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Grand Canyon University

Dual Placement Student Teaching Manual: Bachelor of Science in Elementary and Special Education

Bachelor of Science in Early Childhood Education

Master of Education in Early Childhood Education

Table of Contents Table of Contents .......................................................................................................................................... 3

Introduction ................................................................................................................................................... 6

Accreditation ................................................................................................................................................. 6

Disclaimer ..................................................................................................................................................... 6

College of Education Mission Statement ...................................................................................................... 7

Statement of Education Philosophy .............................................................................................................. 8

Learning, Leading, Serving ........................................................................................................................... 8

Conceptual Framework ................................................................................................................................. 9

Clinical Practice: Serving .............................................................................................................................. 9

Student teaching (clinical practice) Roles ................................................................................................... 10

Suggested Schedule for Each 8 Week Session ............................................................................................ 11

Teacher Candidate Responsibilities ............................................................................................................ 13

Student teaching (clinical practice) Grievance Process ............................................................................... 14

Student teaching (clinical practice) Seminars and Teacher Work Sample .................................................. 14

Clinical Practice Seminar Courses: Dual Placement Student Teaching ...................................................... 16

Curriculum/ Lesson Planning ...................................................................................................................... 16

Prerequisites ................................................................................................................................................ 17

Application .................................................................................................................................................. 18

Potential Sites .............................................................................................................................................. 18

Placement Assignments and Changes ......................................................................................................... 19

Withdraw or Cancellation of a Placement ................................................................................................... 20

Clinical Practice Activity Log ..................................................................................................................... 20

COE Clinical Practice Expectations and Academic Standards ................................................................... 21

Dispositional Expectations .......................................................................................................................... 22

Clinical Practice Expectation Violations ..................................................................................................... 23

Zero Tolerance Policy ................................................................................................................................. 24

Disability Services and Special Accommodations ...................................................................................... 25

Cooperating Teacher Responsibilities ......................................................................................................... 25

Collaborative Observation Process ............................................................................................................. 27

GCU Supervisor Responsibilities ................................................................................................................ 28

Site Visits .................................................................................................................................................... 30

Mentor Responsibilities ............................................................................................................................... 31

(as applicable) ............................................................................................................................................. 31

Supervision, Evaluation, and Performance-based Assessment ................................................................... 33

Teacher Candidate Corrective Action Plan ................................................................................................. 36

Appendix ..................................................................................................................................................... 37

EEI Lesson Plan Template .......................................................................................................................... 38

UbD Lesson Plan Template ......................................................................................................................... 40

SIOP Lesson Plan ........................................................................................................................................ 43

Student Teacher Instructions ....................................................................................................................... 44

Video Recording Permission Request ......................................................................................................... 45

Using the IEP Meeting Observation Parent Consent Form ......................................................................... 46

IEP Meeting Observation Parent Consent Form ......................................................................................... 47

Cooperating Teacher Formative Feedback Form ........................................................................................ 48

Teacher Candidate Collaborative Evaluation Instrument: Site Visit # 1 ..................................................... 50

Teacher Candidate Collaborative Evaluation Instrument: Site Visit # 2; Site Visit #3............................... 53

Teacher Candidate Collaborative Evaluation Instrument: Site Visit #4 ...................................................... 57

GCU Teacher Candidate Progress Form ..................................................................................................... 74

Clinical Practice Activity Log ..................................................................................................................... 75

Student teaching (clinical practice) Cancellation Form .............................................................................. 76

Student Teaching Frequently Asked Questions…………………………………………………………………………..77

Introduction Congratulations on your advancement to the final stage of your degree program: Clinical Practice.

We are dedicated to supporting you through this process and to promote a positive and productive

clinical practice experience.

The purpose of clinical practice experiences is to help prepare innovative, reflective and creative,

professional educators with high ethical and moral standards who have the understanding, attitudes

and skills necessary for effective teaching. Please note that your Student teaching (clinical practice)

will be a full time/full day experience Monday-Friday for the duration of 16 weeks. During this time

the teacher candidate is also enrolled in seminar coursework. The clinical practice experience is a

professional commitment that must be taken seriously.

This handbook contains an overview of the GCU College of Education and the clinical practice

experience. It further describes the role of the Teacher Candidate and the responsibilities he/she is

expected to fulfill in the host Cooperating Teacher’s classroom, as well as in the seminar

coursework. It is important to review the supporting roles involved in the clinical practice

experience to understand your resources.

Accreditation

The College of Education values and embraces data-driven decision-making to inform continuous

improvement and to reflect on the effectiveness of its programs. The College's operations and its

teacher and administrator preparation programs are reflective of standards and principles espoused

by national accrediting bodies, professional education organizations, and the Arizona Department of

Education. These include the National Council for Accreditation of Teacher Education (NCATE

2008); the Interstate New Teacher Assessment and Support Consortium (INTASC 2008); the

National Board Professional Teacher Standards (NBPTS); the Interstate School Leaders Licensure

Consortium (ISLLC 2008); and the Arizona Professional Teacher Standards (APTS).

Disclaimer

Grand Canyon University’s College of Education reserves the right to make changes of any nature to

this manual when they are deemed necessary or desirable. This manual is for informational purposes

and does not constitute a contract. The Grand Canyon University Teacher Preparation Program

Practicum/Field Experience Manual does not establish a contractual relationship; rather, the manual

sets forth academic and other requirements that a learner must meet to be granted a degree and, in

some circumstances, to continue to be enrolled at the institution. While advisors and other Grand

Canyon University personnel are available to guide the learner with respect to the requirements, it is

the ultimate responsibility of the learner to follow them.

College of Education Mission Statement

Professional education programs at Grand Canyon University are designed to support and promote

the University's mission to prepare learners to become global citizens, critical thinkers, effective

communicators and responsible leaders from the context of its Christian heritage. The College

of Education inspires excellence in pedagogy and scholarship; advances reflective, innovative and

collaborative teaching practices to maximize student learning and achievement; promotes servant

leadership in educational communities; and engages a diverse and global community of learners

with purpose and passion.

Through its professional education programs, the College teaches that all students can learn and that

focused teaching or administrator practice can maximize that learning and achievement. The culture

and Christian heritage of the University promote a spirit of servant leadership within the College's

faculty, staff, and learners so they can minister to people within the broader educational community.

Education is a powerful tool with which to purposefully engage a diverse, global community; the

College exhorts its faculty, staff, and learners to do so with fervor.

The College of Education's Arizona state-approved educator preparation programs are designed to

promote the required knowledge, skills, and dispositions necessary for learners to become highly

effective educational leaders in the broader educational community. Opportunities for teacher and

administrator candidates to refine and apply them are integrated throughout their programs of study

in practicum/field experiences, possibly culminating in a student teaching (clinical practice) or

internship experience dependent on the program. Non-certification programs are designed to

increase the learner's knowledge and opportunities within their chosen fields of study.

Statement of Education Philosophy

Learning, Leading, Serving

Learning:

We believe that all students can learn and that highly effective, innovative and collaborative

teaching and administration maximizes best practices as well as student learning and achievement.

Effective teachers and administrators are highly educated, skilled, committed and compassionate;

they ensure all students learn to the best of their ability.

Leading:

We believe that education is a powerful tool with which to purposefully engage a diverse, global

community. As our teacher and administrator candidates find their purpose and calling

within education, they seek to lead others to reach their God-given potential in order for them to

influence the changing world.

Serving:

The culture and Christian heritage of the University promotes a spirit of servant leadership within

the College of Education's faculty, staff and learners so they can serve people within the broader

educational community.

Conceptual Framework A conceptual framework

establishes the shared vision for a unit’s efforts in preparing educators to

work in P–12 schools. It provides direction for programs, courses, teaching, candidate performance,

scholarship, service, and unit accountability. The conceptual framework is knowledge-based,

articulated, shared, coherent, consistent with the unit and/or institutional mission, and continuously

evaluated. The conceptual framework provides the bases that describe the unit’s intellectual

philosophy and institutional standards, which distinguish graduates of one institution from those of

another. (2012-2012 NCATE)

The clinical practice section of our program is closely aligned with our conceptual framework using

the learning, leading, and serving components as a way to help mark and guide our teacher

candidates’ experiences. All experiences, their level of engagement, along with the associated

assignments, evaluations, and performance measures are designed to support the teacher candidate

as they journey from their foundational/exploratory experiences to their final summative experience:

clinical practice. Throughout the program, Teacher Candidates complete self-evaluations on their

dispositions in alignment with GCU Domain 5: Learning, Leading, and Serving. The block 1 self-

evaluation is focused on their inner dispositional characteristics as a learner. The block 2 self-

evaluation is focused on their initial field work as a leader. Upon the completion of block 3, clinical

practice, each teacher candidate submits a final self-reflective essay considering and reflecting on

their dispositional growth, changes, and understanding of becoming a teacher in accordance with our

conceptual framework and standards.

Assignments and evaluations are scaffolded and documented in the course areas and in Taskstream,

allowing for the candidate and their respective instructors and supervisors to view their progress.

Assessments progress from using formative evaluations using feedback and reflection to help

teacher candidates understand, monitor and adjust their learning while moving them towards the

summative experience of student teaching (clinical practice). The final summative experience is

documented and assessed through the COE collaborative student teaching (clinical practice)

evaluation instrument as well as their work sample. These mark the final documentation and

evaluation of the teacher candidate’s classroom experience.

Clinical Practice: Serving This final block in the teacher candidate’s experience is the summative experience of full-time

clinical practice which we mark as the serving role. Assigned to a specific school and cooperating

teacher, the teacher candidate moves from the assisting role to taking over all of the regular teaching

duties during the full-time time experience. While in the full-time role, the teacher candidate works

closely with the cooperating teacher as well as the GCU field supervisor to receive feedback on their

teaching duties and instructional competence. Frequent opportunities for feedback and reflection are

given to the teacher candidate with targeted feedback designed around specified InTASC standards

and the COE collaborative clinical practice evaluation form. This allows for formative and

summative feedback in all areas necessary for a teacher candidate. Included in this block is the

directed and targeted work sample as well as the final reflective dispositional essay.

Student teaching (clinical practice) Roles The following individuals are in position to support teacher candidates during the student teaching

(clinical practice) experience. Each role contributes a vital aspect of development in the skills and

attributes necessary of a teacher candidate. It is important the Cooperating Teacher, GCU Faculty

Supervisor, and Field Experience Specialist work together with open communication and dialogue

regarding candidate progress.

 Cooperating Teacher: The cooperating teacher is the teacher in whose classroom the

teacher candidate is placed in to complete the student teaching (clinical practice) experience.

The cooperating teacher must be certified, endorsed, and/or licensed as a teacher. The

primary responsibility of the cooperating teacher is to the school and district, then to the

teacher candidate. These individuals have the expertise to provide formative and summative

feedback on teacher candidate performance.

 GCU Faculty Supervisor: The GCU supervisor is the local GCU-approved supervisor who

has oversight responsibility for the development, implementation, and evaluation of the

teacher candidate. The GCU supervisor is also certified, endorsed, and/or licensed as a

teacher. This individual will work closely with the teacher candidate, the cooperating

teacher, and the course instructor, to ensure that the quality, integrity, and outcomes of the

student teaching (clinical practice) experience meet the university’s standards.

 Course Instructor: The course instructor is the GCU faculty member assigned to teach the

student teaching (clinical practice) courses. Course instructors are responsible for

implementing course assignments, as required through the syllabus, which relate to the

student teaching (clinical practice) experience and to provide formative feedback on teacher

candidate performance.

 Field Experience Specialist: The Field Experience Specialist is the university representative that supports the cooperating school personnel. The Field Experience Specialist verifies the

cooperating teacher’s credentials, and acts as liaison between the student teaching (clinical

practice) placement and the university. The Field Experience Specialists are the primary

support resource for cooperating teachers and faculty supervisors

 Mentor: For teacher candidates who are at a Masters level, and currently serving in a

contracted teaching position, it is not necessary to secure a cooperating teacher for

supervisory responsibilities. In those cases, and upon approval of the building principal, a

mentor will be assigned to coach the teacher candidate.

Suggested Schedule for Each 8 Week Session

Teacher Candidate (STU) Cooperating Teacher (COOP) GCU Supervisor (SUP)

Prior to

Week 1

Contact COOP & SUP; Discuss

expectations, policies, and

procedures. Contact the Clinical

Practice Coordinator with any

questions.

Contact STU & SUP; Discuss

expectations, policies, procedures.

Coordinate schedules for

collaborative observations. Submit

required paperwork to the Teacher

Education Specialist.

Contact STU & COOP; Discuss

expectations, policies, procedures.

Coordinate schedules for

collaborative observations. Submit

required paperwork to the Field

Experience Specialist.

Week 1

Acclimate to classroom.

Observe COOP. Discuss

curriculum planning with your

CT and begin to brainstorm

ideas for your Teacher Work

Sample.

Assist STU in acclimating to

classroom. Introduce STU to

students and other school faculty.

Talk through curriculum planning,

lesson planning and management

plans in the classroom. Assist the

candidate in brainstorming unit

ideas for the Teacher Work Sample.

Be available for questions, concerns

and feedback.

Week 2

Continue to observe. Begin

assisting with lessons. Take part

in daily and weekly routines.

Allow candidate to assist with

students, model lessons, learn

classroom routines and grading

procedures, and set up daily/weekly

expectations.

Be available for questions, concerns

and feedback. Ensure candidate and

Cooperating Teacher are planning

for implementation of Teacher

Work Sample.

Week 3 Take on additional lessons.

Begin “phase in” period for

Gradually increase STU teaching

responsibility.

