Homework5.1
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BSEE_FE_DT_Handbook_Winter_2017.pdf
Walden University
Field Experience and Demonstration Teaching Handbook
Bachelor of Science in
Elementary Education
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page ii
Walden University
The Richard W. Riley College of Education and Leadership
155 Fifth Avenue South, Suite 100
Minneapolis, MN 55401
1-800-925-3368
Walden University is accredited by The Higher Learning Commission and a member of the
North Central Association, www.ncahlc.org; 1-312-263-0456.
The Richard W. Riley College of Education and Leadership at Walden University is accredited
by the National Council for Accreditation of Teacher Education (NCATE). This accreditation
covers all initial teacher preparation programs and advanced educator preparation programs.
However, the accreditation does not include individual education courses offered to Pre-K–12
educators for professional development, relicensure, or other purposes.
Walden University practices a policy of nondiscrimination in admission to, access to, and
employment in its programs and activities. Walden does not discriminate on the basis of
race, color, sex, age, religion or creed, marital status, disability, national or ethnic origin,
socioeconomic status, sexual orientation, or other legally protected status.
Walden is committed to providing barrier-free access to its educational services and
makes appropriate and reasonable accommodations when necessary. Students requesting
accommodations per the Americans with Disabilities Act (ADA) must contact the Office
of Disability Services at [email protected].
This publication represents current curricula, educational plans, offerings, requirements,
tuition, and fees. These may be modified or discontinued from time to time in the
university’s sole discretion to carry out the university’s purposes and objectives. Neither
the provisions of this document, nor the acceptance of students through registration and
enrollment in the university, constitute a contract or an offer of a contract.
Rights Reserved
The provisions of this publication are not to be regarded as an irrevocable contract. The Richard
W. Riley College of Education and Leadership reserves the rights to modify, revoke, or add to
any and all regulations at any time. As an accredited institution in Minnesota with a state-
approved teacher preparation program, Walden is subject to mandates issued by the Minnesota
Department of Education and Board of Teaching. Please note that these are also subject to
change.
Walden University is a registered trademark of Walden University, LLC. © 2011 Walden
University, LLC.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page iii
Contents Introduction ..................................................................................................................................... 1
The Richard W. Riley College of Education and Leadership ..................................................... 1 Vision....................................................................................................................................... 1 Mission .................................................................................................................................... 1 Conceptual Framework ............................................................................................................ 1
Program Goals and Outcomes ..................................................................................................... 3
Notes on Licensure ...................................................................................................................... 4 Supporting Student Services ....................................................................................................... 5
Office of Disability Services ................................................................................................... 5 Career Services Center ............................................................................................................ 5
Section 1. Key Information for Field Experiences and Demonstration Teaching .......................... 6
Key Players ................................................................................................................................. 6
Code of Ethics ............................................................................................................................. 7 Professional Dispositions ............................................................................................................ 8
Insurance and Other Documentation ......................................................................................... 10 Professional Liability Insurance ............................................................................................ 10 Criminal, Sex Offender, and Other Background Checks ...................................................... 10
Proof of Immunization and Tuberculosis (TB) Clearance .................................................... 11
Section 2. Field Experience .......................................................................................................... 12
Placement Requirements ........................................................................................................... 12 Diversity ................................................................................................................................ 12 Placement Levels ................................................................................................................... 12
Host Teacher .......................................................................................................................... 13
Placement Process ..................................................................................................................... 13 Placement Expectations ............................................................................................................. 14
Section 3. Demonstration Teaching .............................................................................................. 15
Curricular Elements ................................................................................................................... 15 Classroom Teaching .............................................................................................................. 15
Supervisory Conferences ....................................................................................................... 16 Professional Ethics, Communication, and Collaboration Seminar ........................................ 16
Placement Requirements ........................................................................................................... 17 Diversity ................................................................................................................................ 17 Eligibility for Demonstration Teaching ................................................................................. 17 Transition Point Three: Approval for Demonstration Teaching ........................................... 18
Placement Process ..................................................................................................................... 19 Roles and Responsibilities ........................................................................................................ 20
Candidate ............................................................................................................................... 20
Cooperating Teacher .............................................................................................................. 22 University Supervisor ............................................................................................................ 25 Demonstration Teaching in Candidates’ Own Classrooms ................................................... 28
Demonstration Teaching Schedule ............................................................................................ 29 Beginning Demonstration Teaching ...................................................................................... 29
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page iv
Progressing Through Demonstration Teaching ..................................................................... 30
Timeline for Demonstration Teaching .................................................................................. 30 Placement Expectations ............................................................................................................. 33
Assignments........................................................................................................................... 33 Attendance ............................................................................................................................. 34 Emergency Procedures .......................................................................................................... 34 Lesson Plans .......................................................................................................................... 35 University Supervisor Visits .................................................................................................. 35
Work Stoppage (Strikes) ....................................................................................................... 35 Evaluations ................................................................................................................................ 35
Demonstration Teaching Evaluation ..................................................................................... 36 Seminar Evaluation................................................................................................................ 37 Performance Below Expectations .......................................................................................... 37
Conflict Resolution ................................................................................................................ 38 Termination Due to Candidate Misconduct........................................................................... 38
Section 4. Additional Resources ................................................................................................... 40
Walden University Resources ................................................................................................... 40
Program-Specific Resources.................................................................................................. 40 Other Resources ........................................................................................................................ 40
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 1
Introduction Teacher candidates (hereafter referred to as “candidates”) in Walden University’s Bachelor of
Science in Elementary Education are required to complete certain field experiences. There are
three types of field experiences in the program: Virtual Field Experiences (VFE®), classroom-
based field experiences, and demonstration teaching.
This handbook describes the structure and timing of the classroom-based and demonstration
teaching experiences and the related policies candidates must follow to be successful. For more
information about VFE®, refer to the Bachelor of Science in Elementary Education Candidate
Guidebook.
Please note: Walden University reserves the right to make program changes as needed to help
ensure the quality of the program.
The Richard W. Riley College of Education and
Leadership
The following vision and mission statements represent the commitment of The Richard W. Riley
College of Education and Leadership at Walden University to pursue academic excellence,
embrace our rich diversity, value all of our stakeholders, and encourage civic responsibility
through the promotion of positive social change. For our graduates to cultivate habits of lifelong
learning and continuous advancement of their knowledge, we consider it essential that these
statements guide us as we seek to ensure the quality and synergy of our programs.
Vision
The Richard W. Riley College of Education and Leadership fosters a dynamic and diverse
network of educational leaders who seek to support learners globally by leveraging the power of
teaching and technology and who are committed to the pursuit of positive social change through
education.
Mission
The Richard W. Riley College of Education and Leadership provides access to high-caliber
programs that prepare learners as scholar-practitioners and leaders who can inspire, influence,
and impact their diverse communities by helping to meet the challenges and opportunities of
education worldwide.
Conceptual Framework
In collaboration with the professional community, Walden University has developed a
conceptual framework that articulates the shared vision of the educator preparation provider’s
(EPP) efforts to prepare educators to work in P–12 schools. The conceptual framework provides
our philosophical foundation and serves as a guide for decision-making within the EPP.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 2
Educator Preparation Provider Outcomes
Our educator preparation provider outcomes include the eight critical components we identified
in our conceptual framework, based on professional standards, our guiding philosophy, and our
vision and mission at the EPP and institutional levels. Three additional outcomes address
professional dispositions and proficiencies in diversity and technology. We believe our EPP
outcomes distinguish our candidates from candidates who graduate from other institutions.
We expect our candidates to successfully demonstrate each of these eight critical components
upon completion of the teacher preparation program:
1. Teaching and Lifelong Learning. Demonstrate current knowledge and skills with the
understanding that educators are lifelong learners who continually add to their knowledge
and skills.
2. Research with Application. Analyze educational issues in light of current research and best
practice through Walden University’s scholar-practitioner model.
3. Reflective and Analytic Thought. Reflect on and analyze educational issues in light of
current research to inform best practice in P–12 classrooms.
4. Leadership. Demonstrate leadership to build a shared vision for effective teaching and
learning that positively impacts all stakeholders within a given educational community.
5. Collaboration. Demonstrate collaborative skills that integrate multiple perspectives in order
to create ongoing support for the learning environment.
6. Communication. Demonstrate skills to communicate effectively and appropriately in a
variety of professional and interpersonal contexts.
7. Diversity. Act in ways that honor multiple perspectives and affirm the dignity and respect of
all individuals internal and external to the learning environment.
8. Social Change. Demonstrate the skills and professional dispositions that advocate for social
change to make a positive impact where candidates work and live.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 3
Candidates are also expected to demonstrate the following additional EPP outcomes addressing
professional dispositions and proficiencies in diversity and technology:
9. Diversity Proficiencies. Create educational opportunities that are adapted to diverse learners
and remove barriers that inhibit learning.
10. Professional Dispositions. Build meaningful relationships to improve student learning by
effective planning, communication, use of assessment data, and high-caliber delivery of
instruction.
11. Technology Proficiencies. Design and develop learning environments that integrate various
technology tools and applications, connect technology usage to content areas, and embed
technology into assessment strategies.
a) Use technology in a manner that is safe, ethical, legal, and responsible.
b) Use technology to plan, organize, coordinate, manage, and supervise instructional
routines.
c) Continually improve professional practices through modeling, professional
development, and communities of practice.
d) Evaluate technology tools and applications for use in various learning environments.
Program Goals and Outcomes
The paramount goal of the Bachelor of Science in Elementary Education is to produce well-
prepared teachers who are capable of effectively teaching and raising the achievement levels of
their students and who do so in partnership with family and community.
Walden expects prospective teachers to be reflective practitioners who demonstrate the
following:
Knowledge of content, pedagogy, and management, as well as of people and cultures.
Human relations skills for working with all people regardless of race, religion, gender, or
special needs.
Professionalism through ethical conduct, confidentiality for both students and colleagues, and
professional growth and development through participation in ongoing professional activities
that begin now and last a lifetime.
The teacher preparation program focuses on young children and how they learn, rather than
covering content isolated from children and their way of interacting with the world. Successful
teachers must have an understanding of the performance skills required by the Minnesota Board
of Teaching’s standards for Teachers of Elementary Education (Rule 8710.3200). Successful
teachers also must be able to integrate that understanding with child-centered, developmentally
appropriate instructional and assessment strategies, including the Association for Childhood
Education International (ACEI), Council for the Accreditation of Teacher Preparation (CAEP),
and the Minnesota Standards of Effective Practice for Teachers (Rule 8710.2000).
