Syllabus
for Student Teachers and Mentor Teachers

Student Teaching Program
Center for the Preparation of Education Professionals
College of Education and Human Services
Western Illinois University

Instructor: University Student Teacher Supervisor
Program Office: Horrabin Hall 91
Telephone (Main Office): (309) 298-1281
 Fax: (309) 298-3386

Catalog Description

Student teaching is the process whereby a prospective teacher candidate demonstrates his or her competence as an effective beginning teacher. Each student teacher is expected to possess and demonstrate continual growth in all areas of teaching as identified in the Western Illinois University Teacher Education Mission Statement.
 
Course Outcomes

Although student teachers are expected to demonstrate the following behaviors, the mentor teacher and district liaison may determine when or where it is appropriate for the student teacher to communicate understanding of, rather than to display, any number of these behaviors.

  • Content Knowledge
    • Demonstrates an appropriate knowledge of subject matter
    • Creates learning experiences that make the content meaningful to all students
    • Understands the relationship of knowledge within the discipline to other content areas and to life applications
  •  Human Development and Learning/Knowledge of Learners
    • Understands how students construct knowledge, acquire skills, and develop habits of the mind
    • Understands that students’ physical, social, emotional, ethical, and cognitive development influences learning
    • Analyzes individual and group performance in order to design instruction that meets learners’ current needs in the cognitive, social, emotional, ethical, and physical domains at the appropriate level of development
    • Bases individualization on instructional goals when and where appropriate
  •  Diversity
    • Facilitates learning in which individual differences are respected
    • Uses cultural diversity and individual student experiences to enrich instruction
    • Uses information about students, families, cultures, and communities as a basis for connecting instruction to students’ experience
    • Makes appropriate provisions for individual students who have particular learning differences or needs
  • Knowledge of Teaching/Planning
    • Sets clear instructional goals
    • Plans for active presentation to the entire class when and where appropriate
    • Plans for an appropriate mix of instructional techniques and technology
    • Demonstrates a willingness to integrate the school mission statement into instructional design
    • Creates short-range and long-term plans
  • Learning Environment
    • Clearly states basic rules for classroom conduct
    • Maintains an orderly classroom without being rigid
    • Holds students responsible for their own behavior
    • Reacts to students’ behavior consistently
    • Uses effective strategies for classroom discipline when needed
    • Demonstrates respect for all students
    • Frequently engages a high percentage of students in participative learning
    • Maintains a warm and responsive classroom that is supportive of students
    • Maintains a classroom climate that is conducive to instruction
  • Instructional Delivery and Practical Applications
    • Begins lessons with statement of goals
    • Presents new material in clear steps
    • Presents effective modeling
    • Checks for student understanding
    • Guides students during initial practice
    • Makes successful transitions from one activity, topic, or subject to another
    • Maintains a high level of meaningful time on task
    • Utilizes technology when and where appropriate
    • Uses multiple teaching and learning strategies to engage students in active learning opportunities
    • Makes use of community members and community resources to expand the learning environment and promote the practical application of knowledge
  •  Communication
    • Understands how cultural and gender differences can affect communication in the classroom
    • Models accurate, effective communication when conveying ideas and information and when asking questions and responding to students
    • Uses a variety of communication modes to effectively communicate with a diverse student population
    • Remains readily available for consultation with students, parents and caregivers, and support personnel
  •  Assessment
    • Monitors student progress in relation to instructional goals
    • Provides oral and/or written feedback without unnecessary delay
    • Demonstrates an attitude that all students can learn
    • Sets high yet realistic standards for students
    • Assists all students in attaining at least minimum mastery
    • Demonstrates the ability to utilize a variety of formal and informal assessment techniques
    • Demonstrates the ability to create informal assessment tools when and where appropriate
    • Uses assessment results to diagnose student learning needs, align and modify instruction, and design teaching strategies
  • Collaborative Relationships
    • Works well with the mentor teacher
    • Works well with the principal, other faculty, and auxiliary staff
    • Works well with the district liaison of student teachers
    • Maintains a positive rapport with students’ parents and caregivers
    • Initiates collaboration with others and creates situations where collaboration with others will enhance student learning and well-being
  • Reflection and Professional Growth
    • Demonstrates a willingness to improve professional skills
    • Demonstrates interest beyond required responsibilities
    • Demonstrates use of accepted school procedures
    • Understands that reflection is an integral part of professional growth and improvement of instruction
    • Utilizes active reflection for the revision of practice
  •  Professional Conduct and Leadership
    • Demonstrates self-confidence
    • Fulfills obligations punctually
    • Maintains appropriate dress and grooming
    • Displays physical vitality and desirable health habits
    • Respects the boundaries of professional responsibilities when working with students, colleagues, and families
    • Fulfills university student teaching requirements and responsibilities in a prompt and professional manner