Arrange meeting with COOP to

discuss upcoming Performance

lesson delivery.

Increase workload.

Increase workload. Evaluations.

Continue to provide support.

Week 4

1 st Collaborative Evaluation

completed

Increase work load

Should be preparing, with

assistance, all lesson plans and

delivery of instruction. Should

be preparing for implementation

of Teacher Work Sample.

1 st Collaborative Evaluation

completed

Increase STU responsibility

Supporting all lesson plan

preparation and lesson delivery.

1 st Collaborative Evaluation

completed

Should plan to observe candidate

implementing Teacher Work

Sample.

Week 5

Fully In Charge of Class Be available for questions and

concerns.

Continue to provide support

Be available for questions, concerns

and feedback.

Week 6 Fully In Charge of Class Be available for questions and

concerns.

Be available for questions, concerns

and feedback.

Week 7

2 nd

Collaborative Evaluation

completed. You will submit

the completed Clinical

Practice Activity Log to your

supervisor.

Fully In Charge of Class

2 nd

Collaborative Evaluation

completed

2 nd

Collaborative Evaluation

completed. You will collect the

completed Clinical Practice

Activity Log and submit as an

attachment in TaskStream.

Week 8

Transition class back to COOP

Begin to transition back into the

classroom responsibilities.

Be available for question, concerns

and feedback.

Teacher Candidate Responsibilities The teacher candidate is responsible for formal interviews of the cooperating teacher, shadowing

and observing their skills and applied methodology, exploration of the profession, understanding

related ethical standards, and acclimating to the work setting. Readiness to accept responsibility will

be the driving force regarding increased independent responsibility. Drawing upon the academic

Program of Study, teacher candidates are expected to synthesize previous course material, and apply

theories and content knowledge to develop an individual professional style.

Policies Bachelor of Science in Early Childhood Education and Master of Education in Early Childhood

Education

 Teacher candidates must be prepared to complete a full-time 16-week student teaching

experience consisting of two (2) consecutive eight (8) week sessions. One session must be in

a Birth to Pre-K setting and the other in a K-3 setting.

 Teacher candidates are required to abide by the rules and regulations of the school of

placement, and to evidence the professional dispositions set forth by the College of

Education.

 During the 16-week student teaching experience, a maximum of five (5) absences are

permitted. Teacher candidates are required to notify both the cooperating teacher and the

GCU supervisor of any impending absence prior to the beginning of the school day in

question. Any absences in excess of five days must be made up at the completion of the

student teaching experience.

Bachelor of Science in Elementary and Special Education

 Teacher candidates must be prepared to complete a full-time 16-week student teaching

experience consisting of two (2) consecutive eight (8) week sessions. One session must be in

an elementary setting and the other in a special education classroom with a certified special

educator.

 Teacher candidates are required to abide by the rules and regulations of the school of

placement, and to evidence the professional dispositions set forth by the College of

Education.

 During the 16-week student teaching experience, a maximum of five (5) absences are

permitted. Teacher candidates are required to notify both the cooperating teacher and the

GCU supervisor of your impending absence prior to the beginning of the school day in

question. Any absences in excess of five days must be made up at the completion of the

student teaching experience.

Responsibilities

 Contact and coordinate with your GCU supervisor.

 Meet with your GCU Supervisor in the first two weeks of student teaching.

 Participate in a conference during the eighth week of the student teaching experience to

discuss the evaluations completed by your cooperating teacher and GCU supervisor.

 Meet with your cooperating teacher and GCU supervisor prior to the eighth week of the

second session of student teaching to discuss the Summative Evaluation completed by them.

 Maintain the responsibilities of your coursework, including participation in discussion as

appropriate including the clinical practice activity log.

 Upload all coursework assessments to the appropriate drop box in the ANGEL classroom. In

addition, upload specific assessments to TaskStream as directed.

 Finalize organization of the e-Portfolio you have been developing throughout the program.

Student teaching (clinical practice) Grievance Process For issues regarding student teaching (clinical practice) placement, teacher candidates may contact

their respective Teacher Education Specialist to file a grievance. If an issue arises during the student

teaching (clinical practice) experience, the teacher candidate should contact their respective Teacher

Education Specialist to file a grievance.

Student teaching (clinical practice) Seminars and Teacher Work Sample The Student teaching (clinical practice) Seminars are sessions of the student teaching (clinical

practice) experience that includes practical classroom experiences, research and analysis, and

teaching to support compilation and creation of a Teacher Work Sample (TWS). The Teacher Work

Sample is a 5 day unit that demonstrates a Teacher Candidate’s ability to plan, implement, and

assess effective lesson planning using the following 7 standards.

 Standard 1: Contextual Factors: School and Community Demographics, Classroom

Demographics, Building Trust Relationships, and Classroom Management

 Standard 2: Topics and Learning Goals

 Standard 3: Assessment Plan: Assessing, Documenting, and Communicating Student

Progress

 Standard 4: Design for Instruction and Lesson Plans

 Standard 5: Instructional Decision Making

 Standard 6: Analysis of Student Learning

 Standard 7: Reflection and Self-Evaluation

Teacher candidates will design and implement the 5 day teacher work sample as part of their regular

student teaching (clinical practice) duties. In addition to the above standards, all teacher candidates

are expected to ensure that all local and classroom goals are also met within the work sample. Work

with the Cooperating Teacher and Field Supervisor to help decide on the unit to be used for the work

sample and of the timing of the work sample. One of your 4 site evaluations could include

observations by the Cooperating Teacher and Field Supervisor of your teaching during the work

sample.

Clinical Practice Seminar Courses: Dual Placement Student Teaching The following student teaching courses are required of all students seeking a credential through the

Early Childhood Education program.

Course

Number

Course Title Student

Teaching

Hours

Field Experience Setting (Required)

ECH 480/680 Student Teaching: Birth

to Pre-K

8 Weeks Birth to Pre-K child care center

ECH 485/685 Student Teaching: K-3 8 Weeks K-3 classroom

Total 16 Weeks

The following student teaching courses are required of all students seeking an Institutional

Recommendation upon completion of the Bachelor of Science in Elementary/Special Education.

Course Number

Course Title Student Teaching Hours

Field Experience Setting (Required)

EED 480NA Elementary Student

Teaching Session A

8 Weeks Elementary classroom

SPE 448NB Student Teaching in

Special Education:

Cross Categorical

8 Weeks Elementary cross-categorical classroom

Total 16 Weeks

Curriculum/ Lesson Planning The teacher candidate will be required to follow the state standards and district scope and sequence

for all lesson planning. She/he will follow the model of the Cooperating Teacher, who will support

the teacher candidate in lesson planning to address the standards. The teacher candidate will be

coached to integrate best practices along with some original ideas. The Cooperating Teacher will

offer feedback and help teacher candidates use criticism to improve their techniques.

Teacher candidates are expected to use the lesson plan design templates used at the school of

placement. If the school does not have a generally accepted format, the teacher candidate will use

one of the GCU supported templates: EEI- Essential Elements of Instruction, SIOP- Sheltered

Instruction Observation Protocol, or UBD- Understanding by Design (See Appendix for lesson

templates). Each of these templates contains the vital sections of effective lesson planning. Teacher

candidates should be familiar with utilizing these templates from lesson planning throughout their

program.

Throughout the Clinical Practice Experience student teachers will write complete lesson plans for

each topic or subject area they will be teaching. This includes morning work, group work, and whole

class instruction. It is expected that lesson plans be submitted to the Cooperating Teacher a

minimum of 48 hours in advance, or earlier as abiding by the time guidelines of the Cooperating

Teacher.

Please remember this experience is a learning process for the teacher candidate. The teacher

candidate may need support as he/she advances in lesson planning and teaching responsibilities. If at

any time the teacher candidate needs additional support beyond what the Cooperating Teacher

deems reasonable, the Field Experience Specialist must be notified.

State Mandated Assessments

During the state mandated assessments, the cooperating teacher should be the one who administers

the test to the students in the classroom. At no time, should the teacher candidate be in charge of

administering or proctoring these tests.

Prerequisites The following is a list of items that must be on file with your Teacher Education Specialist by

the appropriate deadlines:

February 1st for the fall student teaching (clinical practice) experience

September 1st for the spring student teaching (clinical practice) experience

 Current Fingerprint Clearance Card

 Passing scores on state-mandated basic skills or Praxis I® (Basic Skills) prior to student teaching (clinical practice). Teacher candidates residing in states that do not have state-

specified basic and/or content exams will be required to take the NES exams or the Praxis

series®.

 Passing scores on a Content Knowledge Exam prior to student teaching (clinical practice). (Teacher candidates requiring Arizona certification in application for their local state

licensure will need to complete the appropriate National Evaluation Series (NES) exams

prior to receiving an Arizona IR. For content areas outside the approved NES areas, teacher

candidates seeking Arizona certification will be required to hold 24 units in the certification

content area.)

 Minimum GPA of 2.8 for the Bachelor of Science program and a 3.0 for the Master of

Education program

 Work with the appropriate university department to remove any academic and/or financial

holds on account to ensure that the academic counselor is able to complete the required

registration process. The teacher candidate can also contact the academic counselor to

discuss program progression and academic eligibility.

 Complete all courses in the program of study prior to student teaching (clinical practice).

Application Applications are available to download from the following URL:

http://www.gcu.edu/Documents/upload/College%20of%20Education/Student%20Teaching%20Application

8_23_11.pdf

Submit the application to your Teacher Education Specialist by the assigned deadline. The

application will require you to list three potential placement preferences along with the appropriate

contact information. Teacher Candidates should not attempt to make the initial contact with

potential school districts. Initial contact will be made by the Teacher Education Specialist.

Potential Sites Following consultation with your Teacher Education Specialist regarding your interests, needs,

goals, and student teaching (clinical practice) expectations, site selection is the first and possibly

most important step towards beginning student teaching (clinical practice). You are responsible for

assembling a list of three potential sites to request for placement. You will need to list these sites on

your student teaching (clinical practice) application. Consider the schools where you have completed

field experiences and the relationships you have developed with them. Be sure your potential

placement is consistent with student teaching (clinical practice) requirements, desires for skill

development, and future certification or licensure criteria.

http://www.gcu.edu/Documents/upload/College%20of%20Education/Student%20Teaching%20Application8_23_11.pdf

Consider the following:

 Your personal interests, needs, goals, and expectations

 Ethical standards, interactive learning, and experiential opportunities afforded you by the

staff and function of the site

 Professional and state licensure/certification requirements regarding student teaching

(clinical practice) experiences: Rule out sites and/or supervisors that cannot enable you to

satisfy licensure or certification requirements

Placement Assignments and Changes Your site placement preferences will be honored, if possible and/or feasible. However, the

University reserves the right to make assignments or adjustments deemed to be in your best interest

and the interest of other involved parties. You may be removed from a site assignment at any time if

the cooperating teacher or GCU supervisor determines that the assignment is detrimental to anyone

being served by you or that you would be better served by removal. This decision may be appealed

to the College of Education.

Once the Student teaching (clinical practice) Application has been received, you will be contacted

by your assigned Teacher Education Specialist to discuss the application prior to contacting the

school district and/or school. This allows you and your Teacher Education Specialist to discuss the

placement confirmation process and to obtain any additional information that may be necessary.

During the placement process, you might be required to complete additional district requirements

which will be completed at your expense. These may include:

 Interview with school district officials (which may include writing samples)

 Submission of academic resume and/or transcripts

 Physical exam

 TB test

Your Teacher Education Specialist will notify you when the student teaching (clinical practice)

placement has been finalized.

After your placement is secured, your Teacher Education Specialist will provide you with

pertinent student teaching (clinical practice) information, including the contact information for

your assigned GCU Supervisor, with whom you and your cooperating teacher will be working

throughout your student teaching (clinical practice) experience. You are required to make

contact with the GCU supervisor and cooperating teacher prior to the start date of the student

teaching (clinical practice) experience to start building a working relationship and to discuss the

expectations of all parties. Also be sure to obtain and review a copy of the school/district policy

manual for teachers, which you will be expected to abide by throughout your experience.

Please contact your Teacher Education Specialist immediately if there is a need to cancel,

postpone, or make changes in the placement. Requests for a change in student teaching (clinical

practice) status must be made in writing. A circumstance such as extended illness that may

interrupt or delay completion of student teaching (clinical practice) will be addressed on an

individual basis.

Withdraw or Cancellation of a Placement The student must contact the Teacher Education Specialist immediately if there is a need to cancel,

postpone, or make changes in the placement. Requests for a change in student teaching (clinical

practice) status must be made in writing, with the submission of the Cancellation Form (See

appendix).

If a student decides to cancel an assigned placement less than two weeks prior to the placement start

date, the placement will count as the student’s first attempt at student teaching (clinical practice). In

this case the student will receive one additional opportunity for student teaching (clinical practice)

placement.

If a student chooses to cancel an assigned placement more than two weeks prior to the placement

start date, the placement will not count as the student’s first attempt at student teaching (clinical

practice). This instance will be notated as an early cancellation. A student will be allowed to submit

an early cancellation a maximum of two times. After two instances the student will be given one

additional opportunity to accept placement.

Clinical Practice Activity Log Teacher candidates are expected to record a weekly summary of their teaching activities and contact

hours (see Appendix). The Cooperating Teacher must initial weekly for approval. Completed and

signed copies of the card for each 8 week session must be sent to your Faculty Supervisor to submit

with the 2 nd

and 4 th

site evaluations. Students are encouraged to keep a copy for professional records.