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 4
Candidates are given many opportunities to develop and refine their teaching skills through
varied field experiences, both classroom-based and virtual. The capstone of these experiences is
demonstration teaching, which is important for several reasons:
First, demonstration teaching provides an avenue for candidates to develop and refine their
teaching skills in real-world classrooms with an effective teacher and building principal as
their guides. Candidates have the opportunity to practice and become proficient in the use of
new teaching skills and knowledge and to gain understanding of the collaborative
opportunities available when they are part of a faculty.
Second, candidates receive regular, detailed feedback about their teaching performance from
their Walden university supervisor, as well as continual feedback and support from their
cooperating teacher. Demonstration teaching provides a real-world environment where theory
and practice merge and become indistinguishable from each other.
Finally, demonstration teaching is a Minnesota state requirement that candidates must
successfully meet in order to become eligible for licensure.
Notes on Licensure
Walden University is approved by the Minnesota Board of Teaching to offer the Bachelor of
Science in Elementary Education that leads to Minnesota licensure in elementary education (K-
6). However, before Walden can recommend a candidate for teacher licensure, the candidate
must also pass the required exams for Minnesota licensure adopted by the Minnesota Board of
Teaching, undergo a Minnesota background check, and complete any other Minnesota Board of
Teaching requirements beyond completion of Walden’s state-approved teacher preparation
program.
Individuals interested in pursuing teacher licensure in states other than Minnesota may qualify
for a comparable license by virtue of completing the Walden Minnesota-approved teacher
preparation program; however, individuals must review their state’s teacher licensing regulations
to ensure the program meets all requirements, paying particular attention to any requirements
specific to out-of-state program completers. Prospective students seeking to be licensed in states
other than Minnesota must research their state licensure requirements to determine (1) if they are
required to complete a state-approved licensure program, and (2) if there are any other
requirements that apply, especially requirements pertaining to programs provided by out-of-state
(except Minnesota) or online institutions.
Individuals enrolling internationally must be supervised by a teacher with a valid US state
teaching license, in a school that follows a US-based curriculum at the appropriate grade level
for the license. Prospective students must check that the program is accepted for teaching
credential in the state they intend to apply for licensure.
Walden enrollment advisors can provide general information on state licensure; however, it
remains the individual’s responsibility to understand and comply with all licensure requirements
in the state they wish to teach. Walden makes no representation or guarantee that completion of
Walden coursework or programs will permit an individual to obtain state licensure or
endorsement.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 5
Prospective Alabama students: Contact the Teacher Education and Certification Division of
the Alabama State Department of Education at 1-334-242-9935 or www.alsde.edu to verify
that these programs qualify for teacher certification, endorsement, and/or salary benefits.
Prospective Washington state students: Contact the Office of the Superintendent of Public
Instruction at 1-360-725-6275 or [email protected] to determine whether Walden’s
programs in the field of education are approved for teacher certification or endorsements in
Washington state. Additionally, teachers are advised to contact their individual school district
as to whether this program may qualify for salary advancement.
Note to all Pennsylvania residents: Walden University’s teacher preparation programs are
approved by the Minnesota Board of Teaching as leading to licensure, respectively. Because
these programs are not reviewed by the Pennsylvania Department of Education, candidates are
instructed to apply for Pennsylvania certification as out-of-state graduates of a teacher
preparation program.
Supporting Student Services
Office of Disability Services
Walden University’s Office of Disability Services is dedicated to providing barrier-free access to
Walden’s educational services. Walden will work with candidates to provide personalized
support services and accommodations for disabilities.
Candidates who need assistance should visit the Disability Services web page and contact the
Office of Disability Services as soon as possible.
If candidates anticipate the need for disability-related accommodations during field experiences,
they must contact the Office of Disability Services ([email protected]) at least 2
weeks before matriculation into the program. The disability services staff will work with
candidates and the college’s Office of Field Experiences to ensure field placement sites are
prepared to accommodate them. Failure to officially request accommodations through Walden’s
Office of Disability Services in a timely manner will delay candidates’ field placement.
Career Services Center
The Career Services Center offers resources and advice to help candidates navigate their career
path. Taking a proactive approach to developing and managing a career is an important part of
lifelong learning. Whether candidates are looking to change jobs or enhance their current
professional role, the center encourages goal-setting, professional network-building, and active
stewardship of career progress from the very start of an academic program.
For more information or to schedule a counseling appointment, visit the Career Services Center
website.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 6
Section 1. Key Information for Field Experiences and Demonstration Teaching Review this section to gain a preliminary understanding of who is involved in these experiences
and the overall expectations of candidates during both classroom-based field experiences and
demonstration teaching.
Key Players
The following paragraphs introduce the key players in field experience and demonstration
teaching. For more detailed information about their demonstration teaching responsibilities, see
“Roles and Responsibilities” in Section 4 of this handbook.
Teacher Candidate or Candidate – Teacher candidates are those individuals who are enrolled in the Bachelor of Science in Elementary Education at Walden University. They are required to
complete Virtual Field Experiences, classroom-based field experiences, and demonstration
teaching, which is the culminating field experience requirement. During demonstration teaching,
candidates experience the full role and meaning of teaching in real-world K – grade 6 settings.
During demonstration teaching and in collaboration with cooperating teachers, candidates share
the instructional responsibilities of a classroom. They work with colleagues, parents, and
administrators in becoming competent and capable teachers. Candidates learn and practice the
skillful art of teaching under the guidance of a cooperating teacher and with supervision from a
university supervisor.
Host Teacher – Host teachers are full-time, licensed elementary teachers who are responsible for supervising the candidates assigned to them during classroom-based field experiences. They
provide opportunities for candidates to observe the classroom, complete early teaching
experiences, and fulfill their course-based application assignments. Host teachers complete an
evaluation of candidates’ knowledge, skills, and professional dispositions. They also verify the
number of hours candidates spend in the field. Candidates are responsible for submitting an
evaluation and a time sheet for verification in their ePortfolio.
Cooperating Teacher – Cooperating teachers are full-time, licensed elementary teachers who are responsible for the direct, day-to-day supervision of candidates assigned to them during
demonstration teaching. They provide appropriate professional experiences for the candidates
and help gather objective data on their teaching effectiveness. Cooperating teachers share their
expertise in teaching as they guide the demonstration teaching experience. Along with the
university supervisor, they facilitate professional clinical experiences for candidates.
Cooperating teachers complete a Demonstration Teaching Evaluation and an evaluation
regarding candidates’ professional dispositions. They also verify, at the conclusion of the
demonstration teaching experience, the number of weeks candidates spent in the field.
University Supervisor – University supervisors are part-time faculty members in Walden University’s Riley College of Education and Leadership who are assigned to candidates during
demonstration teaching. University supervisors spend much of their time in school settings,
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 7
working with candidates. They share, with cooperating teachers, the responsibility for the
professional growth of candidates. Much of a university supervisor’s time is devoted to working
collaboratively with school personnel in designing and implementing the most appropriate and
effective experiences for each candidate.
Academic Coordinator –The academic coordinator is a faculty member in The Richard W. Riley College of Education and Leadership at Walden University. The academic coordinator is
ultimately responsible for overseeing the program, the course content, and the tracking
candidates’ progress through the program. The academic coordinator supervises the university
supervisors and course faculty. The academic coordinator also collaborates with candidates,
instructors, the Office of Field Experience, program directors, and the dean to resolve problems
and concerns.
Program Director – The program director is a faculty member in the college. The program director is ultimately responsible for tracking candidates’ progress toward identified transition
points and their eligibility for institutional recommendation for licensure. The program director
also collaborates with candidates, instructors, university supervisors, the college’s Office of Field
Experiences (defined below), and the dean to resolve problems and concerns.
Office of Field Experiences (OFE) – The college’s Office of Field Experiences (OFE) is composed of members of the college staff. The OFE is responsible for ensuring that candidates’
field experience placement sites are in compliance with the program requirements. The OFE
collaborates with host and cooperating schools to secure field experience and demonstration
teaching placement sites for the candidates. The OFE monitors and tracks all field experience
data. The OFE also collaborates with candidates, instructors, university supervisors, program
directors, and the dean to resolve field experience problems and concerns.
Code of Ethics
All Walden University candidates are expected to abide by the following Code of Ethics for
Minnesota Teachers (Rule 8710.2100) while at their placement sites. The standards of
professional conduct include the following:
A. A teacher shall provide professional education services in a nondiscriminatory manner.
B. A teacher shall make reasonable effort to protect the student from conditions harmful to
health and safety.
C. In accordance with state and federal laws, a teacher shall disclose confidential information
about individuals only when a compelling professional purpose is served or when required by
law.
D. A teacher shall take reasonable disciplinary action in exercising the authority to provide an
atmosphere conducive to learning.
E. A teacher shall not use professional relationships with students, parents, and colleagues to
private advantage.
F. A teacher shall delegate authority for teaching responsibilities only to licensed personnel.
G. A teacher shall not deliberately suppress or distort subject matter.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 8
H. A teacher shall not knowingly falsify or misrepresent records or facts relating to that
teacher’s own qualifications or to other teachers’ qualifications.
I. A teacher shall not knowingly make false or malicious statements about students or
colleagues.
J. A teacher shall accept a contract for a teaching position that requires licensing only if
properly or provisionally licensed for that position.
Professional Dispositions
Professional dispositions are very important elements in determining a person’s fitness to teach.
Both the cooperating teacher and university supervisor will evaluate a candidate’s professional
dispositions toward children and teaching. The assessment of professional dispositions is further
explained in the Candidate Guidebook, as well as on the Professional Disposition Concern form.
In addition, anyone who interacts with the candidate at any point may file a Professional
Disposition Concern form with the director of the college’s Office of Field Experiences (OFE),
should the candidate’s conduct be egregious enough to warrant it. Just about anyone can file a
concern: the school secretary, the custodian, a cafeteria worker, or any university staff member.
The university supervisor and/or cooperating teacher will contact the director of the OFE if they
have concerns about the candidate’s professional dispositions that cannot be resolved.
Walden University has identified the following professional dispositions:
Professional Conduct Ethical and Legal Conduct - The candidate demonstrates professionalism as outlined by legal and
ethical guidelines within the profession.
1. Demonstrates professional behavior as described in Walden’s Code of Conduct. 2. Demonstrates ethical behavior as described by professional codes of ethics.
Professional Obligations - The candidate meets professional obligations in a responsible manner.
1. Maintains a strong record of attendance and punctuality, communicating in advance the need for any absence or delay in meeting performance expectations.