 Student Teaching Starting Date and Attendance

The official starting date for the student teaching experience is the same as the official starting date, each semester, for Western Illinois University. Early starting dates should be authorized by the coordinator of University Field and Clinical Experiences. After the official Western Illinois University starting date, the student teacher will follow the school district calendar. Each student must complete a minimum of twelve weeks (60 days) of student teaching. Some programs that necessitate a split assignment in two fields or at two grade levels may require sixteen weeks (80 days).  

Student teachers are expected to be in the classroom at least 30 minutes prior to the beginning of the building school day and to remain a minimum of 30 minutes after the dismissal of students in the building.  Tardiness for the school day and other assigned activities will not be tolerated.

Techniques of Supervision (Used by All Mentor Teachers)

  • Classroom observations
  • Pre- and/or post-observation conferences
  • Consistent oral and written feedback
  • Consultations between mentor teacher, building principal, and district liaison
  • Seminars
  • Other 

Evaluations

Midterm
The mentor teacher will complete a midterm evaluation of the student teacher. Each student teacher should also plan to complete a midterm evaluation as a form of self-reflective assessment. These midterm evaluations are based on the course objectives and will serve as the focus for the midterm conference.

Final
The mentor teacher will complete a two-part final evaluation of the student teacher. The final evaluation is based on the course objectives and includes a section for a written narrative. The information on the final evaluation will serve as the focus for the final conference. The mentor teacher will make the final evaluation available for inspection by the student teacher. After the student teacher reviews and signs off on the final evaluation, it will be placed in the student teacher’s credential file in the Western Illinois University Career Services office at the conclusion of the student teaching semester.

Grading

Student teaching is graded Satisfactory (S), or  Unsatisfactory (U).  Only for exceptional experiences or failure to pass the appropriate APT will a grade of Incomplete (I) be given. Spring 2008 and later student teachers will be required to pass the appropriate (Early Childhood, Elementary, Secondary, or K-12) Assessment of Professional Teaching (APT) state test to successfully complete student teaching. Individuals failing to pass this assessment prior to the completion of student teaching will receive a grade of “Incomplete” and a remediation plan will be developed. The grade of “Incomplete” will be continued for one semester following student teaching to allow the candidate additional time to remediate and retake the exam. The grade will be changed to Satisfactory if the test is passed. If the candidate fails to pass after one semester, the grade will convert to Unsatisfactory.

Center Incomplete Grade Policy

An Incomplete (I) is given only under extreme extenuating circumstances. Although students are expected to complete the course requirements before the end of the semester, in some instances and upon written petition to the district liaison, a temporary grade of “Incomplete” may be given to permit the student more time to complete the course requirements. A student must satisfy the course requirements during the next semester (excluding summer sessions) or she or he will be awarded a grade based upon work completed.

Certification

Certification will NOT be released until the semester is over and grades have been posted to transcripts and individuals have been cleared for graduation.  This will be completed the week following graduation.  Individuals will not be able to substitute teach or begin teaching prior to certification being issued.  The appropriate APT must be passed before the state will issue certification.