COE Clinical Practice Expectations and Academic Standards The following clinical practice expectations for teacher candidates in the College of Education

seeks to address the common issues and responsibilities of teacher candidates who are out in schools

and school districts in a field experience and clinical practice setting. The statements are designed to

be reflective of the fundamental principles and values that are desired of a teacher candidate and

his/her professional and personal conduct in the field experience and clinical setting (student

teaching). The conduct expectations clarify conduct unbecoming of a student teacher, and thus are

subject to disciplinary action. By addressing these issues we seek to respond to and clarify our

expectations for all of our teacher candidates who are representing themselves and Grand Canyon

University in their role and work with students, cooperating teachers, supervisors, and school

communities.

Teacher candidates in the College of Education represent GCU’s value-based liberal arts institution.

All teacher candidates who go out into the field are expected to abide by the responsibilities of

university citizenship and to show consideration and respect for personal freedom and property

rights of members of the civic, academic, and school community. Teacher candidates are expected

to abide by ethical, professional, and academic standards that are conducive to a positive learning

experience. These expectations include, but are not limited to the expectation that the teacher

candidate:

 Gives appropriate attention to college and site placement work

 Attends class, exercises, and engagements as required by the college and school site placement

 Acknowledges and accepts the responsibility of honorable adherence to the university’s and site placement’s standards, rules, policies, and procedures

 Supports and exhibits ethical behavior with teacher candidates, faculty, staff, school placement personnel, and the community

 Recognizes and embraces the diversity and personal values of others

 Exhibits self-direction and self-reliance as a college student and in the pursuit of individual and collaborative learning objectives and goals

 Acknowledges and accepts personal responsibility and accountability for his or her actions, interactions, and communication in all forms with teacher candidates, faculty, staff, school

placement personnel, and the community

 Upholds confidentiality and respect for personal or professional information communicated in the placement classroom

 Adheres to college dispositional expectations, policies, and standards of academic honesty

 Represents themselves solely in all matters related to student teaching performance, evaluation, assessments, disciplinary action, etc.

 Dresses according to professional attire expectations which can be interpreted as:

o Women: slacks (dress pants), skirts (mid-calf to about two inches above the knee), blouses, shells, cardigans, blazers, dresses

o Men: dress pants, button down shirts, polo shirts (with a collar), blazers

o Dress not permitted: Anything that is see-through, short, tight, or shows too much skin, flip-flops, tennis shoes, jeans that are too loose fitting, ripped or faded. Teacher

candidates must also follow the dress code of teachers at the school site.

Dispositional Expectations  High Expectations- Educators should believe that all teacher candidates can learn and should

set and support realistic expectations for student success.

 Respect for the Diversity of Others- Educators should be sensitive to individual learning and social needs of teacher candidates and embrace the cultural diversity of the community.

 Fairness- Educators should promote social justice and equity, maintain appropriate standards of confidentiality, and exercise fairness in all areas including assessment.

 Professional Conduct- Educators should exercise sound judgment and ethical behavior. They should be a positive role model within their community.

 Reflection- Educators should recognize that reflection combined with experience leads to growth as a professional. Educators should be thoughtful about their professional practice,

critically examine it, and seek continual improvement.

 Curiosity- Educators should promote and support curiosity and encourage active inquiry. They should be able to think innovatively and creatively, using critical thinking as a

problem-solving approach.

 Honesty- Educators should model integrity by their words and actions. They should be forthright with others and uphold high standards of trust, character, and integrity.

 Compassion- Educators should demonstrate professional friendliness, warmth, and genuine caring in their relationships with others while providing intellectual, emotional, and spiritual

support.

 Advocacy- Teachers understand the impact of community involvement and servant leadership as it applies to the welfare of others in the educational setting.

 Dedication- Educators should be committed to the profession of teaching and learning. They should be professionally active, lifelong learners and seek opportunities for professional

development.

Clinical Practice Expectation Violations The following violations clarify conduct unbecoming of teacher candidates in the College of

Education. Teacher candidates are expected not to engage in such action while in a clinical setting at

a school or school district. The following is a non-exhaustive list of actions that are considered

clinical practice conduct violations, for which teacher candidates are subjected to disciplinary action

up to and including expulsion from the university.

The College of Education does not allow disorderly (unruly) interaction involving any individual

outside of the classroom in a manner that could be perceived as inappropriate by any member of the

site placement school, its extended community or university.

(Disruptive behavior and Communication are addressed already below.)

 Falsification, forgery, alteration, or invention of information, including, but not limited to, any document used for admission or eligibility to the university, document related to:

o Admission or eligibility to student teaching

o Information regarding the site placement school, the district and/or personnel

o Information regarding teacher candidates

o Information regarding curriculum content in the classroom

 Disruptive behavior in any form that creates a hostile or offensive educational environment for a student, cooperating teacher, university faculty supervisor, faculty or staff

 Failure to comply promptly with any reasonable directive from a cooperating teacher, university faculty supervisor, GCU course instructor, or staff

 Failure to cooperate with an investigation

 Possession, use, distribution, or behavior under the influence of alcohol or illegal or banned drugs or substances while on school property, or as part of any school-related activity

 Communication orally, in writing, or by use of any technological device, including, and not limited to any phone or computer device, outside the classroom in a manner that could be

perceived as inappropriate by any member of the site placement school, its extended

community or university

 Failure to maintain a professional approach to personal relationships with the teacher candidates or the school community members

Zero Tolerance Policy The College of Education is committed to an educational environment that is free from violence,

both on-campus, off-campus, and at any school placement setting. The zero tolerance policy

includes threatening statements, behaviors, or acts of violence against teacher candidates, faculty,

and staff. The university prohibits and will take immediate action against:

 Acts or communication in any form whether oral or written, that threatens or violates the personal safety of others

 Action which can be interpreted as physical assault or abuse

 Threats to harm or endanger the safety of others

 Behaviors or actions interpreted by a reasonable person as carrying the potential for violence or acts of aggression

Disability Services and Special Accommodations Students that require special accommodations for their student teaching (clinical practice)

experience placement must register with the Disability Office at Grand Canyon University prior to

their official placement. Students will be required to complete the steps to accommodations, which

include submitting the Accommodation Request Form and providing supporting documentation of

their disability. Determinations about what accommodations will be provided are based on the

criteria outlined in the University Policy Handbook for Disability Services.

To start the accommodation process, you can contact the Disability Office as follows:

Phone: 602-639-6342; Email: [email protected]

In order to establish certain accommodations at the placement facility, the University may need to

disclose information regarding the student’s disability status. Notification of the approved

accommodation will be given to the placement school, the supervising teacher and also to the school

district in order to ensure that the accommodations are appropriately facilitated. By initialing below,

you are acknowledging that you understand this policy and give the University permission to

disclose any necessary information about accommodations in order to ensure the wellbeing of

yourself as well as the students in your placement classroom, and the staff of the placement school.

Cooperating Teacher Responsibilities The cooperating teacher is the teacher in whose classroom the student teaching experience is taking

place. The cooperating teacher must be certified, endorsed, and/or licensed as a teacher. The primary

responsibility of the cooperating teacher is to the school and district, then to the Teacher Candidate.

These individuals have the expertise to provide formative and summative feedback on the Teacher

Candidate’s performance.

Qualifications

 A valid current professional license with proper endorsement for the teaching assignment

 Master’s degree

 A minimum of three years teaching experience

 Full recommendation of the building principal to serve as a cooperating teacher

 Desire and ability to work cooperatively with Teacher Candidates

mailto:[email protected]

Responsibilities

The primary responsibility of the cooperating teacher is to the education of the pupils assigned to

their class. However, Teacher Candidate preparation is also an important professional

responsibility. The following suggestions will enable the cooperating teacher to involve their

Teacher Candidate in his/her school and class:

 As a role model, mentor, and coach

o Assume responsibility for direct supervision, oversight, and support to the Teacher

Candidate while on site

o Maintain and document close contact with the Teacher Candidate on a daily basis.

o Confer regularly with the Teacher Candidate concerning his or her performance and

progress.

o With the GCU supervisor, develop and monitor any needed remediation plans for

strengthening a marginal Teacher Candidate’s performance.

o Maintain student teaching records and documents for the purpose of evaluating the

Teacher Candidate.

o Provide on-site opportunities for the Teacher Candidate to observe, practice, and lead

when and where possible.

 As an evaluator

o Participate in a face-to-face meeting with the Teacher Candidate and the GCU

supervisor during the first two weeks of student teaching.

o Participate in a conference with the Teacher Candidate and the GCU supervisor

during the last week of each 8 week session to debrief on the success of that session.

o Complete Formative Evaluations (Cooperating Teacher Formative Feedback Form,

Teacher Candidate Collaborative Evaluation Instrument Site Visit #1, #2, and #3 and

any other informal evaluations) of the Teacher Candidate and provide copies of those

evaluations to both the Teacher Candidate and the GCU supervisor during the

conference.

o Complete Summative Evaluation (Teacher Candidate Collaborative Evaluation

Instrument Site Visit #4) of the Teacher Candidate prior to the face-to-face meeting

with the Teacher Candidate and the GCU Supervisor during the last week of the

second 8 week session.

o The four site visits are formal collaborative observations conducted in conjunction

with GCU supervisor utilizing Grand Canyon University’s Collaborative Evaluation

Instrument.

Collaborative Observation Process

The Collaborative Observation is a process between the GCU supervisor and cooperating

teacher to collaboratively reflect on the Teacher Candidate’s performance. The participants will

work together to effectively produce a final score using the Evaluation Instruments. To

complete the Collaborative Observation, the GCU supervisor and cooperating teacher must both

have a copy of the Teacher Candidate Collaborative Evaluation Instrument Site Visit # 1 and

#2, #3, and #4.

 Step 1: The In-Class Observation is objectively collected data that records (not verbatim) the

Teacher Candidate’s actions and student responses. These notes should be free of analysis

and notate relevant behavior.

 Step 2: The Post-Observation Conference is a follow-up meeting preferably immediately

after the Teacher Candidate’s observation between the cooperating teacher and GCU

supervisor. Both observers will culminate their responses using the performance rubric to

complete the scores on the Evaluation Instrument.

 Step 3: The GCU supervisor, using the TaskStream Evaluator Guide, will submit the data

into the Teacher Candidate’s TaskStream portfolio.

TaskStream

The GCU supervisor will utilize TaskStream, an external electronic portfolio provider, to submit the

evaluations of the Teacher Candidate’s performance. All students have an account in TaskStream

that has been customized to meet the requirements of a particular program.

GCU Supervisor Responsibilities The GCU supervisor is the local GCU-approved supervisor who has oversight responsibility for the

development, implementation, and evaluation of the Teacher Candidate. The GCU supervisor is

also certified, endorsed, and/or licensed as a teacher. This individual will work closely with the

cooperating teacher, the Teacher Candidate, and the course instructor to ensure that the quality,

integrity, and outcomes of the student teaching experience meet the University’s standards.

Qualifications

 Master’s Degree or Doctoral Degree in Elementary, Secondary (must be certified in area of

supervision) or Special Education;

 A valid current teacher certification or license;

 Minimum of 3-5 years of classroom experience.

Responsibilities

 As a role model, mentor, and coach

o Establish and maintain a professional working relationship with the cooperating

school and/or district. Maintain effective communication with the cooperating teacher

and Office of Field Experience.

o Act as a resource person to the Teacher Candidate by providing additional sources of

information and by being available through phone or mandatory weekly email

personal contact, and cooperatively deriving workable solutions if difficulties arise.

o Provide information on the development and implementation of future professional

plans.

o Encourage responsibility and creativity in the student teaching experience.

o Keep adequate records on the Teacher Candidate.

o Provide knowledge about evaluation procedures.

o Create and maintain a professional, friendly relationship with the Teacher Candidate

and the cooperating teacher.

 As an evaluator

o Participate in a face-to-face meeting with the Teacher Candidate and the cooperating

teacher during the first two weeks of student teaching.

o Participate in a conference with the Teacher Candidate and the cooperating teacher

during the last week of each 8 week session to debrief on the success of that session.

o Complete Formative Evaluations (Teacher Candidate Collaborative Evaluation

Instrument Site Visit #1, #2, and #3 and any other informal evaluations) of the

Teacher Candidate.

o Complete Summative Evaluation (Teacher Candidate Collaborative Evaluation

Instrument Site Visit #4) of the Teacher Candidate during the last weeks of the

second 8 week session.

o The 4 site visits are formal collaborative observations conducted in conjunction with

cooperating teacher utilizing Grand Canyon University’s Collaborative Evaluation

Instrument.

o After each site visit, submit the evaluation to TaskStream.

Site Visits Refer to the following schedule when planning the site visits:

Student Teacher Cooperating Teacher GCU Supervisor

Week 4:

Session A/

Module 4

Student Teacher Collaborative

Evaluation Instrument Site Visit #

1 completed

Student Teacher Collaborative

Evaluation Instrument Site Visit # 1

completed

Student Teacher Collaborative

Evaluation Instrument Site Visit # 1

completed and submitted to

TaskStream

Week 7:

Session A/

Module 7

Student Teacher Collaborative

Evaluation Instrument Site Visit #

2 completed

Student Teacher Collaborative

Evaluation Instrument Site Visit # 2

completed

Student Teacher Collaborative

Evaluation Instrument Site Visit # 2

completed and submitted to

TaskStream

Week 4:

Session B/

Module 4

Student Teacher Collaborative

Evaluation Instrument Site Visit #

3 completed

Student Teacher Collaborative

Evaluation Instrument Site Visit # 3

completed

Student Teacher Collaborative

Evaluation Instrument Site Visit # 3

completed and submitted to

TaskStream

Week 7:

Session B/

Module 7

Student Teacher Collaborative

Evaluation Instrument Site Visit #

4 completed

Student Teacher Collaborative

Evaluation Instrument Site Visit #

4completed

Student Teacher Collaborative

Evaluation Instrument Site Visit # 4

completed and submitted to

TaskStream

Mentor Responsibilities (as applicable)

In those instances where the Teacher Candidate is currently serving in a contracted teaching

position, it is not necessary to secure a cooperating teacher for supervisory responsibilities. In those

cases, and upon approval of the building principal, a mentor will be assigned to the Teacher

Candidate.