2. Prepares for professional obligations and meets expected deadlines.
Professional Appearance and Demeanor - The candidate demonstrates professional appearance
and behaviors in the educational setting.
1. Maintains appropriate appearance through professional dress and grooming.
2. Approaches teaching and learning tasks with initiative, confidence, and energy.
3. Exhibits composure and self-control.
4. Demonstrates flexibility in adapting to changing circumstances and student needs.
Professional Qualities Professional Development/Growth - The candidate engages in ongoing professional
development and growth to improve professional practice.
1. Engages in continuous learning through participation in professional development opportunities.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 9
2. Applies new ideas to professional practice based on existing data, reflection, and intellectual curiosity.
3. Engages in ongoing critical reflection of personal performance to improve professional practice.
Advocacy - The candidate advocates for fairness, equity, and social change in the learning
environment.
1. Displays empathy, fairness, persistence, problem-solving skills, and appropriate risk- taking actions on behalf of others.
2. Advocates for the social, emotional, physical, educational, behavioral, and basic needs of others.
3. Promotes positive social change to enhance educational opportunities and promote student learning.
Equity - The candidate demonstrates culturally responsive practices to create an inclusive
learning environment that is respectful of diverse cultures, values, and beliefs of others. 1. Displays equitable treatment of others.
a. Sets high expectations for all learners. b. Treats others with respect and dignity. c. Recognizes individual differences in teaching and learning.
2. Engages in culturally responsive practices in interactions with students, families, colleagues, and communities.
3. Creates learning environments that are inclusive; free of bias and discrimination; and respectful of diverse cultures, values, and beliefs.
4. Engages families and other stakeholders in planning for individual success.
Collaboration Collaboration - The candidate works in collaboration with others to improve student
learning and advance the profession.
1. Builds partnerships and fosters relationships with stakeholders to improve student learning and advance the profession.
2. Collaborates with students, families, colleagues, and the community to promote positive social change.
3. Uses technology to enhance collaboration, strengthen partnerships, and foster relationships with others to improve teaching and learning.
Communication Communication - The candidate uses effective verbal, nonverbal, and technological communication techniques to foster active inquiry, improve collaboration, and create positive interactions in the learning environment.
1. Actively and thoughtfully listens to others. 2. Adjusts communication to meet the needs of individual learners and changing
circumstances. 3. Asks probing, thoughtful questions to elicit meaningful responses.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 10
4. Conveys ideas in multiple ways using a professional tone. 5. Acknowledges and respects ideas and/or feelings of others; makes others feel
welcome, valued, and appreciated in their communications. 6. Utilizes technological tools to facilitate communication to improve student learning and
relationships with others.
Insurance and Other Documentation
Professional Liability Insurance
Many school districts require teachers working in our nation’s schools to carry professional
liability insurance. Walden University requires all candidates to purchase and show proof of
professional liability insurance in the amount of $1,000,000 per occurrence.
Candidates are responsible for completing the Professional Liability Insurance Verification
form, which includes documentation of the coverage, during EDUC 2400, the first course of the
Professional Core. Candidates will be required to renew their professional liability insurance, so
it is in effect throughout all field experiences in the program. Examples of the documentation
required include an insurance certificate, or documentation from a professional organization
confirming student membership. The Professional Liability Insurance Verification form is
located in the ePortfolio.
Some professional organizations offer discounted professional liability coverage as a benefit to
their student members. Following is a list of professional organizations that offer liability
insurance to student members, as well as other membership benefits, that candidates may want to
consider:
The National Association for the Education of Young Children (NAEYC)
The Association of American Educators (AAE)
Council for Exceptional Children (CEC)
Association for Childhood Education International--www.acei.org
Important note: Failure to complete the Professional Liability Insurance Verification form and
provide appropriate documentation will delay a candidate’s placement and will result in a hold
being placed on the candidate’s record. The hold will prevent a candidate from registering for
the subsequent quarter and will delay placement. Once the candidate submits the form and a
placement is secured, the hold will be removed and the candidate will be registered for the next
quarter of courses.
Criminal, Sex Offender, and Other Background Checks
The Richard W. Riley College of Education and Leadership at Walden University does not
require candidates to submit a background and sex offender check; however, candidates must
inform themselves if any of these checks are necessary in the state for which they are seeking
licensure. For specific information and recommended actions steps, candidates should review the
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 11
Guide to Background Checks document that was provided during the admission process. (All
candidates are required to submit a signed acknowledgment form stating that they received this
information.)
Because each site may have different requirements for observers or volunteers regarding
criminal, sex offender, and other background checks, it is important for candidates to discuss this
issue with the site as soon as they are notified by the college’s Office of Field Experiences of an
impending placement. Candidates are responsible for complying with all security measures
required by the schools in which they are placed for field experiences. All demonstration
teaching experiences take place in a public school (unless extenuating circumstances exist and a
placement at a private school is approved).
.
Walden urges all candidates to have background checks completed prior to entering a field
placement.
Proof of Immunization and Tuberculosis (TB) Clearance
Some placement sites will require recent proof of TB clearance and immunization to specified
diseases. Candidates should be prepared to provide any needed documentation.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 12
Section 2. Field Experience During the first quarter of the program, candidates complete Virtual Field Experiences (VFE®).
During the next several quarters, candidates complete classroom-based field experiences. This
section of the handbook focuses on the classroom-based field experience requirements. (For
more information about VFE®, refer to the Candidate Guidebook.) The state of Minnesota
requires each candidate to complete classroom-based field experience hours prior to
demonstration teaching, which is the culminating field experience requirement.
Classroom-based field experience is an in-classroom, multi-week, part-time experience that
provides candidates with the opportunity to learn from experienced teachers. Bachelor of Science
in Elementary Education requires a minimum of 105 hours of classroom-based field experiences.
Important note: Courses with classroom-based field experiences will not be offered during the
first six weeks of winter quarter, nor during the 12 week summer quarter.
Placement Requirements
The college’s Office of Field Experiences must approve all placement sites.
If candidates work in an educational setting, they may complete a portion of the classroom-based
field experience requirements at their place of employment—provided all placement
requirements are met and approvals are granted. Walden University recommends that all
candidates who work in an educational setting contact their district human resources office to
discuss the district’s policies regarding employees completing field experience hours. Many
districts do not allow candidates to complete field experience hours without using accrued paid
time off.
Diversity
Candidates will be placed in sites that meet diversity criteria, established by the program, in
race/ethnicity, socioeconomic status, first language, and learning exceptionalities. The Office of
Field Experiences will research schools and place candidates in at least one site classified as
diverse. Candidates also are exposed to a wide range of diverse classroom settings through the
VFE® in each course.
Placement Levels
Candidates in the elementary education program must complete classroom-based field
experiences at three levels: kindergarten, primary (grade 1-2), and intermediate (grade 3, 4, 5, or
6). Typically, candidates are placed at the kindergarten level first and progress through the
primary and intermediate levels throughout the program.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 13
Host Teacher
Host teachers at placement sites must be licensed/certified in elementary education and be
recommended by the principal or district according to local policy. Host teachers are required to
complete a time sheet verifying the hours each candidate spent in the classroom as well as a brief
evaluation based on their experience working with the candidate. Candidates are responsible for
submitting the evaluation and time sheet to their ePortfolio.
Placement Process
Placement for field experience refers to the process of locating and securing a site or school,
classroom, and host teacher that meet the requirements for classroom-based field experiences.
Walden University is responsible for finding and approving all field experience placement sites
for candidates. To fulfill this responsibility, the college’s Office of Field Experiences (OFE)
collaborates with school districts across the United States.
To be placed in a classroom-based field experience, candidates must complete the Preferred
Placement Form and Plan of Study. The Preferred Placement Form and Plan of Study forms are
initially due during EDUC 2400 The Professional Educator, which is the first course in the
professional sequence. Following EDUC 2400, candidates are required to submit an updated Plan of
Study form again in EDUC 3052 and EDUC 3056. Candidates are responsible for researching and
identifying their preferred school districts in their geographical region and listing their preferred
school districts.
Note: Failure to complete the Preferred Placement Form and Plan of Study by the deadline will
result in a hold on the candidate’s record, preventing him or her from registering for the
subsequent quarter, and will delay the field experience placement. Once the candidate submits
the form and a placement is secured, the hold will be removed and the candidate will be
registered for the next quarter of courses.
The OFE will attempt to place candidates in a district listed on their Preferred Placement Form,
provided the district meets program and field experience requirements. Once candidates are
placed, the OFE will e-mail them regarding the placement. All e-mail communication between
the OFE and candidates will take place via the Walden e-mail server, per university policy.
Placement notifications from the OFE will include information about any documents the
placement site may require, such as a criminal history or sexual offender background check or
proof of immunizations or TB clearance. Candidates must fulfill these requirements immediately
to ensure placement. Failure to fulfill the placement site’s requirements before the experience is
scheduled to begin will result in a delayed placement and may require candidates to postpone
registration in the accompanying course(s) until the next quarter.
Important notes: Walden University does not guarantee candidates will be placed in a district or
organization they have listed on the Preferred Placement Form. In addition, the OFE reserves
the right to change a candidate’s placement site and/or host teacher as needed.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 14
Placement Expectations
Candidates are expected to report to their placement site each week.
Candidates are expected to create a schedule with their host teacher and notify their host
teacher if a conflict arises and prevents them from meeting at a scheduled time.
While conducting field experiences, Walden University teacher candidates are considered
professional invitees at their approved placement site, and time spent at the site must be
focused on completing the field experience and program requirements. Therefore, teacher
candidates are not allowed to bring their dependent child or other family member to their
placement site during field experiences or demonstration teaching unless the dependent is an
enrolled student at the placement site. If the dependent is an enrolled student at the placement
site, the teacher candidate must complete all requirements in a classroom other than the one in
which his or her dependent child is enrolled or other family member is present.
Candidates are required to present themselves in accordance with the Code of Ethics for
Minnesota Teachers (Rule 8710.2100) during each visit to and in correspondence with a
placement site.
Review the Code of Ethics in Section 2 of this handbook.
Professional dispositions, or attitudes, are very important elements in determining a person’s
fitness to teach. Host teachers will evaluate candidates’ professional dispositions toward
children and teaching at the end of each field experience. In addition, anyone who interacts
with candidates at any point may file a Professional Disposition Concern form with the
director of the college’s Office of Field Experiences, should conduct be egregious enough to
warrant it.
