingly.
Liability
Student teachers are afforded the same liability protection as that provided for certified personnel in the school district under the provision of the Illinois School Code. The exercise of normal prudence will decrease the chances for liability-creating events to occur and charges of negligence to be made. Evidence to prudent planning and operating include careful lesson planning by the student teacher, with approval by the mentor teacher prior to teaching; clear delineation of the duties and responsibilities of the student teacher; and adequate supervision by the mentor teacher. If the mentor teacher is absent, a substitute teacher shall be employed even though three may be an agreement that the student teacher will perform the actual teaching duties.
Note: In accordance with WIU policy, student teachers are not to be involved in the physical restraint of students. Nor should they participate in any training seminars or inservices on the use of physical restraint.
Payment, Reimbursement, and Gifts
Under no circumstances is a student teacher to receive remuneration for her or his services as a student teacher. The student teacher may not be paid for extra-curricular activities in the district where the clinical/student teaching experience takes place.
Medical Benefits and Services
Full-time students are eligible for medical insurance benefits made available by the University when they are enrolled in full-time clinical/student teaching. The University does not provide all services or compensation in all cases. When there is reasonable doubt concerning responsibility, student teachers should contact Student Health Services at (309) 298-1888 for clarification.
Graduation, Certification, and Placement
Information regarding graduation, certification, and placement may be found on the CPEP website: http://www.wiu.edu/cpep
Most student teachers graduating in teacher education will wish to arrangement for interviews with prospective employers—superintendents, principals, and personnel directors—before, during, or following their clinical/student teaching. In many cases, job interviews may be held wherever the student teacher is assigned. Further, interviews can be arranged for evenings or Saturdays upon request. An excused absence from clinical/student teaching for a job interview should not exceed one absence during the clinical/student teaching experience.