The mentor is the professional colleague who supports the Teacher Candidate in completing the

student teaching experience. The mentor must be certified, endorsed, and/or licensed as a teacher.

The primary responsibility of the mentor is to the school and district, then to the Teacher Candidate.

These individuals have the expertise to provide formative feedback on the Teacher Candidate’s

performance.

Qualifications

 A valid current professional license with proper endorsement for the teaching assignment

 Master’s degree

 A minimum of three years teaching experience

 Full recommendation of the building principal to serve as a mentor

 Desire and ability to work cooperatively with Teacher Candidates

Responsibilities

The primary responsibility of the mentor is to the education of the pupils assigned to their class.

However, Teacher Candidate preparation is also an important professional responsibility. The

following suggestions will enable the mentor to collaborate with the Teacher Candidate in

his/her school and class:

 As a role model, mentor, and coach

o Assume responsibility for collaboration and support to the Teacher Candidate while

on site.

o Maintain and document close contact with the Teacher Candidate.

o Confer regularly with the Teacher Candidate concerning his or her performance and

progress.

o With the GCU supervisor, develop and monitor any needed remediation plans for

strengthening a marginal Teacher Candidate’s performance.

o Maintain student teaching records and documents for the purpose of evaluating the

Teacher Candidate.

o Encourage on-site opportunities for the Teacher Candidate to observe, practice, and

lead when and where possible.

 As an evaluator

o Participate in a face-to-face meeting with the Teacher Candidate and the GCU

supervisor during the first two weeks of student teaching.

o Participate in a conference with the Teacher Candidate and the GCU supervisor

during the last week of each 8 week session to debrief on the success of that session.

o Complete Formative Evaluations (Teacher Candidate Collaborative Evaluation

Instrument Site Visit #1, #2, and #3 and any other informal evaluations) of the

Teacher Candidate and provide copies of those evaluations to both the Teacher

Candidate and the GCU supervisor during the conference.

o Complete Summative Evaluation (Teacher Candidate Collaborative Evaluation

Instrument Site Visit #4) of the Teacher Candidate prior to the face-to-face meeting

with the Teacher Candidate and the GCU Supervisor during the last week of the

second 8 week session.

o The 4 site visits are formal collaborative observations conducted in conjunction with

GCU supervisor utilizing Grand Canyon University’s Collaborative Evaluation

Instrument.

Supervision, Evaluation, and Performance-based Assessment You should be kept informed of progress through formal and informal evaluative feedback from your

cooperating teacher and GCU supervisor. The cooperating teacher is the primary source of continuous daily

mentoring, supervision, and weekly substantive conferences.

For both teachers and students, assessment is the most appropriate way to comprehend what the learner

actually knows. You are required to pass rigorous assessments to guarantee that you are prepared to teach in

your own classrooms. The purpose of assessment during student teaching is to ensure that all state and federal

standards are met and you are ready for certification.

The Teacher Candidate Collaborative Evaluation Instruments are included in the appendix of this Student

Teaching Manual.

GCU Teacher Candidate Progress Form

The GCU Teacher Candidate Progress Form has been designed as an informal assessment tool for mentoring

and coaching. Your cooperating teacher will utilize this on a weekly basis to identify areas of strength as well

as opportunities for growth in lesson planning, instruction and assessment.

Formative Assessment

Formative assessments will include the Teacher Candidate Collaborative Evaluation Instrument Site Visit # 1,

#2, #3 and any other informal evaluations done by the cooperating teacher. Throughout the student teaching

experience, the cooperating teacher will conduct formal and informal supervisory conferences with you. The

course instructor will also expect weekly contact via the classroom to discuss progress, offer suggestions,

help solve problems, and provide vital mentoring functions. It will be important that you stay in close contact

with the cooperating teacher to ensure successful progress. During meetings, your performance, progress, and

goals will be reviewed, including recommendations for improvement. You will be formally evaluated

midway through each student teaching session and again at the end of each session, for a total of four

evaluations. The GCU supervisor and cooperating teacher will evaluate you collaboratively for the purpose of

enhancing skills, offering constructive feedback, and developing future goals. It will be important that you

freely express perceptions and feelings regarding the assessment so those perceptions can be validated.

Please note that the evaluation instruments for Site Visit #1 and #4 is aligned to the GCU Professional

Dispositions of Learners, including: 1) High Expectations, 2) Respect for the Diversity of Others, 3) Fairness,

4) Professional Conduct, 5) Reflection, 6) Curiosity, 7) Honesty, 8) Compassion, 9) Advocacy, and 10)

Dedication. The appropriate dispositions are documented on the evaluation instrument, according to the

numeric order listed above, subsequent to each item.

Summative Evaluation

As part of the closure activities, your GCU supervisor and cooperating teacher will complete a summative

evaluation with you using the Teacher Candidate Collaborative Evaluation Instrument Site Visit #4. This final

evaluation process will formally appraise your efforts and professional growth using measurable, objective,

and observable data based on standards developed for your professional discipline. It will be important that

you respond to the evaluation by asking questions and obtaining clarification of its contents. Ideally,

supervisors will demonstrate strong advocacy for you as a professional, given the significant investment they

have made in your development. You will also be invited to evaluate supervisors. An honest, frank

assessment and interpretation of your experience will be most valuable to the continued success and

development of the student teaching course. You may ask supervisors to serve as professional references.

Summary Conference

Final conferences provide opportunities to review your experience, evaluate your progress and to discuss

future directions. Conference topics will include the following:

 Review and analysis of your evaluations

 Review and analysis of your documented work using student teaching forms

 Review and analysis of videotaped activities (if appropriate)

 Review and analysis of the E-Portfolio

 Review and analysis of the Student Teaching Activity Log Summary

 Review and analysis of the résumé

 Discussion of strengths and areas of improvement

 Discussion of future plans for employment

Grading

In order to earn a final grade for student teaching, you must ensure that all projects, forms, evaluations, and

documents needed to fulfill course requirements have been accurately and professionally completed and

returned in a timely manner. The course instructor will submit a course grade. The course instructor will use

the grading scale, assignment percentage plan, and project or learning activity rubrics identified in the

syllabus to determine your final grade.

Your final semester grade will be calculated by weighting the Teacher Candidate evaluation scores submitted

to TaskStream as well as individual classroom assignments and the final Teacher Work Sample. You will

receive a separate grade for Session A and Session B of your Student Teaching course. If you receive a failing

grade you may petition the College of Education to reapply for student teaching or choose to complete a

degree without certification or institutional recommendation.

Supervision of Marginal Teacher Candidates Teacher Candidates are considered “marginal” if performing unsatisfactorily in one or more of the student

teaching duties or assignments. The general procedure to follow when supervising a marginal Teacher

Candidate is listed below:

 Efforts should be made to identify the marginal Teacher Candidate by the fourth week of each

session.

 At first indication of failure by the Teacher Candidate to meet requirements or responsibilities, the

GCU supervisor and cooperating teacher should confer to discuss the situation with the Teacher

Candidate.

 A three-way conference involving the Teacher Candidate, the GCU supervisor, and the cooperating

teacher will occur to review the situation and develop a corrective action plan as outlined in the

section below entitled Teacher Candidate Corrective Action Plan.

 The corrective action plan will identify specific areas of weakness and associated corrective actions

to be taken by the Teacher Candidate. Together, a specific time-line with due dates will be agreed

upon. The Teacher Candidate’s corrective action plan will be placed on file with the GCU supervisor

and the Office of Field Experience.

 Corrective action will be supervised by the GCU supervisor and the cooperating teacher with frequent

observations and written evaluations of the Teacher Candidate’s progress, or lack thereof, being

documented.

 Other professionals in the field may be asked to observe and offer suggestions or methods to assist

the Teacher Candidate in demonstrating improved performance.

 After a reasonable period of time, a second conference will be held to evaluate progress and review

completion of corrective actions contained in the plan.

 If significant progress has occurred, the Teacher Candidate may be able to continue with the student

teaching assignment without further remediation.

 If there has been insufficient improvement within the remediation period, a conference will be

scheduled to determine one of the following: (1) continue corrective action with new, specific

timelines; (2) advisement to withdraw from student teaching; (3) termination with a grade below “C”,

resulting in the Teacher Candidate no longer being a candidate for a degree from the College of

Education.

 In a situation where the Teacher Candidate has been advised to withdraw from student teaching or

has been terminated from student teaching, and wishes to be readmitted to repeat student teaching, an

appeal must be filed with the College of Education and will be addressed on an individual basis.

Teacher Candidate Corrective Action Plan Please understand that at all times Teacher Candidates are guests of the school district and the school site in

which they are placed. It is the prerogative of the district, principal, or cooperating teacher to request the

placement be terminated at will. In this case, the Corrective Action Plan is not applicable. As such, it is

necessary to demonstrate professionalism in word, deed, and action at all times.

The College may take disciplinary action against a student who demonstrates insufficient performance or

dispositions, conduct unbecoming of a student teacher, or is terminated by the site school placement. A

remedial Corrective Action Plan (CAP) is implemented if the teacher candidate does not demonstrate

sufficient progress with regard to performance or dispositions. The Cooperating Teacher may initiate the

termination through the Faculty Supervisor and the Field Experience Specialist. The Office of Field

Experience works with the school supervisor, Cooperating Teacher and Faculty Supervisor to confirm that all

options have been exhausted. Students can request to have an opportunity to present their perspective in

writing to the members of Corrective Action Plan Committee. The Office of Field Experience collects all

school and student documentation and approves the termination. The College of Education Corrective Action

Committee reviews all documentation and makes a determination as to whether the alleged violation or

deficiency has been substantiated and which a College-level penalty may apply.

Unsuccessful Student Teaching Penalties

The College of Education Corrective Action Plan Committee determines all college level penalties. In making

their determination, the committee considers the severity of the offense as well as the student’s academic

history. A college level penalty may include but is not limited to:

 Removal from student teaching course

 Awarding a failing grade for the student teaching course(s)

 Awarding the grade earned in the student teaching course (s)

 Awarding a (w) grade in the student teaching course(s)

 Completion of an 8 week remediation plan

 Immediate replacement in new assignment

 Replaced in new assignment after the completion of an 8 week corrective action plan

 Possible referral to University Office of Academic Compliance

Appendix

EEI Lesson Plan Template ...................................................................................................................... 38

UbD Lesson Plan Template ..................................................................................................................... 40

SIOP Lesson Plan ..................................................................................................................................... 43

Student Teacher Instructions ................................................................................................................... 44

Video Recording Permission Request ................................................................................................... 45

Using the IEP Meeting Observation Parent Consent Form ................................................................ 46

IEP Meeting Observation Parent Consent Form .................................................................................. 47

Cooperating Teacher Formative Feedback Form ................................................................................. 48

Teacher Candidate Collaborative Evaluation Instrument: Site Visit # 1 .......................................... 50

Teacher Candidate Collaborative Evaluation Instrument: Site Visit # 2; Site Visit #3 .................. 53

Teacher Candidate Collaborative Evaluation Instrument: Site Visit #4 ........................................... 57

GCU Teacher Candidate Progress Form ............................................................................................... 74

Clinical Practice Activity Log................................................................................................................. 75

Student teaching (clinical practice) Cancellation Form ...................................................................... 76

Student Teaching Frequently Asked Questions…………………………………………………………………………..77

EEI Lesson Plan Template

Client Organization: Telephone:

Main Contact: Fax:

Email Address: Date:

VITAL INFORMATION

Author

*Subject(s)

Topic or Unit of

Study

*Grade/Level

*Summary

STANDARDS AND DIFFERENTIATED INSTRUCTION:

*Standards

Differentiated

Instruction

EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) - LESSON PLAN ELEMENTS

REQUIRED:

Objective

Anticipatory Set

Teach Lesson / Model

Guided Practice

Independent Practice

Closure

Evaluation

*Assessment/Rubrics

MATERIALS AND RESOURCES

Instructional

Materials (handouts,

etc.)

Resources

UbD Lesson Plan Template

Client Organization: Telephone:

Main Contact: Fax:

Email Address: Date:

VITAL INFORMATION

Author

*Subject(s)

Topic or Unit of

Study

*Grade/Level

*Summary

STANDARDS

*Standards

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED:

STAGE 1 DESIRED RESULTS

Established

Goals

Understandings

Overarching

Understanding

Misconceptions

Essential

Questions

Knowledge

Skills

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED:

STAGE 2: Assessment Evidence

Performance Task Description:

 What authentic performance tasks will students demonstrate the desired understandings?

 By what criteria will performances be judged?

 Through what evidence (e.g. quizzes, tests, academic prompts, observations, homework,

journals) will students demonstrate achievement of the desired results?

 How will students reflect upon and self-assess their learning:

Goal

Role

Audience

Situation

Product/Performance

Standards

UBD (UNDERSTANDING BY DESIGN) LESSON PLAN ELEMENTS REQUIRED:

STAGE 3: Learning Plan

What learning experiences and instruction will enable students to achieve the desired results? How

will the design:

Where are your students headed?

Where have they been?