Review the Professional Dispositions on which candidates are assessed in Section 2 of this
document. The assessment of professional dispositions is further explained in the Candidate
Guidebook, as well as on the Professional Disposition Concern form.
If candidates are unable to complete their courses as scheduled and therefore are unable to
fulfill the field experience hours for the term, they are responsible for notifying their host
teacher, the Walden University Academic Advising Team, and the college’s Office of Field
Experiences.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 15
Section 3. Demonstration Teaching Demonstration teaching (also known as “student teaching”) is an in-classroom, multi-week, full-
time experience required by the state of Minnesota. It provides candidates with real-world
experience and the opportunity to put into practice what they have learned in their coursework. It
also provides candidates the opportunity to learn from more experienced teachers and
supervisors.
Demonstration teaching is designed to help prepare teachers who are reflective about their work,
who are culturally responsive to the needs of their students, and who are willing and able to
assume active roles, along with other school personnel and community members, to effect
positive change for students and their families. Three aspects are of particular importance:
Candidates are expected to teach and learn during their experiences in the K-6 classroom, in
the school, and with families and colleagues. The primary concern is with student learning
and the relevance of classroom learning experiences, how effectively they are implemented,
and how successful they are in reaching each and every student.
Candidates must demonstrate metacognition (i.e., thinking about one’s thinking), reflectively
analyzing and modifying their classroom actions and accumulating evidence of learning from
their teaching, including their mistakes.
Candidates must demonstrate the ability to take risks and experiment with materials and
methods that may be new and/or challenging to their prior knowledge and practice.
Walden University’s Bachelor of Science in Elementary Education requires one full-time
demonstration teaching experience for a total of 12 weeks.
Important note: Demonstration teaching can occur during the fall and spring quarters only, and
must occur in a public school (unless extenuating circumstances exist and a placement at a
private school is approved).
Curricular Elements
The demonstration teaching experience consists of the following components: classroom
teaching, supervisory conferences, and a concurrent seminar.
Classroom Teaching
Candidates will gradually assume full responsibility for the instructional program. The central
element of the teaching component is the time when the candidates are allowed to teach on a
full-time basis under direct supervision of the cooperating teacher. Candidates will assume full
responsibility in the classroom for 4 weeks of full-time classroom responsibility.
During the gradual assumption of responsibilities, candidates are expected to assume
responsibility for classroom management, including but not limited to the following activities:
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 16
Planning and implementing learning experiences that are guided by the school’s curriculum
and aligned to relevant state standards.
Using a variety of instructional and assessment strategies.
Providing for the individual needs of students in planning, implementation, and evaluation.
We understand that candidates may encounter hardships in making arrangements to leave work
situations in order to complete demonstration teaching requirements; however, it is our
responsibility to ensure that our teacher preparation program fully meets all Minnesota
requirements, including preparing candidates to teach the full range of students in the area of
licensure for which they are being prepared.
Supervisory Conferences
Two- or three-way conferences provide important learning opportunities for candidates, as well
as for cooperating teachers and university supervisors. Supervisory conferences may precede
and/or immediately follow observations by cooperating teachers or supervisors. During
conferences, cooperating teachers and/or supervisors provide specific constructive feedback
about candidates’ performance.
Demonstration Teaching Workbook
The Demonstration Teaching Workbook is a tool to guide candidates’ actions and evaluation
during demonstration teaching. The workbook functions as a communication tool among
candidates, cooperating teachers, and university supervisors. Candidates use the feedback
provided to them in the workbook to improve their demonstration of the standards on which the
program is based and to help inform their self-evaluation at the end of each demonstration
teaching placement.
Demonstration Teaching Observation Form
When making formal observations, university supervisors will provide notes and a completed
Demonstration Teaching Observation form, which will be shared and discussed with candidates.
(The observation form is located in the candidates’ ePortfolio.) After each observation visit, the
candidate will write a reflection on the lesson plan template and submit the lesson plan with
reflection to the ePortfolio.
Professional Ethics, Communication, and Collaboration Seminar
EDUC 4030 Demonstration Teaching in Elementary Education is a required course that includes
the demonstration teaching experience, discussion posts, and major assessments. The purpose of
the course is to help candidates clarify and revise their teaching goals and positions on a wide
range of educational issues, including those that arise from classroom settings. Because
candidates are not being inducted into a particular school setting but rather into the profession as
a whole, the course is designed to help broaden perspectives on teaching, while at the same time
familiarizing candidates with specific methods and procedures to develop competence within the
assigned classroom. Consequently, many of the issues that are examined in the course are
designed to help establish reflective habits of thought—the ability to self-evaluate teaching
skills. This skill will provide candidates an intellectual foundation for continued growth as
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 17
teachers throughout their careers. This course will also be used to introduce students to the
edTPA and guide them through the process of completing this major assessment.
Placement Requirements
The college’s Office of Field Experiences must approve all demonstration teaching experiences
and placements.
In addition to the personnel qualifications listed in the “Roles and Responsibilities” section of
this handbook, the following rules must be followed related to demonstration teaching placement
sites:
No student in the classroom can be a direct relative of the candidate (including by marriage).
No person employed by the school can be a direct relative of the candidate (including by
marriage).
Note: Candidates may petition to complete demonstration teaching in their own classroom if
they are currently employed in a classroom that meets the conditions above. Candidates who
receive approval to complete demonstration teaching in their own classroom must also have a
designated licensed on-site supervisor (in addition to the university supervisor). The on-site
supervisor must meet the conditions for a cooperating teacher. The on-site supervisor will be
required to observe and provide feedback on a regular basis as established by Walden University.
Please see the section in this handbook about “Demonstration Teaching in Candidates’ Own
Classrooms.”
Diversity
Diversity in field experiences is highly valued. Candidates will be placed in sites that meet the
program’s diversity criteria in race/ethnicity, socioeconomic status, first language, and learning
exceptionalities. The Office of Field Experience will research schools and place candidates in at
least one site classified as diverse. In addition, candidates are exposed to a wide range of diverse
classroom settings through the Virtual Field Experiences in each course.
Eligibility for Demonstration Teaching
The Riley College of Education and Leadership is committed to preparing teachers who will be
responsive to the moral and intellectual requirements of maintaining a democratic society.
Candidates entering demonstration teaching must be prepared to perform on a professional level.
The following eligibility requirements for demonstration teaching help ensure candidates’
readiness and ability to move into this phase of the teacher preparation program.
Admission into demonstration teaching is considered Transition Point 3 in the teacher
preparation program. (See the Candidate Guidebook for detailed information on all four
transition points.)
Transition Point 1: Conditional Teacher Preparation Program Admission
Transition Point 2: Official Teacher Preparation Program Admission
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 18
Transition Point Three: Approval for Demonstration Teaching
Teacher candidates can expect to complete all of the components of Transition Point 3 by the
end of all professional coursework prior to demonstration teaching.
1. Candidates must maintain a cumulative program GPA of 3.0 or above and a cumulative
Walden GPA of 2.5 to be approved for demonstration teaching.
2. Candidates who plan to complete demonstration teaching during the spring quarter (March–
May) must submit a completed Application for Demonstration Teaching by July 31st of the
preceding year. Candidates who plan to complete demonstration teaching during the fall
quarter (September-December) must submit their completed Application for Demonstration
Teaching by January 31st.
3. All program course requirements must be successfully completed with any and all
incomplete grades resolved.
4. Candidates must have no unresolved professional disposition concerns.
5. Candidates must successfully complete Major Assessments 3, 6, and 7 with a minimum score
of 3 on a 4-point scale for each rubric row.
6. Candidates must successfully complete the field experience hours as evidenced by time
sheets.
7. Candidates must submit all required host teacher evaluations.
8. Candidates provide current professional liability insurance.
Note: Candidates who did not receive a passing basic skills test score in Transition Point 1 or 2
may not move past this point without a passing score. Candidates must contact the Office of
Field Experiences or the program coordinator if they are in this situation.
Transition Point 4: Program Completion
Teacher candidates can expect to complete all of the components of Transition Point 4
upon completing all of the program requirements.
1. Candidates must maintain a cumulative program GPA of 3.0 and a Walden cumulative GPA
of a 2.5.
2. Candidates must successfully complete demonstration teaching with a minimum score of 3
on a 4-point scale for each rubric row (Major Assessment 4).
3. Candidates must successfully complete the edTPA (Major Assessment 5).
4. Candidates must successfully complete the Collaboration Project with a minimum score of 3
on a 4-point scale for each rubric row (Major Assessment 8).
5. Candidates must have no unresolved professional disposition concerns.
6. Candidates must take and pass the MTLE (Major Assessments 1 and 2):
– Pedagogy: Elementary – Subtests 1 and 2 (test numbers 012 and 013)
– Content: Elementary – Subtests 1, 2, and 3 (test numbers 24, 25, and 26)
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 19
Passing scores are currently 240 on each subtest.
*Note: These exams are considered program requirements. Candidates seeking initial
licensure in a state other than Minnesota may also be required to take and pass additional
licensure exam(s) required by their state. Candidates may use these test scores if seeking a
Minnesota license and/or transferring a Minnesota license to another state, as per each state’s
requirements.
.
Placement Process
Placement for demonstration teaching refers to the process of locating and securing a site or
school, classroom, and cooperating teacher that meet the legal requirements for demonstration
teaching. Walden University is responsible for finding and approving all demonstration teaching
placement sites for candidates. To fulfill this responsibility, the college’s Office of Field
Experiences (OFE) collaborates with school districts across the United States.
To be placed in a demonstration teaching site, candidates must complete the Application for
Demonstration Teaching, which is located in their ePortfolio.
Candidates who plan to complete demonstration teaching during the spring quarter (March to May) must complete the application by July 31 of the preceding year.
Candidates who plan to complete demonstration teaching during the fall quarter (September– November) must complete the application by January 31.
Note: Failure to submit the Application for Demonstration Teaching by the deadline will result
in the candidate deferring his or her demonstration teaching experience until the following spring
or fall quarter.
The OFE must approve all applications for demonstration teaching and reserves the right to deny
any candidate who does not meet program requirements, including requirements regarding
conduct. After the application is approved, the OFE will attempt to place the candidate in a
district listed on the application. Placement in a preferred site is not guaranteed. During the
quarter prior to demonstration teaching, the OFE will e-mail candidates confirmation of their
demonstration teaching placements and the name of their university supervisor.