How will you make sure the students know

where they are going?

How will you hook students at the beginning of

the unit?

What events will help students experience and

explore the big idea and questions in the unit?

How will you equip them with needed skills

and knowledge?

How will you cause students to reflect and

rethink? How will you guide them in

rehearsing, revising, and refining their work?

How will you help students to exhibit and self-

evaluate their growing skills, knowledge, and

understanding throughout the unit?

How will you tailor and otherwise personalize

the learning plan to optimize the engagement

and effectiveness of ALL students, without

compromising the goals of the unit?

SIOP Lesson Plan

Standards:

Theme:

Lesson Topic:

Language Objectives:

Content Objectives:

Learning Strategies:

Key Vocabulary:

Materials:

Motivation:

(Building Background)

Presentation:

(Language and content objectives,

comprehensible input, strategies,

interaction, feedback)

Practice and Application:

(Meaningful activities, interaction,

strategies, practice and

application, feedback)

Review and Assessment:

(Review objectives and

vocabulary, assess learning)

Extension:

Student Teacher Instructions

Using the Video Recording Permissions The attached letter and permission form is intended for use in the Clinical Experience. It is the student

teacher’s responsibility to distribute the following Video Recording Permission Request and Form to the

parents of each student in the clinical classroom. Even if the school already has video permission forms

on file, the GCU student teacher must collect the Video Recording Permission Form from each student in

the class. If there are any students who have not returned the completed form by the day of the lesson

recording, it is mandatory that those students be placed in another classroom where they will not be

subject to recording. The student teacher must make arrangements for such students in advance.

Upon collection of the Permission Forms, the student teacher will scan and upload the pages into a data

file on his/her computer where they are easily accessible for later reference or retrieval if needed.

Video Recording Permission Request

This letter is in regards to _________, a student currently enrolled in a Grand Canyon University

regionally accredited and Arizona-approved program. This program is offered by the College of

Education for students who are preparing for a teaching career in elementary and middle school and are

seeking initial teacher licensure. Student teaching is the culminating experience in the Teacher

Candidate's academic Program of Study.

As part of the evaluation process, the student teacher requires a short video teaching a lesson. The

video will focus primarily on the student teacher, but may also involve students in the classroom. The

purpose of the video is for reflection and professional development for the student teacher, and

evaluation by the Faculty Supervisor. The videos will be uploaded to a secure, password protected site

which uses authenticated URLs and tracks the activity of all users and IP addresses.

Please complete the Permission Form below by writing your child’s name, parent name, and sign the

parental approval of this request. Thank you for supporting the development of our GCU student

teacher!

College of Education

Grand Canyon University

3300 W. Camelback Road Phoenix, AZ 85017

------------------------------------------------------------------------------------------------------------------------------------------

Video Recording Permission Form

I give my permission to film (including audio and video) my child as he/she participates in a class

instructed by the GCU student teacher at my child’s school. I understand that my child’s last name will

not be used. Approval, compensation or copyright interests will not be offered to parents or students.

Student Name:

Date:

Parent Name:

Parent Signature:

Teacher Candidate Instructions:

Using the IEP Meeting Observation Parent Consent Form The attached letter and consent form is intended for use in field experience. It is the teacher candidate’s

responsibility to distribute the following IEP Meeting Observation Parent Consent Form to the parents of

the student whose IEP meeting you would like to observe. The GCU student teacher must collect the IEP

Observation Permission Form from the parent prior to any observation in the IEP meeting. If there are

any additional student’s IEP meetings you would like to observe, a form must be collected from each

parent. One form is needed for each observation. If the form has not been completed by the day of the

IEP meeting, the teacher candidate may not attend the IEP meeting.

Upon collection of the IEP Meeting Observation Parent Consent Form, the teacher candidate will scan

and upload the pages into a data file on his/her computer where they are easily accessible for later

reference or retrieval if needed.

IEP Meeting Observation Parent Consent Form

This letter is in regards to _________, a teacher candidate currently enrolled in a Grand Canyon

University regionally accredited and Arizona-approved program. This program is offered by the College

of Education for students who are preparing for a teaching career in elementary and middle school and

are seeking initial teacher licensure in special education.

As part of the learning process, the teacher candidate is requesting to observe an IEP meeting. The

purpose of this observation will be for the professional development of the GCU teacher candidate. The

student teacher understands that all information from the IEP meeting must remain confidential

Please complete the Consent Form below by writing your child’s name, parent name, and sign the

parental approval of this request. Thank you for supporting the development of our GCU teacher

candidate!

Deborah L. Rickey, Ph.D.

Assistant Dean

College of Education

Grand Canyon University

3300 W. Camelback Road Phoenix, AZ 85017

------------------------------------------------------------------------------------------------------------------------------------------

IEP Meeting Observation Parent Consent Form

I give permission for the GCU teacher candidate to observe the IEP meeting for my child as he/she

participates in a field experience at my child’s school.

Student Name:

Date:

Parent Name:

Parent Signature:

Cooperating Teacher Formative Feedback Form Teacher Name:___________________________

School:_________________________________

Teacher Candidate:_______________________

Date:__________________________________

The purpose of clinical practice experiences is to help prepare innovative, reflective and creative, professional educators with high ethical and moral standards who have the understanding, attitudes and skills necessary for effective teaching. Please use this formative feedback form to observe your teacher candidate at various points in the placement experience. The purpose of these formative assessments is to enhance the candidate’s skills, offering constructive feedback, and developing future goals. It will be important that feelings and perceptions are shared between the cooperating teacher and teacher candidate to allow for professional growth and development of the teacher candidate. Your observations as cooperating teacher will be very valuable when collaborating with the faculty supervisor on a score for the evaluation forms (Site Visit 1-4). If the candidate is not making sufficient progress with performance or dispositions, please collaborate with the faculty supervisor and contact the Field Experience Specialist to implement a Corrective Action Plan. COE thanks you for choosing to mentor a Grand Canyon University teacher candidate. We are dedicated to helping support you through this process and to promote a positive and productive student teaching (clinical practice) experience. Quality teacher education programs cannot exist without cooperation and partnership with school districts. Successful teaching, and successful teacher preparation, requires teamwork, cooperation, and hard work on the part of the teacher candidate, the school administrators, the cooperating teacher, the university faculty supervisor, and other school district personnel.

Lesson Preparation and Content Knowledge Standards 4, 7

Pedagogical Knowledge and Methods Standards 1, 2

Questioning and Higher Level Engagement Standards 1, 5, 7, 8

Classroom Management Standard 3

Differentiation Standards 1, 2

Professional Demeanor Standards 1, 9, 10

Technology and Material Use Standards 8, 9, 10

Assessment Standards 6, 7, 9

Overall Opportunities for Improvement Overall Strengths

Cooperating Teacher Signature Date

College of Education Single Placement Student Teaching Manual

College of Education

Teacher Candidate Collaborative Evaluation Instrument: Site Visit # 1 Please complete the following information:

Teacher Candidate (Last, First, M. I.)

GCU Student ID

School Name/District

School Address, inc. City, State, Zip Code

Cooperating Teacher (Last, First)

Grade Level(s) / Subject

GCU Supervisor (Last, First)

Teacher Candidate’s Home or Cell Phone

GCU Supervisor’s Home or Cell Phone Teacher Candidate’s Email

GCU Supervisor’s Email

Circle your program:

B.S. Elementary Education

B.S. Secondary Education

M.Ed. Elementary Education

M.Ed. Secondary Education

M.Ed. Special Education

Directions: The GCU supervisor and cooperating teacher should collaboratively review the Teacher

Candidate’s performance in each category prior to meeting with the Teacher Candidate. For scores lower

than 2, the GCU supervisor will offer suggestions for improvement as indicated in the

Comments/Recommendations box. The Corrective Action Plan will be instituted with rubric average scores

below 2. It can be found in this Student teaching (clinical practice) Manual. For a conversion chart of how

the TaskStream points equate to points in the Gradebook, see the final appendix in this document.

Please note that the evaluation instrument for Site Visit #1 is aligned to the GCU Professional Dispositions of

Learners, including: 1) High Expectations, 2) Respect for the Diversity of Others, 3) Fairness, 4) Professional

College of Education Single Placement Student Teaching Manual

Conduct, 5) Reflection, 6) Curiosity, 7) Honesty, 8) Compassion, 9) Advocacy, and 10) Dedication. The

appropriate dispositions are documented on the evaluation instrument, according to the numeric order listed

above, subsequent to each item.

Distinguished: Consistently observed; consistently exceeds expectations for a Teacher Candidate.

Performance

4 3 2 1 N/O

3 Proficient: Frequently observed; meets, sometimes exceeds, expectations for a Teacher Candidate.

2 Basic: Occasionally observed; minimally meets expectations for a Teacher Candidate.

1 Unsatisfactory: Not observed; does not meet expectations for a Teacher Candidate.

N/O Not Observed The teacher candidate is punctual and reliable in attendance. (4,10)

The teacher candidate maintains a professional appearance. (4,10)

The teacher candidate demonstrates qualities of humor, empathy, and warmth. (5,8)

The teacher candidate is a thoughtful and responsive listener. (2,3,4,8,9)

The teacher candidate honors commitments. (4,9,10)

The teacher candidate communicates caring, concern, and a willingness to become

involved with others. (1,2,9,10)

The teacher candidate collaborates effectively with other educators. (2,4,5,10)

The teacher candidate assumes responsibility when working with others. (5,4)

The teacher candidate communicates in ways that demonstrate respect for the

feelings, ideas, and contributions of others. (1,2,3,4,6,8,9)

The teacher candidate respects the cultures of all students and is sensitive to cultural

norms. (1,2,3,4,8,9)

The teacher candidate shows an interest in students and their communities.

(1,2,3,4,7,8,9)

The teacher candidate treats students with dignity and respect at all times.

College of Education Single Placement Student Teaching Manual

(1,2,3,4,5,7,8,9)

The teacher candidate is patient when working with students. (4,5)

The teacher candidate creates a learning environment that is conducive to the

development of students’ self-confidence and competence. (1,2,3,4,8,9)

The teacher candidate uses a variety of instructional strategies to optimize student

learning. (1,4,5)

The teacher candidate involves all students in learning. (1,2,3,4,5,6,7,8,9,10)

The teacher candidate is open to adjusting and revising plans to meet students’ needs.

(1,2,3,4,5,6,7,8,9,10)

The teacher candidate appears to view teaching as an important profession. (1,4,10)

The teacher candidate is willing to receive feedback and assessment of teaching.

(1,4,5,10)

The teacher candidate wears appropriate classroom attire/ is well-groomed (4,10)

Comments/ Recommendations:

College of Education Single Placement Student Teaching Manual

College of Education

Teacher Candidate Collaborative Evaluation Instrument: Site Visit # 2; Site Visit #3

Please complete the following information:

Teacher Candidate (Last, First, M. I.)

GCU Student ID

School Name/District School Address, inc. City, State, Zip Code

Cooperating Teacher (Last, First)

Grade Level(s) / Subject

GCU Supervisor (Last, First) Teacher Candidate’s Home or Cell Phone

GCU Supervisor’s Home or Cell Phone Teacher Candidate’s Email

GCU Supervisor’s Email

Circle your program:

B.S. Elementary Education

B.S. Secondary Education

M.Ed. Elementary Education

M.Ed. Secondary Education

M.Ed. Special Education

Directions: The GCU supervisor and cooperating teacher should collaboratively review the Teacher

Candidate’s performance in each category prior to meeting with the Teacher Candidate. For scores lower

than 2, the GCU supervisor will offer suggestions for improvement as indicated in the

Comments/Recommendations box. The Corrective Action Plan will be instituted with rubric average scores

below 2. It can be found in this Student teaching (clinical practice) Manual. For a conversion chart of how

College of Education Single Placement Student Teaching Manual

the TaskStream points equate to points in the Grade book, see the final appendix in this document.

Distinguished: Consistently observed; consistently exceeds expectations for a

Teacher Candidate.

Performance

4 3 2 1 N/O

3 Proficient: Frequently observed; meets, sometimes exceeds, expectations for a

Teacher Candidate.

2 Basic: Occasionally observed; minimally meets expectations for a Teacher

Candidate.

1 Unsatisfactory: Not observed; does not meet expectations for a Teacher

Candidate.

N/O Not Observed

Standard #1: Learner Development

The teacher candidate creates developmentally appropriate instruction that takes into

account individual learners’ strengths, interests, and needs and that enables each

learner to advance and accelerate his/her learning.

The teacher candidate collaborates with families, communities, colleagues, and other

professionals to promote learner growth and development.

Standard #2: Learning Differences

The teacher candidate designs, adapts, and delivers instruction to address each

student’s diverse learning strengths and needs and creates opportunities for students

to demonstrate their learning in different ways.

The teacher candidate incorporates tools of language development into planning and

instruction, including strategies for making content accessible to English language

learners and for evaluating and supporting their development of English proficiency.

The teacher candidate accesses resources, supports, and specialized assistance and

services to meet particular learning differences or needs.

Standard #3: Learning Environments

The teacher candidate manages the learning environment to actively and equitably

engage learners by organizing, allocating, and coordinating the resources of time,

space, and learners’ attention.

The teacher candidate communicates verbally and nonverbally in ways that

demonstrate respect for and responsiveness to the cultural backgrounds and differing

College of Education Single Placement Student Teaching Manual

perspectives learners bring to the learning environment.

Standard #4: Content Knowledge

The teacher candidate stimulates learner reflection on prior content knowledge, links

new concepts to familiar concepts, and makes connections to learners’ experiences.

The teacher candidate uses supplementary resources and technologies effectively to

ensure accessibility and relevance for all learners.

The teacher candidate creates opportunities for students to learn, practice, and master

academic language in their content.

Standard #5: Application of Content

The teacher candidate engages learners in applying content knowledge to real world

problems through the lens of interdisciplinary themes (e.g., financial literacy,

environmental literacy).

The teacher candidate facilitates learners’ ability to develop diverse social and cultural

perspectives that expand their understanding of local and global issues and create

novel approaches to solving problems.

Standard #6: Assessment

The teacher candidate designs assessments that match learning objectives with

assessment methods and minimizes sources of bias that can distort assessment results.

The teacher candidate works independently and collaboratively to examine test and

other performance data to understand each learner’s progress and to guide planning.

The teacher candidate prepares all learners for the demands of particular assessment

formats and makes appropriate modifications in assessments or testing conditions

especially for learners with disabilities and language learning needs.

Standard #7: Planning for Instruction

The teacher candidate plans how to achieve each student’s learning goals, choosing

appropriate strategies and accommodations, resources, and materials to differentiate

instruction for individuals and groups of learners.

The teacher candidate develops appropriate sequencing of learning experiences and

provides multiple ways to demonstrate knowledge and skill.

The teacher candidate plans for instruction based on formative and summative

assessment data, prior learner knowledge, and learner interest.

College of Education Single Placement Student Teaching Manual

Standard #8: Instructional Strategies

The teacher candidate varies his/her role in the instructional process (e.g., instructor,

facilitator, coach, audience) in relation to the content and purposes of instruction and

the needs of learners.

The teacher candidate engages learners in using a range of learning skills and

technology tools to access, interpret, evaluate, and apply information.

The teacher candidate asks questions to stimulate discussion that serves different

purposes (e.g., probing for learner understanding, helping learners articulate their

ideas and thinking processes, stimulating curiosity, and helping learners to question).

Standard #9: Professional Learning and Ethical Practice

Independently and in collaboration with colleagues, The teacher candidate uses a

variety of data (e.g., systematic observation, information about learners, research) to

evaluate the outcomes of teaching and learning and to adapt planning and practice.

The teacher candidate actively seeks professional, community, and technological

resources, within and outside the school, as supports for analysis, reflection, and

problem-solving.

Standard #10: Leadership and Collaboration

The teacher candidate uses technological tools and a variety of communication

strategies to build local and global learning communities that engage learners, families,

and colleagues.

The teacher candidate advocates to meet the needs of learners, to strengthen the

learning environment, and to enact system change.

Comments/ Recommendations:

College of Education Single Placement Student Teaching Manual

College of Education

Teacher Candidate Collaborative Evaluation Instrument: Site Visit #4 Please complete the following information:

Teacher Candidate (Last, First, M. I.)

GCU Student ID

School Name/District

School Address, inc. City, State, Zip Code

Cooperating Teacher (Last, First)

Grade Level(s) / Subject

GCU Supervisor (Last, First)

Teacher Candidate’s Home or Cell Phone

GCU Supervisor’s Home or Cell Phone Teacher Candidate’s Email

GCU Supervisor’s Email

Circle your program:

B.S. Elementary Education

B.S. Secondary Education

M.Ed. Elementary Education

M.Ed. Secondary Education

M.Ed. Special Education

Directions: The GCU supervisor and cooperating teacher should collaboratively review the Teacher

Candidate’s performance in each category prior to meeting with the Teacher Candidate. For scores lower

than 2, the GCU supervisor will offer suggestions for improvement as indicated in the

Comments/Recommendations box. The Corrective Action Plan will be instituted with rubric average scores

below 2. It can be found in this Student teaching (clinical practice) Manual. For a conversion chart of how

College of Education Single Placement Student Teaching Manual

the TaskStream points equate to points in the Gradebook, see the final appendix in this document.

Please note that the disposition portion of the evaluation instrument for Site Visit #4 is aligned to the GCU

Professional Dispositions of Learners, including: 1) High Expectations, 2) Respect for the Diversity of Others, 3)

Fairness, 4) Professional Conduct, 5) Reflection, 6) Curiosity, 7) Honesty, 8) Compassion, 9) Advocacy, and 10)

Dedication. The appropriate dispositions are documented on the evaluation instrument, according to the

numeric order listed above, subsequent to each item.

Distinguished: Consistently observed; consistently exceeds expectations

for a Teacher Candidate.

Performance

4 3 2 1 N/O

3 Proficient: Frequently observed; meets, sometimes exceeds, expectations

for a Teacher Candidate.

2 Basic: Occasionally observed; minimally meets expectations for a Teacher

Candidate.

1 Unsatisfactory: Not observed; does not meet expectations for a Teacher

Candidate.

N/O Not Observed

The teacher candidate is punctual and reliable in attendance. (4,10)

The teacher candidate maintains a professional appearance. (4,10)

The teacher candidate demonstrates qualities of humor, empathy, and warmth.

(5,8)

The teacher candidate is a thoughtful and responsive listener. (2,3,4,8,9)

The teacher candidate honors commitments. (4,9,10)

The teacher candidate communicates caring, concern, and a willingness to become

involved with others. (1,2,9,10)

The teacher candidate collaborates effectively with other educators. (2,4,5,10)

The teacher candidate assumes responsibility when working with others. (5,4)

The teacher candidate communicates in ways that demonstrate respect for the

feelings, ideas, and contributions of others. (1,2,3,4,6,8,9)

The teacher candidate respects the cultures of all students and is sensitive to

College of Education Single Placement Student Teaching Manual

cultural norms. (1,2,3,4,8,9)

The teacher candidate shows an interest in students and their communities.

(1,2,3,4,7,8,9)

The teacher candidate treats students with dignity and respect at all times.

(1,2,3,4,5,7,8,9)

The teacher candidate is patient when working with students. (4,5)

The teacher candidate creates a learning environment that is conducive to the

development of students’ self-confidence and competence. (1,2,3,4,8,9)

The teacher candidate uses a variety of instructional strategies to optimize

student learning. (1,4,5)

The teacher candidate involves all students in learning. (1,2,3,4,5,6,7,8,9,10)

The teacher candidate is open to adjusting and revising plans to meet students’

needs. (1,2,3,4,5,6,7,8,9,10)

The teacher candidate appears to view teaching as an important profession.

(1,4,10)

The teacher candidate is willing to receive feedback and assessment of teaching.

(1,4,5,10)

The teacher candidate wears appropriate classroom attire/ is well-groomed

(4,10)

Comments/ Recommendations:

Standard #1: Learner Development

The teacher candidate creates developmentally appropriate instruction that

takes into account individual learners’ strengths, interests, and needs and that

enables each learner to advance and accelerate his/her learning.

The teacher candidate collaborates with families, communities, colleagues, and

other professionals to promote learner growth and development.

College of Education Single Placement Student Teaching Manual

Standard #2: Learning Differences

The teacher candidate designs, adapts, and delivers instruction to address each

student’s diverse learning strengths and needs and creates opportunities for

students to demonstrate their learning in different ways.

The teacher candidate incorporates tools of language development into

planning and instruction, including strategies for making content accessible to

English language learners and for evaluating and supporting their

development of English proficiency.

The teacher candidate accesses resources, supports, and specialized assistance

and services to meet particular learning differences or needs.

Standard #3: Learning Environments

The teacher candidate manages the learning environment to actively and

equitably engage learners by organizing, allocating, and coordinating the

resources of time, space, and learners’ attention.

The teacher candidate communicates verbally and nonverbally in ways that

demonstrate respect for and responsiveness to the cultural backgrounds and

differing perspectives learners bring to the learning environment.

Standard #4: Content Knowledge

The teacher candidate stimulates learner reflection on prior content

knowledge, links new concepts to familiar concepts, and makes connections to

learners’ experiences.

The teacher candidate uses supplementary resources and technologies

effectively to ensure accessibility and relevance for all learners.

The teacher candidate creates opportunities for students to learn, practice, and

master academic language in their content.

Standard #5: Application of Content

The teacher candidate engages learners in applying content knowledge to real

world problems through the lens of interdisciplinary themes (e.g., financial

literacy, environmental literacy).

The teacher candidate facilitates learners’ ability to develop diverse social and

College of Education Single Placement Student Teaching Manual

cultural perspectives that expand their understanding of local and global

issues and create novel approaches to solving problems.

Standard #6: Assessment

The teacher candidate designs assessments that match learning objectives

with assessment methods and minimizes sources of bias that can distort

assessment results.

The teacher candidate works independently and collaboratively to examine

test and other performance data to understand each learner’s progress and to

guide planning.

The teacher candidate prepares all learners for the demands of particular

assessment formats and makes appropriate modifications in assessments or

testing conditions especially for learners with disabilities and language

learning needs.

Standard #7: Planning for Instruction

The teacher candidate plans how to achieve each student’s learning goals,

choosing appropriate strategies and accommodations, resources, and

materials to differentiate instruction for individuals and groups of learners.

The teacher candidate develops appropriate sequencing of learning

experiences and provides multiple ways to demonstrate knowledge and skill.

The teacher candidate plans for instruction based on formative and summative

assessment data, prior learner knowledge, and learner interest.

Standard #8: Instructional Strategies

The teacher candidate varies his/her role in the instructional process (e.g.,

instructor, facilitator, coach, audience) in relation to the content and purposes

of instruction and the needs of learners.

The teacher candidate engages learners in using a range of learning skills and

technology tools to access, interpret, evaluate, and apply information.

The teacher candidate asks questions to stimulate discussion that serves

different purposes (e.g., probing for learner understanding, helping learners

articulate their ideas and thinking processes, stimulating curiosity, and helping

College of Education Single Placement Student Teaching Manual

learners to question).

Standard #9: Professional Learning and Ethical Practice

Independently and in collaboration with colleagues, The teacher candidate

uses a variety of data (e.g., systematic observation, information about learners,

research) to evaluate the outcomes of teaching and learning and to adapt

planning and practice.

The teacher candidate actively seeks professional, community, and

technological resources, within and outside the school, as supports for

analysis, reflection, and problem-solving.

Standard #10: Leadership and Collaboration

The teacher candidate uses technological tools and a variety of communication

strategies to build local and global learning communities that engage learners,

families, and colleagues.

The teacher candidate advocates to meet the needs of learners, to strengthen

the learning environment, and to enact system change.

Comments/ Recommendations:

Elementary Education Placements Only: Undergraduate and Graduate

Based on Standards from the Association of Childhood Education International (ACEI)

Performance

4 3 2 1 N/O

ACEI Standard 1: Development, Learning, and Motivation

Candidates know, understand, and use the major concepts, principles, theories, and research related to

development of children and young adolescents to construct learning opportunities that support individual

students’ development, acquisition of knowledge, and motivation.

ACEI Standard 2.1: Reading, Writing, and Oral Language

Candidates demonstrate a high level of competence in use of English language arts and they know, understand,

and use concepts from reading, language and child development, to teach reading, writing, speaking, viewing,

College of Education Single Placement Student Teaching Manual

listening, and thinking skills and to help students successfully apply their developing skills to many different

situations, materials, and ideas.

ACEI Standard 2.2: Science

Candidates know, understand, and use fundamental concepts of physical, life, and earth/ space sciences.

Candidates can design and implement age-appropriate inquiry lessons to teach science, to build student

understanding for personal and social applications, and to convey the nature of science.

ACEI Standard 2.3: Mathematics

Candidates know, understand, and use the major concepts and procedures that define number and operations,

algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage

problem solving, reasoning and proof, communication, connections and representation.

ACEI Standard 2.4: Social Studies

Candidates know, understand, and use the major concepts and modes of inquiry from the social studies—the

integrated study of history, geography, the social sciences, and other related areas —to promote elementary

students’ abilities to make informed decisions as citizens of a culturally diverse democratic society and

interdependent world.

ACEI Standard 2.5: The Arts

Candidates know, understand, and use—as appropriate to their own understanding and skills—the content,

functions, and achievements of the performing arts (dance, music, theater) and the visual arts as primary media

for communication, inquiry, and engagement among elementary students.

ACEI Standard 2.6: Health Education

Candidates know, understand, and use the major concepts in the subject matter of health education to create

opportunities for student development and practice of skills that contribute to good health.

ACEI Standard 2.7: Physical Education

Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement

and physical activity as central elements to foster active, healthy life styles and enhanced quality of life for

elementary students.

ACEI Standard 3.1: Integrating and Applying Knowledge for Instruction

College of Education Single Placement Student Teaching Manual

Candidates plan and implement instruction based on knowledge of students, learning theory, connections across

the curriculum, curricular goals, and community.

ACEI Standard 3.2: Adaptation to Diverse Students

Candidates understand how elementary students differ in their development and approaches to learning, and

create instructional opportunities that are adapted to diverse students.

ACEI Standard 3.3: Development of Critical Thinking and Problem Solving

Candidates understand and use a variety of teaching strategies that encourage elementary students’ development

of critical thinking and problem solving.

ACEI Standard 3.4: Active Engagement in Learning

Candidates use their knowledge and understanding of individual and group motivation and behavior among

students at the K-6 level to foster active engagement in learning, self motivation, and positive social interaction

and to create supportive learning environments.

ACEI Standard 3.5: Communication to Foster Collaboration

Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication

techniques to foster active inquiry, collaboration, and supportive interaction in the elementary classroom

ACEI Standard 4: Assessment for Instruction

Candidates know, understand, and use formal and informal assessment strategies to plan, evaluate and strengthen

instruction that will promote continuous intellectual, social, emotional, and physical development of each

elementary student.