All demonstration teaching placements will take place in a public school unless extenuating
circumstances exist and a placement at a private school is approved. Note that some placement
sites or schools may require candidates to submit a résumé as well as complete an in-person
interview before the site, school, or district agrees to host them. Candidates should be prepared to
upload their résumé when they complete the application. In-person interviews are usually
scheduled once a site or school has tentatively agreed to host a candidate. Thus, the OFE may
submit a candidate’s résumé to the potential placement sites. Interviews may be arranged in one
of three ways: a principal or director may make direct contact, the OFE may set up the interview,
or the school district office may set up the interview.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 20
Some placement sites may require additional information. Complying with these special requests
is the candidate’s responsibility. These requests may include official transcripts, an application, a
writing sample, a criminal background check, and/or proof of immunizations. Details on some of
these items are available in Section 2 under “Insurance and Other Documentation.”
Roles and Responsibilities
The following sections describe the main responsibilities of each individual involved in the
demonstration teaching experience: the candidate, cooperating teacher, and university supervisor.
The final section describes the different requirements for candidates who have received approval
to conduct part of the demonstration teaching experience in their own classrooms.
Candidate
The demonstration teaching experience is commonly considered the most important aspect of a
teacher preparation program. Obviously, the person who has the most to gain from the
demonstration teaching experience is the candidate. Because the candidate stands to profit the
most, the candidate must contribute the most.
Candidates are expected to fulfill all of the following requirements.
Responsibilities
1. Read this entire handbook, including the responsibilities of the cooperating teacher and the
university supervisor so they can better understand what is expected, as the cooperating
teacher and university supervisor carry out their responsibilities to help candidates.
2. Get acquainted with the cooperating teacher and site through a personal meeting during the
preparation week. (See the “Demonstration Teaching Schedule” section in this handbook.)
Candidates should also consider meeting the school principal.
Provide their contact information and contact information for the university supervisor to the
cooperating teacher. (The Contact Sheet for the Site/School is located on the candidates’
myWalden page.)
Obtain the cooperating teacher’s contact information and any other important contact
information for the site. (The Contact Sheet for the Teacher Candidate is located on the
candidates’ myWalden page.)
3. Contact the university supervisor and plan to attend an initial meeting with the supervisor and
cooperating teacher.
4. Adhere to the Minnesota Code of Ethics (Rule 8710.2100) listed in Section 2 of this
handbook. An ethical violation of any sort may subject a candidate to dismissal from
demonstration teaching as well as from the teacher preparation program.
5. Display a highly professional attitude with respect to confidential information about children
and with respect to relationships and practices with colleagues.
6. Dress appropriately. Candidates should remember they are functioning as teaching
professionals.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 21
7. Exemplify the attitudes and actions of a teacher. Cell phones and other personal devices
should not be used in the classroom setting. Photos or scenarios identifying a school or child
should never be posted online.
8. Become acquainted with the rules, regulations, policies, curriculum, and facilities of the
school to which they are assigned.
9. Get to know the neighborhood surrounding the school to understand the students better.
10. Learn the roles of administrators, teachers, support staff, and the board of education in
determining school policies and in making decisions.
11. Display enthusiasm and interest in all phases of the teaching experience.
12. Fulfill all obligations with regard to promptness, schedule, and hours required. Candidates
should be prepared to teach as planned, showing genuine and active interest in the students’
and teachers’ activities. Candidates should also use and take care of teacher guides, courses
of study, textbooks, and other materials entrusted to them.
13. Place duties and responsibilities ahead of personal desires. Candidates should consider that
their schedule does not belong to them during demonstration teaching: they must follow the
school’s schedule.
14. Log all hours completed on the Demonstration Teaching Time Sheet (located on candidates’
myWalden page) and share the time sheet with the university supervisor at each of the
supervisor’s observation visits. At the end of the experience, candidates should give the
completed time sheet to the cooperating teacher to sign. The university supervisor may ask
candidates for their signed time sheet at the end of the experience.
15. Notify the cooperating teacher and university supervisor immediately if they are going to be
absent from the demonstration teaching assignment. When candidates know in advance that
they will be absent while in charge of classroom duties, they should leave detailed substitute
plans for the cooperating teacher. Vacations or other personal plans are not a reason to miss
any part of demonstration teaching! Candidates must complete and submit the Teacher
Candidate Absence form (located on their myWalden page) for every day they are absent
from demonstration teaching responsibilities. Candidates are required to make up any missed
hours.
16. Assume supervisory responsibility (e.g., playground, corridors, lunchroom, buses, school
events) with the cooperating teacher but not in place of him or her.
17. Interact with non-teaching personnel (e.g., custodians, secretaries, nurses, cooks) and
discover how all must relate effectively within the school setting.
18. Provide all children with “equal access to education” and treat them as equal in worth.
19. Participate in all aspects of the school program (e.g., department and staff meetings, open
house or back-to-school nights, parent conferences, in-service meetings). This participation
will better enable candidates to be prepared for these activities when they begin their own
teaching career. In addition, these activities will allow candidates to enlarge their views
beyond the walls of the classrooms and students.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 22
20. Function as a regular staff member of the school in terms of arrival and departure times.
Candidates should consider themselves, in terms of clock hours, to be shadows attached to
their cooperating teacher.
21. Keep the university supervisor informed of the classroom schedule, teaching plans, and any
problems that may arise. The university supervisor is the candidate’s ally and an important
resource in helping make the candidate’s beginning teaching experience as successful as
possible.
22. Accept constructive feedback and regularly engage in self-appraisal.
23. Make original contributions to the classroom program within the boundaries set by the
existing school curriculum and district, school, and classroom policies, rules, and procedures.
24. Realize that cooperating teachers are selected because they are good teachers but that they
are also human beings with “human” moments. Treat the cooperating teacher with respect
and understanding at all times.
25. Realize also that cooperating teachers are trying to help them. Candidates should take
responsibility and accept suggestions graciously.
26. Be open in communication with both the cooperating teacher and university supervisor. Ask
questions, voice concerns, and give the cooperating teacher and university supervisor the
opportunity to help them in the learning process.
27. Write and submit to the university supervisor a reflection after each observation visit. Submit
the reflection with your lesson plan in the ePortfolio within 48 hours of your observation
visit.
28. Self-assess performance and professional dispositions by completing a self-evaluation during
the last week of demonstration teaching. The self-evaluation is located in the ePortfolio, the
final Demonstration Teaching Evaluation.
Substitute Teaching
Walden University candidates are not eligible to serve as substitute teachers during the absence
of the cooperating teacher or another member of the school’s faculty. Candidates should always
have immediate supervision by a licensed educator. This policy also applies to hall duty,
lunchroom duty, recess duty, bus duty, and so on. Candidates should assist in these
responsibilities but not serve in lieu of the cooperating teacher.
Cooperating Teacher
The cooperating teacher serves as a mentor teacher during demonstration teaching. Because the
cooperating teacher observes the candidate’s performance on a daily basis and under varying conditions,
he or she is best able to provide the continuing on-the-job development that is essential in achieving
readiness for handling a classroom alone. In addition, the cooperating teacher is best able to assess
the overall effectiveness of the candidate in the full range of classroom responsibilities. The
cooperating teacher shares responsibility for continuous improvement of candidate preparation
with the University Supervisor. The cooperating teacher must meet the following program
requirements.
.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 23
Qualifications
A valid Minnesota teaching license, or the equivalent, in the field of specialization—per
Minnesota Rule 8700.7600, Subpart 5.C.(5).
At least 3 years of teaching experience in elementary education.
At least 1 year of teaching experience at the current grade/age level.
At least 1 year of teaching experience in the school.
Recommendation by the site principal or administrator.
An effective cooperating teacher successfully combines knowledge and understanding of
classroom teaching with skilled guidance and direction of a candidate. As a key person in
assuring the success of a teacher preparation program, the cooperating teacher contributes to the
teaching profession by assuming a variety of responsibilities for the candidate who is in his or
her classroom.
Walden University encourages cooperating teachers to fulfill all of the following responsibilities.
Orientation
1. Get acquainted with the candidate and the candidate’s university supervisor. Obtain contact
information for the candidate and the candidate’s university supervisor. (The Contact Sheet
for the Site/School is located on the candidate’s myWalden page.)
Give the candidate their own contact information and help the candidate obtain other important
information about the site. (The Contact Sheet for the Teacher Candidate is located on the
candidate’s myWalden page.)
Discuss with the candidate all federal and state laws and school and district policies and
procedures related to students with disabilities and special education requirements.
Discuss with the candidate the developmental levels and individual strengths and needs of
students with and without disabilities in the class.
Discuss with the candidate specific skills to be evaluated, including lesson planning and
teaching, classroom management, professional dispositions, the Minnesota Teaching Standards,
and the initial licensure standards for the ACEI and CAEP.
2. Prepare students for the candidate’s arrival so they are looking forward to it. Introduce the
candidate as another teacher, not as a “teacher candidate” or, worse, a “student teacher.”
3. Create a physical sense of belonging by providing the candidate a workplace and supplies:
textbooks, handbook, schedule, seating charts, and keys.
4. Alert the candidate to school and room policies and routines (e.g., dress code and location of
restrooms, teachers’ lounge, and cafeteria).
5. Work with the candidate to develop goals for observation and involvement in the classroom.
6. Arrange introductions to other teachers, staff members, and students.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 24
Supervision and Guidance
1. Facilitate the candidate’s gradual induction into teaching by relinquishing control of the class
progressively through the following actions:
Provide opportunities for the candidate to observe a variety of appropriate teaching methods.
Discuss with the candidate the subject areas in which he or she feels most confident and allowing
him or her to teach in those areas first.
Work out a subject timeline and tentative schedule that enables the candidate to move gradually
into a full teaching schedule.
Clarify the candidate’s responsibilities for making lesson plans (including acceptable format),
securing and organizing appropriate materials, and other relevant teaching preparation activities.
2. Allow the candidate to introduce a lesson, work with small groups, and make transitions
early in the experience.
3. Provide the opportunity for the candidate to have experience using duplicating and
audio/visual equipment, learning kits, computers, and other available materials and
equipment.
4. Help the candidate thoroughly plan the initial lessons to be taught by the candidate. Examine
and improve plans with the candidate, pointing out and discussing possible areas in need of
improvement.
5. Avoid interrupting the candidate’s lesson to enforce discipline. The candidate should handle
any discipline issues.
6. Keep communication open. Discuss often, encourage questions from the candidate, provide
constructive feedback each day, and talk with the candidate as a co-teacher.
7. Share ideas, observations, and responsibilities. Respect the candidate’s opinions, encourage
the candidate to be creative, and allow the candidate reasonable freedom to carry out ideas.