ACEI Standard 5.1: Professional Growth, Reflection And Evaluation

Candidates are aware of and reflect on their practice in light of research on teaching, professional ethics, and

resources available for professional learning; they continually evaluate the effects of their professional decisions

and actions on students, families and other professionals in the learning community and actively seek out

opportunities to grow professionally.

Comments/ Recommendations:

College of Education Single Placement Student Teaching Manual

Special Education Placements Only: Graduate

Based on standards from the Council for Exceptional Children (CEC)

Performance

4 3 2 1 N/O

CEC Standard 1: Foundations

Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-

based principles and theories, relevant laws and policies, diverse and historical points of view, and human issues

that have historically influenced and continue to influence the field of special education and the education and

treatment of individuals with exceptional needs both in school and society.

CEC Standard 2: Development and Characteristics of Learners

Special educators know and demonstrate respect for their students first as unique human beings. Special educators

understand the similarities and differences in human development and the characteristics between and among

individuals with and without exceptional learning needs (ELN).

CEC Standard 3: Individual Learning Differences

Special educators understand the effects that an exceptional condition can have on an individual’s learning in

school and throughout life. Special educators understand that the beliefs, traditions, and values across and

within cultures can affect relationships among and between students, their families, and the school community.

CEC Standard 4: Instructional Strategies

Special educators possess a repertoire of evidence-based instructional strategies to individualize instruction for

individuals with ELN. Special educators select, adapt, and use these instructional strategies to promote

challenging learning results in general and special curricula3 and to appropriately modify learning environments

for individuals with ELN.

CEC Standard 5: Learning Environments and Social Interactions

Special educators actively create learning environments for individuals with ELN that foster cultural

understanding, safety and emotional well-being, positive social interactions, and active engagement of individuals

with ELN.

CEC Standard 6: Language

Special educators understand typical and atypical language development and the ways in which exceptional

http://www.cec.sped.org/ps/perf_based_stds/standards.html#3#3

College of Education Single Placement Student Teaching Manual

conditions can interact with an individual’s experience with and use of language.

CEC Standard 7: Instructional Planning

Individualized decision-making and instruction is at the center of special education practice. Special educators

develop long-range individualized instructional plans anchored in both general and special curricula.

CEC Standard 8: Assessment

Assessment is integral to the decision-making and teaching of special educators and special educators use

multiple types of assessment information for a variety of educational decisions. Special educators use the results

of assessments to help identify exceptional learning needs and to develop and implement individualized instructional

programs, as well as to adjust instruction in response to ongoing learning progress.

CEC Standard 9: Professional and Ethical Practice

Special educators are guided by the profession’s ethical and professional practice standards.

CEC Standard 10: Collaboration

Special educators routinely and effectively collaborate with families, other educators, related service providers,

and personnel from community agencies in culturally responsive ways.

Comments/ Recommendations:

Middle School Placements Only: Undergraduate and Graduate

Based on standards from the National Middle School Association (NMSA)

Performance

4 3 2 1 N/O

NMSA Standard 1 Young Adolescent Development

Middle level teacher candidates understand the major concepts, principles, theories, and research related to young

adolescent development, and they provide opportunities that support student development and learning.

NMSA Standard 2: Middle Level Philosophy and School Organization

Middle level teacher candidates understand the major concepts, principles, theories, and research underlying the

philosophical foundations of developmentally responsive middle level programs and schools, and they work

successfully within these organizational components.

NMSA Standard 3: Middle Level Curriculum and Assessment

College of Education Single Placement Student Teaching Manual

Middle level teacher candidates understand the major concepts, principles, theories, standards, and research related

to middle level curriculum and assessment, and they use this knowledge in their practice.

NMSA Standard 4: Middle Level Teaching Fields

Middle level teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures

of content in their chosen teaching fields, and they create meaningful learning experiences that develop all young

adolescents’ competence in subject matter and skills.

NMSA Standard 5: Middle Level Instruction and Assessment

Middle level teacher candidates understand and use the major concepts, principles, theories, and research related to

effective instruction and assessment, and they employ a variety of strategies for a developmentally appropriate

climate to meet the varying abilities and learning styles of all young adolescents.

NMSA Standard 6: Family and Community Involvement

Middle level teacher candidates understand the major concepts, principles, theories, and research related to working

collaboratively with family and community members, and they use that knowledge to maximize the learning of all

young

Adolescents.

NMSA Standard 7: Middle Level Professional Roles

Middle level teacher candidates understand the complexity of teaching young adolescents, and they engage in

practices and behaviors that develop their competence as professionals.

Comments/ Recommendations:

Secondary English Placements Only: Undergraduate or Graduate

Based on standards from the National Council of Teachers of English (NCTE)

Performance

4 3 2 1 N/O

NCTE Standard 1: English Language Arts (ELA) Candidate Program Structure

Candidates follow a specific curriculum and are expected to meet appropriate performance assessments for preservice

English language arts teachers.

NCTE Standard 2: ELA Candidate Attitudes

Through modeling, advisement, instruction, field experiences, assessment of performance, and involvement in

professional organizations, candidates adopt and strengthen professional attitudes needed by English language arts

teachers.

College of Education Single Placement Student Teaching Manual

NCTE Standard 3: ELA Candidate Knowledge

Candidates are knowledgeable about language; literature; oral, visual, and written literacy; print and nonprint media;

technology; and research theory and findings.

NCTE Standard 4: ELA Candidate Pedagogy

Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language

arts, students, and teaching.

Comments/ Recommendations:

Secondary Math Placements Only: Undergraduate or Graduate

Based on standards from the National Council of Teachers of Mathematics (NCTM)

Performance

4 3 2 1 N/O

NCTM Standard 1: Knowledge of Mathematical Problem Solving

Candidates know, understand, and apply the process of mathematical problem solving.

NCTM Standard 2: Knowledge of Reasoning and Proof

Candidates reason, construct, and evaluate mathematical arguments and develop an appreciation for mathematical

rigor and inquiry.

NCTM Standard 3: Knowledge of Mathematical Communication

Candidates communicate their mathematical thinking orally and in writing to peers, faculty, and others.

NCTM Standard 4: Knowledge of Mathematical Connections

Candidates recognize, use, and make connections between and among mathematical ideas and in contexts outside

mathematics to build mathematical understanding.

NCTM Standard 5: Knowledge of Mathematical Representation

Candidates use varied representations of mathematical ideas to support and deepen students’ mathematical

understanding.

NCTM Standard 6: Knowledge of Technology

Candidates embrace technology as an essential tool for teaching and learning mathematics.

NCTM Standard 7: Dispositions

College of Education Single Placement Student Teaching Manual

Candidates support a positive disposition toward mathematical processes and mathematical learning.

NCTM Standard 8: Knowledge of Mathematics Pedagogy

Candidates possess a deep understanding of how students learn mathematics and of the pedagogical knowledge specific

to mathematics teaching and learning.

NCTM Standard 9: Knowledge of Number and Operation

Candidates demonstrate computational proficiency, including a conceptual understanding of numbers, ways of

representing number, relationships among number and number systems, and meanings of operations.

NCTM Standard 10: Knowledge of Different Perspectives on Algebra

Candidates emphasize relationships among quantities including functions, ways of representing mathematical

relationships, and the analysis of change.

NCTM Standard 11: Knowledge of Geometries

Candidates use spatial visualization and geometric modeling to explore and analyze geometric shapes, structures, and

their properties.

NCTM Standard 12: Knowledge of Calculus

Candidates demonstrate a conceptual understanding of limit, continuity, differentiation, and integration and a

thorough background in the techniques and application of the calculus.

NCTM Standard 13: Knowledge of Discrete Mathematics

Candidates apply the fundamental ideas of discrete mathematics in the formulation and solution of problems.

NCTM Standard 14: Knowledge of Data Analysis, Statistics, and Probability

Candidates demonstrate an understanding of concepts and practices related to data analysis, statistics, and probability.

NCTM Standard 15: Knowledge of Measurement

Candidates apply and use measurement concepts and tools.

Comments/ Recommendations:

College of Education Single Placement Student Teaching Manual

Secondary Social Studies Placements Only: Undergraduate or Graduate

Based on standards from the National Council for the Social Studies (NCSS)

Performance

4 3 2 1 N/O

NCSS Theme 1: Culture and Cultural Diversity

Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and

provide instruction at the appropriate school level for the study of culture and cultural diversity.

NCSS Theme 2: Time, Continuity, and Change

Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and

provide instruction at the appropriate school level for the study of Time, Continuity, and Change.

NCSS Theme 3: People, Places, and Environments

Social studies teachers should possess the knowledge, capabilities, and dispositions to organize

and provide instruction at the appropriate school level for the study of People, Places, and Environments.

NCSS Theme 4: Individual Development and Identity

Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and

provide instruction at the appropriate school level for the study of Individual Development and Identity.

NCSS Theme 5: Individuals, Groups, and Institutions

Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide

instruction at the appropriate school level for the study of interactions among Individuals, Groups, and Institutions.

NCSS Theme 6: Power, Authority, and Governance

Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction

at the appropriate school level for the study of Power, Authority, and Governance.

NCSS Theme 7: Production, Distribution, and Consumption

Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and provide instruction

at the appropriate school level for the study of how people organize for the Production, Distribution, and Consumption

of goods and services.

NCSS Theme 8: Science, Technology, and Society

Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and

College of Education Single Placement Student Teaching Manual

provide instruction at the appropriate school level for the study of science, technology, and society.

NCSS Theme 9: Global Connections

Social studies teachers should possess the knowledge, capabilities, and dispositions to provide instruction

at the appropriate school level for the study of Global Connections and Interdependence.

NCSS Theme 10: Civic Ideals and Practices

Social studies teachers should possess the knowledge, capabilities, and dispositions to organize and

provide instruction at the appropriate school level for the study of Civic Ideals and Practices.

Comments/ Recommendations:

Secondary Science Placements Only: Undergraduate or Graduate

Based on standards from the National Science Teachers Association (NSTA)

Performance

4 3 2 1 N/O

NSTA Standard 1: Content

Teachers of science understand and can articulate the knowledge and practices of contemporary science. They can

interrelate and interpret important concepts, ideas, and applications in their fields of licensure; and can conduct

scientific investigations.

NSTA Standard 2: Nature of Science

Teachers of science engage students effectively in studies of the history, philosophy, and practice of science. They enable

students to distinguish science from nonscience, understand the evolution and practice of science as a human endeavor,

and critically analyze assertions made in the name of science.

NSTA Standard 3: Inquiry

Teachers of science engage students both in studies of various methods of scientific inquiry and in active

learning through scientific inquiry. They encourage students, individually and collaboratively, to observe, ask

questions, design inquiries, and collect and interpret data in order to develop concepts and relationships from

empirical experiences.

NSTA Standard 4: Issues

Teachers of science recognize that informed citizens must be prepared to make decisions and take action on

contemporary

science- and technology-related issues of interest to the general society. They require students to conduct inquiries into

College of Education Single Placement Student Teaching Manual

the factual basis of such issues and to assess possible actions and outcomes based upon their goals and values.

NSTA Standard 5: General Skills of Teaching

Teachers of science create a community of diverse learners who construct meaning from their science experiences and

possess a disposition for further exploration and learning. They use, and can justify, a variety of classroom

arrangements, groupings, actions, strategies, and methodologies.

NSTA Standard 6: Curriculum

Teachers of science plan and implement an active, coherent, and effective curriculum that is consistent with the goals and

recommendations of the National Science Education Standards. They begin with the end in mind and effectively

incorporate contemporary practices and resources into their planning and teaching.

NSTA Standard 7: Science in the Community

Teachers of science relate their discipline to their local and regional communities, involving stakeholders and using the

individual, institutional, and natural resources of the community in their teaching. They actively engage students in

science-related studies or activities related to locally important issues.

NSTA Standard 8: Assessment

Teachers of science construct and use effective assessment strategies to determine the backgrounds and achievements of

learners and facilitate their intellectual, social, and personal development. They assess students fairly and equitably,

and require that students engage in ongoing self-assessment.

NSTA Standard 9: Safety and Welfare

Teachers of science organize safe and effective learning environments that promote the success of students and the

welfare of all living things. They require and promote knowledge and respect for safety, and oversee the welfare of all

living things used in the classroom or found in the field.

NSTA Standard 10: Professional Growth

Teachers of science strive continuously to grow and change, personally and professionally, to meet the diverse needs of their students, school, community, and profession. They have a desire and disposition for growth and betterment.

Comments/ Recommendations:

College of Education Single Placement Student Teaching Manual

Secondary Physical Education Placements Only:

Undergraduate or Graduate

Based on standards from the National Association for Sport and Physical Education (NASPE)

Performance

4 3 2 1 N/O

NASPE Standard 1: Scientific and Theoretical Knowledge

Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to

the development of physically educated individuals.

NASPE Standard 2: Skill and Fitness Based Competence

Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to

demonstrate competent movement performance and health enhancing fitness as delineated in the NASPE K – 12

Standards.

NASPE Standard 3: Planning and Implementation

Physical education teacher candidates plan and implement developmentally appropriate learning experiences

aligned with local, state, and national standards to address the diverse needs of all students.

NASPE Standard 4: Instructional Delivery and Management

Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance

student engagement and learning.

NASPE Standard 5: Impact on Student Learning

Physical education teacher candidates utilize assessments and reflection to foster student learning and inform

instructional decisions.

NASPE Standard 6: Professionalism

Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals.

Comments/ Recommendations:

College of Education Single Placement Student Teaching Manual

GCU Teacher Candidate Progress Form Week: ______________________ Date:_________________________________

Teacher Candidate:______________ Cooperating Teacher: ______________________

The GCU Teacher Candidate Progress Form has been designed as a communication tool for mentoring and coaching. After

checking the items listed under each Professional Disposition, please write a brief comment that provides specific

guidance to the Teacher Candidate.