8. Acquaint the candidate with the school’s testing program, parent conferences, and other
aspects of the evaluation process, including accommodations for students with disabilities.
9. Arrange for the candidate some experience of playground, lunchroom, and/or hall duty—
under the cooperating teacher’s supervision or under the supervision of other school site
personnel.
10. Invite the candidate to participate in all activities (e.g., open house or back-to-school night,
parent conferences, classroom planning, staff meetings, all-school projects, in-service
opportunities).
11. Document the hours the candidate spends in the classroom.
Evaluation
1. Evaluate the candidate formatively and summatively in the following areas:
Teacher professional dispositions.
Teaching skills including planning, implementation, and assessment.
Classroom management skills.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 25
2. Take notes during observations. Schedule regular conferences to discuss both strong and
weak points of the activities, give oral and written feedback, and share assessments with the
university supervisor.
3. Arrange time for regular conferences—daily is best—for reviewing lesson plans, providing
feedback, offering deserved praise, and discussing problems (including those that happen
with disruptive children) and other interactions with both children and school staff members.
Remember that candidates are beginners who are learning.
4. Collaborate with the university supervisor to review the candidate’s overall daily
performance in the classroom and on the Minnesota Standards of Effective Practice, Walden
University professional dispositions, the ACEI/CAEP initial licensure standards, and
elementary education assignments during the last week of demonstration teaching. Complete
an evaluation form, which will be e-mailed during the last week of the placement. The
cooperating teacher’s input is critical to the overall evaluation of the candidate’s performance
during demonstration teaching.
5. Complete a brief survey on the demographics of the classroom and on working with the
university supervisor. (The college’s Office of Field Experiences will e-mail the survey.)
Important note: Share any concerns immediately with both the candidate and the university
supervisor. Give ample opportunity for awareness and correction of problems.
Occasionally, candidates and cooperating teachers experience personality conflicts. If a conflict
occurs, contact the director of the college’s Office of Field Experiences without delay and submit
a Professional Disposition Concern form to [email protected].
University Supervisor
The university supervisor is hired by and represents Walden University. As such, the university
supervisor is tasked with informing the principal and cooperating teacher of any Walden
expectations and policies relevant to the demonstration teaching situation. University supervisors
hold responsibilities that fall into two major categories:
1. Being a resource and support to the candidate through regular and consistent observation and feedback.
2. Serving as a liaison between the university and the demonstration teaching site.
3. Sharing responsibility with the cooperating teacher for continuous improvement of
candidate preparation
Qualifications
A master’s degree in the academic field in which candidates are to be supervised.
At least 3 years of teaching experience.
At least 1 year of teaching experience at the current grade/age level.
Verified teaching experience in the specialty and at the level of the supervisory
responsibilities.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 26
Following are the responsibilities Walden expects of university supervisors.
Preparation
1. Successfully complete the university supervisor training.
2. Read this entire handbook. Contact the elementary education program director or the director
of the college’s Office of Field Experiences with any questions.
3. Meet with the assigned candidate and cooperating teacher.
4. Gather information about the interests, needs, and aspirations of the candidate.
5. Investigate local, state, and school district requirements, policies, and procedures for
elementary education and students with disabilities—and their implementation in the school
in which the candidate is placed.
6. Gather data concerning the main characteristics of the school in which the candidate is
placed.
7. Provide the necessary orientation for the candidate concerning his or her responsibilities.
8. Be prepared to counsel the candidate concerning personal or professional problems that may
interfere with teaching responsibilities. Note that, on rare occasions, the university supervisor
may be involved in helping counsel a candidate out of the teaching profession.
Supervision and Consultation
1. Conduct a minimum of three supervisory visits during the 12-week demonstration teaching
experience. Plan supervisory visits that include the following:
An initial visit with the candidate and cooperating teacher to discuss a plan to meet the
requirements of demonstration teaching. To learn about the school, classroom, students with
disabilities, and school and district policies and procedures.
– To discuss everyone’s responsibilities and to plan the candidate’s assignments.
– To schedule observations, conferences, and assignment due dates.
– To discuss how the candidate, cooperating teacher, and university supervisor plan to
use the Demonstration Teaching Workbook.
– To explain the edTPA and the video student release form.
Formal lesson observation of the candidate at each visit. In each case, fill out the Demonstration
Teaching Observation form.
Post-observation conferencing with the candidate and cooperating teacher, which includes
written feedback.
2. Structure post-observation conferences and reflect on these aspects:
Classroom lessons completed:
– What was actually done in the lesson?
– Effect of the lesson on the class as a whole and on individual students.
– Effect of the lesson on the candidate.
– Strongest features of the lesson.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 27
– Areas for improvement
– Alternatives for improving the lesson.
– Suggestions for subsequent lessons.
Assessment of professional dispositions (and the resolution of any concerns, if applicable).
Demonstration of the performance standards.
3. Devise ways to help the candidate continue growth in his or her ability to do the following:
Plan well to meet the needs of the children in the classroom.
Relate well with students, teachers, the principal, and other personnel in the school.
4. Hold one or more structured conferences with the candidate to discuss these areas:
The ongoing development of the candidate.
The manner in which lessons are prepared.
The way in which the cooperating teacher evaluates lessons.
Classroom management.
The attitude of the students toward the candidate.
The degree of growth seen in the classroom’s students.
Time management.
Evaluation
1. Communicate with the candidate and cooperating teacher concerning evaluation procedures
used for the experience.
Discuss the process for the Demonstration Teaching Workbook, Demonstration Teaching
Observation form, and Demonstration Teaching Evaluation Rubric with the candidate and
cooperating teacher at the beginning of the experience.
– Share a hard copy of the observation form and evaluation rubric with the candidate and
cooperating teacher.
– Discuss the ratings, based on the Minnesota Standards and professional dispositions,
that the candidate will receive for his or her performance.
Fill out the Demonstration Teaching Observation form after each of the observations, and the
Demonstration Teaching Evaluation Rubric (after consulting with the cooperating teacher)
during the last week of the candidate’s demonstration teaching experience. The cooperating
teacher’s input is critical to the overall evaluation of the candidate’s performance during
demonstration teaching
Ensure that the candidate understands he or she is required to submit the lesson plan and written
reflection to the ePortfolio within 48 hours of the observation. Make sure the candidate
understands the expectations for the submission, format, length, and content of the reflection.
Discuss with the cooperating teacher and candidate the ratings the candidate received for his or
her performance and professional dispositions after each lesson observation and in the final
week.
2. Communicate frequently with the candidate and cooperating teacher as a means to share
feedback, suggestions, and ideas.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 28
Important notes: Share any concerns immediately with both the candidate and the cooperating
teacher to give ample opportunity for awareness and correction of problems. Share significant
concerns with the lead supervisor and/or the program director or coordinator.
Occasionally, candidates and cooperating teachers experience personality conflicts. If a conflict
occurs or if there are concerns about the candidate’s performance or abilities, contact the director
of the college’s Office of Field Experiences at [email protected] without delay
and submit a Professional Disposition Concern form.
Demonstration Teaching in Candidates’ Own Classrooms
The 3 3 3 Plan
If approval to conduct Demonstration Teaching within a candidate’s own classroom has been
granted by the OFE, he or she must work with the cooperating teacher and the Walden Program
Academic Coordinator to follow the guidelines listed below:
The cooperating teacher will observe the candidate for a minimum of 3 hours per week. These observations should cover a variety of instructional situations and content areas and
may be arranged at the convenience of the cooperating teacher.
The candidate will meet with the cooperating teacher at least three times per week for joint reflection and mentoring.
The candidate will participate in three mentoring conference calls with the Walden Program Academic Coordinator during the 12 week Demonstration Teaching Experience
during designated weeks (Weeks 4, 8, and 12). To prepare for the conference calls and to
grow professionally, candidates will write a total of nine journal entries - one journal entry a
week for the three weeks leading up to each of the three conference calls. These journal
entries should identify strengths and weaknesses in their performance, set goals for
improvement, and reflect upon the successes and challenges identified through observations
and conversations with the cooperating. See below for journal topics and the timeline for
journal reflections and conference calls. The journal entries will be submitted to the
Academic Coordinator via email.
The cooperating teacher will complete an electronic evaluation for the candidate at both the midterm and end of Demonstration Teaching.
Outline for Journal Reflections and Conference Calls
o Weeks 1-3: Candidates will write one journal entry each week. Weekly journal reflection topics include planning to focus on student strengths and needs, delivering
instruction that maximizes learning and engagement, assessment strategies to ensure
objectives are being met, and on-going progress monitoring of IEP goals/objectives.
Send all four reflections to the Academic Coordinator prior to the conference call.
o Week 4: Complete a conference call with the Academic Coordinator to review reflections and classroom experiences.
o Weeks 5-7: Candidates will write one journal entry each week. Weekly journal reflection topics include working with students from diverse cultural and linguistic
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 29
backgrounds, family involvement, collaboration, and inclusion. Send all four
reflections to the Academic Coordinator prior to the conference call.
o Week 8: Complete a conference call with the Academic Coordinator to review reflections and classroom experiences.
o Weeks 9-11: Candidates will write one journal entry each week. Weekly journal reflection topics include using technology to enhance student learning,
advocacy/self-advocacy for students with exceptionalities, and professional
standards/code of ethics, lifelong learning. Send all four reflections to the Academic
Coordinator prior to the conference call.
o Week 12: Complete a conference call with the Academic Coordinator to review reflections and classroom experiences.
Demonstration Teaching Schedule
Demonstration teaching takes a total of 12 weeks. The 12-week primary experience starts during
the final course EDUC 4030 Demonstration Teaching. There may be some variability in this
schedule, taking into account the school district’s operating schedule. Walden coursework timing
will not vary, but exact placement dates will be subject to district schedules.
Important note: Demonstration teaching can be completed during the fall or spring quarter only.
The university calendar may differ from the calendar of the cooperating school. Candidates are
expected to follow the calendar of the cooperating school during the demonstration teaching
experience.
Beginning Demonstration Teaching
The demonstration teaching experience is designed so candidates gradually assume full
responsibility for the classroom.
While the demonstration teaching experience in many ways is a partnership, candidates are
invited guests who must be mindful and respectful of the classroom policies and style of the
cooperating teacher. Candidates are not expected to become clones of the cooperating teachers,
but there is an expectation that candidates will be courteous and will not offend cooperating
teachers by using a glaringly different approach. Such differences between a cooperating teacher
and a candidate can alarm and confuse children, to the detriment of their learning.
Prior to demonstration teaching, take the time to research the context and culture of the school
(or assigned site); to become oriented to the policies, procedures, and systems of the school. At
the beginning of demonstration teaching in each setting, the candidate, university supervisor, and
cooperating teacher meet as a team to discuss the school and classroom as well as individual
roles and responsibilities.
During the first week of demonstration teaching, the candidate is responsible for submitting a
schedule of daily classroom life to the university supervisor: when specific subjects are taught,
when planning times occur, when children’s rest or recess times occur, and so on. It is also the
candidate’s responsibility to update the university supervisor should the schedule change. At the
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 30
candidate’s initial meeting with the university supervisor and cooperating teacher, a schedule
should be created of the observations and elementary education assignments to be completed in
the setting, including due dates.
Progressing Through Demonstration Teaching
The ultimate aim of demonstration teaching is for candidates to assume responsibility for the full
day of instruction and activities for at least 4 weeks during the demonstration teaching
experience. The following experiences are recommended for candidates as their demonstration
teaching experience unfolds:
Teach in various contexts: one-to-one, small group, multiple small groups, and large group or
whole class.
Plan and teach individual lessons related to all content areas taught in the cooperating
teacher’s classroom. When others teach content areas, such as art, music, and physical
education, outside of the cooperating teacher’s classroom, accompany the children to observe
the content and behavior when under the direction of a specialist teacher.
Design and implement lessons using a variety of instructional patterns (e.g., learning centers,
student centered)), technology, and other available resources. Check first in the cooperating
school for the availability of resources.
Administer and interpret a variety of assessments, including teacher-made tests, and keep
organized records of student growth.
Participate in parent/teacher conferences, IEP meetings, teacher/specialist conferences, and
school open house events.
In the demonstration teaching experience, the transition from observer to “teacher” should
approximate the suggested timeline that follows.
Timeline for Demonstration Teaching
Candidates must collaborate with their cooperating teachers and university supervisors to
determine an appropriate schedule of activities and responsibilities. What follows is a suggested
timeline of candidate that can be modified and adjusted as particular situations dictate.
Demonstration teaching is a full time placement. Candidates should anticipate arriving before
school starts and staying after school to plan with the cooperating teacher. Specific schedules
will be created in collaboration with the cooperating teacher and shared with the university
supervisor.
PRIOR TO DEMONSTRATION TEACHING
Contact both the university supervisor and cooperating teacher.
Initiate a meeting with the cooperating teacher and university supervisor. At this meeting:
– Discuss expectations, plans, schedules, assignments, conferences, and performance evaluations.
– Discuss and thoroughly examine state curriculum content and materials for the assigned grade.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 31
– Discover the nature of the community in which the school is located and ways in which parents are involved in the work and activities of the school.
– Gather information about the school/program: its philosophy, policies, rules, curriculum, learning goals and outcomes, and individual students.
Review the Major Assessments that will be completed during demonstration teaching. Important
note: Be sure to read and understand videotaping requirements that are part of the edTPA.
– Print out the Demonstration Teaching Workbook to share with your supervisor and cooperating teacher. Discuss how best to use this tool to ensure effective
communication and formative feedback. Use this Workbook as a guide to monitor
progress toward mastery of the standards.
Week 1
Study the individual students in the class. Learn their personalities, their likes and dislikes,
their motivating factors, their strengths and challenges. Complete the edTPA Context for
Learning form.
Become familiar with the classroom schedule, routines, and daily procedures.
Discuss the decision-making process in the classroom and teacher candidate’s role.
Provide the cooperating teacher with information that will allow him/her to fully introduce
the candidate to the students.
Discuss the federal and state laws, district policies and procedures related to elementary
education and students with disabilities, and the specific needs of students with disabilities in
the classroom. Teacher candidates should pay attention to modifications and
accommodations made to the regular curriculum and separate curricula created to meet the
individual needs of students with disabilities.
Prepare an introductory letter to parents. The candidate should have it approved by the
cooperating teacher and principal before distributing it.
Begin working with individual students or small groups.
Grade papers and, if applicable, enter grades in grade book.
Begin attending faculty/staff meetings and professional in-services. Continue to do so
throughout the demonstration teaching experience.
Arrange with the cooperating teacher to take over at least one lesson that has already been
planned by the cooperating teacher. This experience will help ease the candidate in to taking
responsibility for the classroom.
Maintain close communication with the university supervisor.
Weeks 2-3
Following the cooperating teacher’s plans, teach small group and whole-classroom activities
or perhaps co-teach with the cooperating teacher.
Take over the planning, teaching, and evaluating of at least one content area.
Take on other teaching responsibilities and management of classroom routines, such as
taking attendance, escorting students to special classes, and supervising lunch.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 32
The candidate will be observed this week. This observation will be an announced visit, so the
candidate should ensure that it occurs at a time he/she is conducting a lesson.
DUE: Within 48 hours of the observation, the candidate must submit the lesson plan with
a written reflection to Task Stream.
Maintain close communication with the university supervisor.
Weeks 4–6
Continue to assume more responsibility for the class, including all planning and record-
keeping. The candidate should confer daily with the cooperating teacher. The cooperating
teacher and university supervisor may deem it necessary or desirable to hold a midterm
conference with the candidate to review his/her progress.
The candidate should assume responsibility for at least half of the content areas,
progressively taking more accountability.
The university supervisor may conduct an observation. This observation will be an
announced visit; again, the candidate should ensure it occurs at a time he/she is conducting a
lesson.
DUE: Within 48 hours of the observation, the candidate must submit the lesson plan with
a written reflection to Task Stream.
Maintain close communication with the university supervisor.
Weeks 7–10
During weeks 7-10 of the experience, the teacher candidate will have full teaching
responsibilities. For at least these four weeks of the demonstration teaching experience, the
teacher candidate is the full-time teacher! Important note: While the candidate will have
full responsibility for the children and classroom, he/she may never be left unsupervised in
the classroom.
Confer daily with the cooperating teacher.
Continue implementing lessons. The candidate will be sure to keep up with writing
individual lesson plan reflections, as these will be evidence for writing the overall analysis of
the implementation of the lessons.
The university supervisor may conduct an observation. This observation will be an
announced visit; again, the candidate should ensure it occurs at a time when a lesson is being
conducted.
DUE: Within 48 hours of the observation, the candidate must submit the lesson plan with
a written reflection to Task Stream.
Weeks 11-12
This is a transition period with the cooperating teacher that once again allows her or him to
assume all classroom responsibilities. The candidate should work with the cooperating
teacher to plan this transition.
Be keenly observant as the experience comes to a close.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 33
Plan and schedule, with the cooperating teacher’s permission, additional desired activities.
These could include a thank-you party for the children as the candidate prepares to leave the
classroom. The candidate should think about ways to help the children who will miss him/her
(e.g., by writing notes to each one, or by including a photo of him/herself and some words
he/she can write to all of the children).
Make no promises that cannot be kept, such as returning for a visit if this is unrealistic.
The university supervisor may conduct an observation. This will be an announced visit;
again, the candidate should ensure it occurs at the time when a lesson is being conducted.
DUE: Within 48 hours of the observation, the candidate must submit the lesson plan with
a written reflection to Task Stream.
With the cooperating teacher’s permission, observation visits to other classrooms in the
building may be conducted. Viewing classes within the K-6 environment, special education
ESOL, remedial reading, or gifted education may be beneficial.
The cooperating teacher will evaluate the candidate’s overall performance throughout the
demonstration teaching in this setting. The candidate will complete a self-evaluation of his
or her performance.
In the last week of the setting, the university supervisor will determine a final grade for
demonstration teaching.
Note: This suggested timeline is modifiable depending upon specific situations. Teacher candidates are
expected to work with cooperating teachers and the university supervisor to determine exact schedules.
Placement Expectations
As with the classroom-based field experiences, during demonstration teaching, candidates are
expected to abide by the Code of Ethics for Minnesota Teachers and will be evaluated on their
professional dispositions.
Assignments
Major Assessments
Three major assessments are due during demonstration teaching: the edTPA, the Demonstration
Teaching Evaluation, and the Collaboration Project. Additionally, the MTLE content and
pedagogy examinations must be taken and passed to graduate, but they are not a demonstration
teaching requirement. Candidates will complete these major assessments as part of their
accompanying coursework, and all major assessments will be evaluated in the candidates’
ePortfolio. Candidates may seek and receive formative feedback on the major assessments from
their university supervisors and cooperating teachers as well as their course instructor.
Detailed information about the major assessments can be found in the “Assessment Packet”
located in the “General Information” section of the ePortfolio.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 34
Language and Literacy Module
Candidates may also complete a language and literacy module consisting of about 20 activities
with accompanying journal entries. The cooperating teacher will provide feedback and support
as the candidates complete this module. Both the university supervisor and cooperating teacher
will ensure this module is completed and sign a completion verification form.
Attendance
Once the demonstration teaching schedule has been set, candidates must follow the same
regulations regarding attendance and punctuality as those that apply to the cooperating teacher.
Candidates must follow the calendar of the assigned school and district. Candidates are required
to keep a timesheet for the duration of demonstration teaching, and must turn it into their
university supervisor at the end of the experience. It must also be available at each observation.
This may be in addition to the demonstration teaching site requirements.
Daily attendance is required. Any absence from demonstration teaching must be approved by the
cooperating teacher and the university supervisor.
Candidates must notify both the cooperating teacher and the university supervisor of any
absences on the morning of the absence if for personal illness or death of an immediate family
member and at least 2 weeks in advance for a religious holiday or professional engagement. A
medical doctor must document in writing any illness lasting more than 3 consecutive days.
In addition, a Teacher Candidate Absence form (found on candidates’ myWalden page) must be
completed for every day a candidate is absent from demonstration teaching responsibilities. The
form must be signed by the candidate, the cooperating teacher, and the university supervisor and
submitted to the university supervisor as a record of the absence. The candidate must provide any
lesson plans and all relevant teaching materials to the cooperating teacher in the instance of an
absence.
Candidates are required to make up any missed hours. Excessive absences (even if excused) may
result in the termination of the demonstration teaching assignment. At the discretion of the
cooperating teacher, university supervisor, and program director, makeup days may be available
through an extension of the demonstration teaching placement. Note: In the event of school
closure due to weather, the candidate should consult with his or her university supervisor
regarding the need to make up missed days.