P ro

fe ss

io n

al D

is p

o si

ti o

n s

High Expectations  Believe that all students can learn  Set and support realistic expectations for

student success  Expectations are communicated in

positive ways

Respect for the Diversity of Others  Sensitive to individual learning and social needs of

students  Embrace the cultural diversity of the community.  Develop and maintain educational communities

marked by respect for others.  Interact with their students, fellow educators,

administrators, parents, and other community members with courtesy and civility

 Establish relationships characterized by respect and rapport

Fairness  Promote social justice and equity  Maintain appropriate standards of

confidentiality  Exercise fairness in all areas including

assessment

Professional Conduct  Exercise sound judgment and ethical behavior  A positive role model within the community

Reflection  Recognize that reflection combined with

experience leads to growth as a professional

 Is thoughtful about their professional practice, critically examine it, and seek continual improvement.

Curiosity  Promote and support curiosity and encourage

active inquiry  Think innovatively and creatively, using critical

thinking as a problem-solving approach

Honesty  Model integrity by their words and actions  Is forthright with others and uphold high

standards of trust, character, and integrity.

Compassion  Demonstrate professional friendliness, warmth,

and genuine caring in their relationships with others

 Provides intellectual, emotional, and spiritual support

Advocacy

 Promote positive change in schools and communities that benefit the welfare of others

Dedication  Committed to the profession of teaching and

learning  Professionally active, lifelong learners and seek

opportunities for professional development

College of Education Single Placement Student Teaching Manual

Clinical Practice Activity Log Teacher Candidate Name________________________________GCU ID______________Semester/Year___________ School/District_____________________________________________________________Grade/Subject_____________

Cooperating Teacher(s)_________________________________________________________________________________

Date of

Week

Summarize Weekly Teaching Activities Total Contact

Hours

Cooperating Teacher

Weekly Initial

Week

Week 2

Week

Week 4

Week 5

Week 6

Week 7

Week 8

Total Hours_____________ Teacher Candidate Signature _________________________________Date___________

Cooperating Teacher Signature_________________________________________________________Date___________

Students must send completed and signed copies of this card for both 8 week sessions to your Faculty Supervisor to

upload as an attachment into Taskstream with the 2 nd

and 4 th

site evaluations. Students are encouraged to keep a

copy for professional records.

College of Education Single Placement Student Teaching Manual

Student teaching (clinical practice) Cancellation Form

Student Name: Click here to enter text. Cancellation Date:

Click here to enter text.

Student ID: Click here to enter text. Date Submitted:

Click here to enter text.

Program of Study: Click here to enter text. Date School Notified:

Click here to enter text.

Region/State: Click here to enter text. Cooperating Teacher Name:

[i.e.: full-time, part-time, job share, contract, intern]

First Attempt (Y/N):

Click here to enter text. Site Supervisor Name:

Click here to enter a date.

School Name and Phone:

Click here to enter text. School Principal Name:

Click here to enter a date.

TEDS Name: Click here to enter text.

Actions Taken

REASON FOR CANCELLATION: STEPS TAKEN TO NOTIFY THE SCHOOL:

Future Plans

ANTICIPATED PLANS TO RE-APPLY FOR STUDENT TEACHING (CLINICAL PRACTICE):

Please Acknowledge:

☐I understand that if the cancellation was made because of unsatisfactory performance in student teaching (clinical practice), a termination could be processed and a Corrective Action Plan (CAP) initiated.

☐I understand that there are a

maximum of two attempts at student teaching (clinical practice), a cancel or withdraw from a placement will likely count as a first attempt.

☐I understand it may be difficult to

secure another placement in the current semester.

☐I understand the district may not

accept me for placement.

Reason(s) check all that apply:

☐Personal Matter

☐Difficulty in the Classroom

☐Unsatisfactory Placement

☐Academic Issues

☐Financial Issues

☐Changes at the School

☐Excessive Absences

☐Change of Career Path

☐Relocation

College of Education Single Placement Student Teaching Manual

Student Teaching FAQ

o What is the overall time required to student teach?

o 16 weeks. Students must complete a Clinical Practice Activity Log for each 8 week

session. The cooperating teacher will sign the activity log to verify attendance.

o What hours are required daily as a student teacher?

o Must follow the district’s expected hours for a contracted teacher

 Typically 30 min. before the bell and 30 min. after the bell, at a minimum

o Approximately 8 hours per day at the school site

o At least five hours per day of instructional time in assigned content area

o What if I have a personal situation that prevents me from following this schedule (child,

financial issues, etc.)?

o You will need to follow the schedule requirements or you will jeopardize successful

completion of your program and eligibility for an IR.

o Can I keep a job during student teaching?

o It is essential that as a teacher candidate, you are able to perform the tasks that are

required of you so that you can successfully complete the student teaching

experience. These tasks are not the same as those required of a para-professional or

a substitute teacher. Therefore:

 Teacher Candidates may not student teach in the classroom(s) in which they

are employed as para-professionals and will be required to take a leave of

absence from their duties while they complete the student teaching

requirements for their programs.

 Teacher Candidates are not permitted to substitute during student teaching.

This includes long-term substituting assignments.

 Any job that does not interfere with student teaching requirements, such as

planning, etc. would be considered acceptable.

o How many absences am I allowed?

o You are allowed a maximum of five absences for the entire sixteen weeks.

o These absences should be used only as needed and communicated as early in

advance as possible to your Cooperating Teacher (CT), Supervisor, and Teacher

Education Specialist.

College of Education Single Placement Student Teaching Manual

o You need to provide lesson plans for any portion of the day that you are responsible

for when absent.

o If you miss more than five days, it will be at the discretion of the College of

Education to approve or decline an extension.

o Do I need to make up district holidays, such as Spring Break? o You are not required to make up district holidays that contracted teachers are off,

unless they are in excess of one week total. o You are required to be present for any “teacher work days/grading days”. o 16 weeks are documented on the clinical practice timecard and uploaded into

taskstream by the faculty supervisor at the end of site visits 2 and 4. o Example: If the spring semester has two 5 day/1 week breaks, one in February and

one in April, one of the weeks will count as professional development, but the additional week must be added to the end of time for a total of 17 weeks.

o Am I required to attend meetings or events that take place before/after school?

o You are required to attend anything that contracted teachers are required to attend,

such as: faculty/staff meetings, IEP meetings, parent/teacher conferences, after or

before school duty, workshops/in-services when available etc.

o These experiences will be greatly beneficial to you as a future teacher and valuable

experience since they are also part of teaching.

o How should I dress?

o Dress according to professional attire expectations which can be interpreted as:

 Women: slacks (dress pants), skirts (mid-calf to about two inches above the

knee), blouses, shells, cardigans, blazers, dresses.

 Men: dress pants, button down shirts, polo shirts (with a collar), blazers.

 Dress not permitted: Denim material, Anything that is see-through, short,

tight, or shows too much skin, flip-flops, tennis shoes

o What is the difference between a Cooperating Teacher (CT) and Mentor?

o A Cooperating Teacher is an experienced teacher who hosts a student teacher in the

CT’s classroom and works with them on a daily basis.

o A Mentor is an experienced teacher assigned to work with a GCU student who is a

contracted teacher completing student teaching in their own classroom.

o What is the difference between my online course dates and physical student teaching

dates?

College of Education Single Placement Student Teaching Manual

o These dates should be aligned as closely as possible.

o If you start in your physical classroom later than your online course, you will need

to prolong the time in your physical classroom since you have to complete sixteen

full weeks there.

o Can I work on my online course assignments at my school site?

o No, these need to be completed outside of the school day. Your time at your school

site should be focused on student teaching.

Student Teaching Expectations

o What should I do to prepare for student teaching?

o Please review the student teaching manual and student teaching webinar in detail.

o You can view the evaluation forms at the end of the student teaching manual to be

aware of what standards you will be expected to meet during the course of your

student teaching.

o When should I meet with my Cooperating Teacher and what should we discuss?

o You will want to meet prior to student teaching, if possible, or sit down together

during the first week to discuss/review the following:

 CT classroom rules, expectations, classroom management system,

philosophy, etc.

 Suggested Schedule—use this to plan your takeover schedule in the

classroom

 “Full takeover”

o Do I have to do lesson plans?

o Yes, you will need to have lesson plans prepared for any subjects/periods that you

are teaching.

o During your full takeover, you will be fully responsible for planning all class periods.

o You are required to follow the lesson planning expectation at your school for new

teachers as far as the format.

 GCU does require you to complete lesson plans, however we do not require a

particular format because we want you to learn and become familiar with

templates in your local area which will be beneficial to you in your

professional future.

College of Education Single Placement Student Teaching Manual

 If your local school does not have a specified format, GCU supports the UBD

model, SIOP, or EEI template.

o You lesson plans should be completed in advance and all materials should be

prepared in advance (copies, manipulatives, etc.)

 For example, the professional expectation for most schools is that teachers

will have lesson plans completed by Friday for the following school week.

o You will submit your lesson plans to your CT in advance for him/her to review and

give feedback on as needed. You will need to make the necessary modifications to

your plans prior to instruction.

o Your lesson plans should be visible at all times in the classroom for your CT, school

principal, and Supervisor to view as needed.

o You are required to provide a formal lesson plan for each evaluation that takes place

with your Supervisor.

o What is my “full takeover”?

o For a single placement, the full takeover is at least five weeks in the middle

(typically weeks 7-12) of your student teaching that you will be fully responsible for

the classroom planning and instruction.

o For dual placements, the full takeover is at least three weeks for each 8 week

student teaching session (typically during weeks 5-7 of each eight week placement.)

o During this time you will be responsible for all planning, teaching, and grading for

the entire day

o You will gradually build up to this point by taking over small chunks at a time

(subjects or periods)

o What are some tips to make my student teaching successful?

o Review the student teaching manual in depth with your CT so that you are both

aware of the expectations and schedule

o Be receptive to feedback from your CT and Supervisor; student teaching is a time to

learn and grow.

o Think of your student teaching as a sixteen-week job interview. Doing your best and

making a good impression during student teaching could lead to valuable contacts

and recommendations when you are looking for employment.

o You are a guest in your CT’s room and need to follow their rules while you are there.

During this time you can decide what does or does not work for you and keep this in

mind for when you do have your own classroom.

College of Education Single Placement Student Teaching Manual

o Communicate clearly and frequently with all involved parties: CT, Supervisor, and

Teacher Education Specialist.

o Represent yourself solely in all matters related to student teaching performance,

evaluation, assessments, disciplinary action, etc. and do not involve others in any

site placement matters.

o What if my CT and I do not get along (minor issues)?

o You are a guest in your CT’s room and need to follow their rules while you are there.

During this time you can decide what does or does not work for you and keep this in

mind for when you do have your own classroom.

o If your CT is not clear on their expectations, please direct them to the student

teaching manual and if the problem continues discuss the matter with your Teacher

Education Specialist (TEds). S/he will forward it to the Field Experience Specialist

(FES) assigned to your CT.

o When will I be assigned a Supervisor and how will I find out who he/she is?

o You will be assigned a Supervisor by Week 2 of student teaching (unless there are

issues locating one in your area). In the event that a supervisor cannot be located in

your area, a video supervisor may be assigned.

o Your Supervisor will first visit your school site during Week 3-4 to complete your

first evaluation.

o Your Teacher Education Specialist will notify you once your Supervisor has been

assigned with his/her complete contact information.

o How will I be evaluated and what will happen if I am not making adequate progress?

o Your Supervisor will visit the school site four times in approximately Week 3-4,

Week 7, Week 11, and Week 15

o During these visits, they will discuss your progress with your CT and collaboratively

fill out the evaluation forms

o Your Supervisor will enter these evaluations in TaskStream for your course

instructor to view

o Your CT is not required to complete any additional evaluations/documentation of

your performance, but if they wish they can utilize the Weekly Progress form from

the appendix of the manual or any other format they prefer to guide you along the

way

o If your CT or Supervisor have major concerns, they may wish to implement a

Corrective Action Plan (CAP) to provide you additional support

College of Education Single Placement Student Teaching Manual

o If you continue to not make adequate progress in student teaching, you risk being

terminated from your placement

o What is termination?

o If you are on a CAP and do not meet expectations/goals

o If your CT or principal feel that you are negatively impacting the classroom

environment and/or students and are no longer willing to work with you

o If you are terminated, the College of Education will review your case and determine

your placement eligibility for the future.

o Can my CT leave me alone in the classroom?

o This varies according to the school/district policy so you will adhere to whatever

the guidelines are at your school

o Generally, CTs can leave the classroom for small periods of time, particularly during

your full takeover, as long as they remain at the school site (for example to meet

with another teacher/principal, prepare materials, make copies, etc.) and check in

with you or are available if an issue arises

o Your CT should never leave you completely alone for extended periods of time

o What do I do if I am student teaching in a classroom with another co-teacher or

paraprofessionals?

o You will still need to step into the lead position (or co-teaching position) to

eventually perform the role your CT is expected to perform

o Working with a small group or one-on-one is not a lead teaching role and you

cannot receive credit for student teaching in this capacity

o Are there any other documents I need to turn in?

o If you are in a special education program of study, your CT is asked to submit the

Special Education Disability Category Verification form

o You may wish to remind your CT to turn in their Contract, W-9, and

certification/degree

o What will happen when I am done student teaching?

o You will contact your Teacher Education Specialist in order to obtain additional

information about certification in your state.