Emergency Procedures
In case a candidate becomes ill or injured during demonstration teaching, both the site principal
and cooperating teacher should have the candidate’s current emergency contact information. The
contact(s) should be a relative or someone else authorized to make decisions about the
candidate’s medical care. Candidates must complete emergency forms in the school office when
they begin demonstration teaching.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 35
Lesson Plans
Candidates must use the Elementary Education Lesson Plan Template for all lessons observed by
the university supervisor during demonstration teaching.
Candidates must provide the university supervisor with lesson plans for the lesson(s) being
observed at least 3 days prior to the observation. However, because lesson plans for very young
students may change due to individual needs and achievement on any particular day, flexibility
in this schedule (and sometimes, the lessons) may be necessary. Further, the day’s full lesson
plans need to be available in the classroom each day, accessible to the cooperating teacher,
principal, and university supervisor.
University Supervisor Visits
University supervisors must complete at least three formal observations during demonstration
teaching. After each observation, the university supervisor completes a Demonstration Teacher
Observation form and shares that assessment with the candidate and the cooperating teacher in a
timely manner.
In preparation for each visit, candidates send their lesson plans to their university supervisor at
least two days prior to the visit. The visit will be cancelled if the lesson plans have not been
submitted. All of the visits are announced in advance. Keep in mind that three visits is the
minimum: more visits may be required, depending on how well a candidate is doing. The
university supervisor also has the right to make an unannounced visit.
Work Stoppage (Strikes)
When a work stoppage occurs in a placement site, candidates are declared nonparticipants and
remain on standby during the time the school is closed. If this situation occurs during a
demonstration teaching assignment, the candidate should contact the university supervisor
immediately for guidance.
Evaluations
The entire demonstration teaching team (i.e., the candidate, the cooperating teacher, and the
university supervisor) is involved in the evaluation process. Ongoing observations constitute the
basis for evaluation.
After each observation visit, the university supervisor meets with the candidate. The university
supervisor will try to meet with the cooperating teacher after the visit as well. The
Demonstration Teaching Workbook functions as a vehicle for communication on candidates’
progress toward meeting the standards. All parties should write in it, noting candidate progress.
Although it is appropriate for evaluators to make suggestions, their more critical role is to help
candidates find solutions. A vital part of any conference is the open and supportive
communication among the candidate, the university supervisor, and the cooperating teacher.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 36
Demonstration Teaching Evaluation
The evaluation of candidates’ demonstration teaching and final grade will be based upon the
Demonstration Teaching Evaluation Rubric and will be determined by the university supervisor,
in consultation with the cooperating teacher. Candidate performance will be rated based on the
Minnesota Standards of Effective Practice, Walden University professional dispositions, and
ACEI and CAEP initial licensure standards. The Demonstration Teaching Observation form and
the Demonstration Teaching Evaluation Rubric include the actual standards as well as a rating
guide.
The university supervisor will complete the Demonstration Teaching Observation form after
each observation and rate the candidate on his or her performance during that particular
observation.
The cooperating teacher will rate the candidate’s overall performance during the entire
demonstration teaching experience, including the elementary education assignments
completed in that setting. The college’s Office of Field Experiences will e-mail the evaluation
to the cooperating teacher for him or her to complete.
The candidate will complete a self-evaluation during the last week of the demonstration
teaching experience. Candidates rate themselves on their performance during the entire
demonstration teaching experience, including the elementary education assignments
completed in that setting. The self-evaluation is located in the ePortfolio, as part of the final
Demonstration Teaching Evaluation.
Having collaborated with the cooperating teacher, the university supervisor will assess the
candidate’s professional dispositions, using the Demonstration Teaching Observation form
during each visit and the Demonstration Teaching Evaluation Rubric at the end of the
experience.
Important note: If a given performance standard was not observed during one of the observation
visits, the university supervisor will indicate such on the Demonstration Teaching Observation
form. All performance standards must be addressed in the Demonstration Teaching Evaluation
Rubric, which the university supervisor will complete at the end of the candidate’s experience.
Determining Final Grades for Demonstration Teaching
Final grades for demonstration teaching will be determined by the university supervisor in close
consultation with the cooperating teacher.
The university supervisor will conduct a minimum of three formal observations of the candidate
over the course of demonstration teaching. In these observations, based on the Demonstration
Teaching Evaluation Rubric, the university supervisor will provide the candidate with formative
feedback on his or her performance. In addition, the university supervisor will meet with the
cooperating teacher periodically throughout demonstration teaching to discuss the candidate’s
progress on the performance standards and to set goals to improve the candidate’s performance
across the rubric line items.
At the end of the placement, the university supervisor will meet with the cooperating teacher to
review the candidate’s performance during the university supervisor’s visits as well as the
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 37
candidate’s daily performance in the classroom. At this time, the supervisor and the cooperating
teacher will also review the candidate’s overall performance. The Demonstration Teaching
Workbook should be an excellent guide for reviewing candidate growth in achieving these
established standards.
Professional Judgment
Keep in mind that the university supervisor may apply professional judgment in arriving at a
decision about the final grade, considering the complexity of demonstration teaching and the
variations in candidates’ placements and circumstances. For example, the university supervisor
might take into account the candidate’s effort and improvement, professionalism, willingness to
accept and apply constructive criticism, and evidence of commitment to growth and
improvement.
Seminar Evaluation
The candidate’s grade for the Demonstration Teaching in Elementary Education (EDUC 4030)
depends on the candidate’s performance in demonstration teaching, participation in the
discussions, and satisfactory completion of major assessments. See the course syllabus for exact
assignments, points, and grading policies.
Performance Below Expectations
The cooperating teacher and the university supervisor are responsible for informing candidates
where they stand in terms of the level of competency necessary for successful completion of
demonstration teaching. Performance that is below expectations must be clearly identified as
early in the demonstration teaching setting as possible. Specific help or remediation strategies
should be offered so candidates may work toward overcoming any areas of underperformance.
Such help ensures the following:
The final grade will not be a surprise.
There is enough time to make the necessary growth to demonstrate competence.
There will be time for all supervisors (cooperating teacher and university supervisor, perhaps
also the principal) to meet their commitment to the profession.
If a candidate is substantially below performance expectations at the midpoint of demonstration
teaching, the university supervisor should alert the director of the college’s Office of Field
Experiences and the program director. The candidate will guided by that team with an
improvement plan.
In addition to the Demonstration Teaching Workbook, Demonstration Teaching Observation
form, and Demonstration Teaching Evaluation Rubric, university supervisors and cooperating
teachers have at their disposal the Professional Disposition Concern form—to be used in the
event a candidate exhibits unacceptable behavior. The Professional Disposition Concern form
must be shared with the candidate and the college’s Office of Field Experiences. (More on the
Professional Disposition Concern form is available in the Candidate Guidebook.) Additional
information is provided in the “Termination Due to Candidate Misconduct” section of this
handbook.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 38
Conflict Resolution
If any member of the demonstration teaching triad—the candidate, the cooperating teacher, or
the university supervisor—is not having his or her expectations met, that member should initially
discuss the problem with the other two people involved. Should this discussion not resolve the
issues raised, the member should contact the director of the college’s Office of Field
Experiences.
Sometimes a mismatch of personalities can occur, and an alternative placement may be the
recommended recourse. This situation should not be perceived as a failure on the part of anyone
involved. No changes in placement will be made without the full participation of all relevant
parties.
Termination Due to Candidate Misconduct
Walden University reserves the right to terminate a demonstration teaching placement based
upon the professional judgment and concurrence of the cooperating teacher, university
supervisor, site principal, program director, and director of the college’s Office of Field
Experiences. Candidates who disagree with such a decision may follow the Appeals Process
delineated in the Walden University Student Handbook (from the main handbook home page,
select the “University Policies and Code of Conduct” tab on the left navigation bar; then select
“Student Appeals and Grievances”).
Candidates exhibiting certain negative behaviors may be subject to immediate termination of
demonstration teaching and also involuntary withdrawal from The Richard W. Riley College of
Education and Leadership at Walden University. These behaviors are worrisome enough to
warrant their own list, separate and distinct from, but related to, the Code of Ethics found in
Section 2 of this handbook:
The candidate does not exhibit professionalism in appearance or behavior: he or she has
questionable hygiene, language, and/or attire.
The university supervisor has evidence that leads him or her to doubt the candidate’s ability to
transition into the teaching profession.
The candidate has to be asked and reminded to prepare and submit lesson plans in a timely
fashion for approval by the cooperating teacher and/or university supervisor.
The candidate does not show initiative: he or she does not put forth effort to enrich classroom
learning beyond regular textbook or workbook exercises. The candidate does not create
original materials without prompting and does not personalize instruction to enhance student
learning.
The candidate rejects or ignores suggestions and ideas for improvement from the university
supervisor, cooperating teacher, or site principal. The candidate makes excuses and is
defensive about constructive feedback on his or her performance.
The candidate does not comply with attendance requirements; is often late or leaves early;
does not remember to notify the cooperating teacher, school, and university supervisor when
absent or late; and must be reminded to (or fails to) provide the cooperating teacher with
instructional materials for missed class time.
The candidate is unreliable and makes self-serving and nonprofessional decisions.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 39
The candidate does not create rapport with students suitable for their developmental level
and/or their educational needs.
The candidate uses inappropriate classroom language that demeans students or slanders a
student’s or colleague’s character.
The candidate does not initiate and sustain appropriate professional and personal relationships
with teachers, university supervisors, administrators, school staff, parents, and other adults.
The candidate fails to assume and perform responsibilities, such as fulfilling lunchroom,
playground, and bus duties or preparing the school environment (e.g., preparing materials for
lessons or bulletin boards, cleaning up after classroom activities) without prompting and
reminders.
The candidate violates Walden University and/or cooperating school policies regarding drug,
alcohol, and tobacco possession on school property or use in any manner that affects
capability in the workplace.
Field Experience and Demonstration Teaching Handbook (Spring 2017) Page 40
Section 4. Additional Resources
Walden University Resources
Walden University Student Handbook
Career Services Center
Office of Disability Services
Email: [email protected]
The Richard W. Riley College of Education and Leadership Office of Field Experiences
Email: [email protected]
Program-Specific Resources
Candidate Guidebook (located on the Field Experience Website)
ePortfolio – All Major Assessments and transition point progress can be found in the
ePortfolio.
Other Resources
Minnesota Board of Teaching:
Standards of Effective Practice for Teachers (Rule 8710.2000)
Teachers of Elementary Education (Rule 8710.3200)
Code of Ethics for Minnesota Teachers (Rule 8710.2100)
The Association of American Educators (AAE)
National Association for the Education of Young Children (NAEYC)
Association for Childhood Education International (ACEI)
