Introduction To Student Teaching
Student teaching is the culminating undergraduate experience at Wayne State College. It is a
full-semester experience in a state-accredited public or parochial school. Student teaching is
both challenging and demanding as it melds together what students have learned in general
education, content area, and pedagogical coursework with all clinical and field experience.
Student teaching allows students to apply their knowledge and experience in realistic and
The continued success of the student teaching program depends in large part on the effort the
student teacher puts into his or her experience. Certainly the sustained efforts of the faculty at
Wayne State to improve the teacher education programs are also important, but perhaps most
important to the process is the ability of cooperating teachers to integrate the student teachers
into successful relationships in each classroom.
Although student teachers can and do provide a valuable resource to the public and parochial
schools, cooperating teachers play a vital role in the success of the student teaching
experience. They have the primary responsibility for the instructional program in the classroom;
therefore, they must know how to plan, guide, and utilize the added resource of a student
teacher to the benefit of the pupils.
A goal of student teaching is to have the teacher candidate actively engaged in supporting the
growth of each student, while continuing to learn and grow as a professional educator.
Student Teacher Developmental Stages
Research has shown that student teachers progress through developmental stages during the
student teaching experience. Following is an interpretation of those developmental stages:
Stage 1: concerned with placement, school rules, and identifying and ascertaining the
expectations of various supervisory personnel.
Stage 2: concerned with the perception of their adequacy in the teaching role; anxieties
about content adequacy and class control are highly evident.
Stage 3: exhibits the desire to determine the causes of pupils‟ behavior and learning
Stage 4: exhibits the desire for evaluation, for feedback from supervisors, parents,
principals, and other teachers.
Stage 5: displays a concern for what pupils are "learning" as opposed to what they are
Stage 6: reflects a full concern for pupils and begins to achieve new understandings
of themselves through relationships with pupils.
Guidelines For Assuming Teaching Responsibilities
Student teaching provides an opportunity for the student teacher to be a member of a true
teaching team, and as such, the student teacher's role, responsibilities, and tasks will vary.
Student teaching assignments can never be exactly alike for all people. The timeline should
represent a realistic expectation for each unique situation. The student teacher's involvement in
classroom activities and the timeline for assuming increasing responsibilities will depend upon
the individual's readiness to perform the tasks assigned.
Initial activities in the student teaching experience should be relatively simple, guaranteeing
success. As the activities become more complex, past successes become building blocks of
confidence within the student teacher.
While the timeline for each full-semester experience must include a minimum of 20
consecutive school days of independent teaching – it is absolutely acceptable for the
student teacher to have full charge of the classroom for more than 20 days. The timeline
should be developed, reviewed and adjusted based on the readiness of the individual student
If the student teacher has two different placements (i.e. an elementary and a secondary), the
timeline should include at least 15 consecutive school days of independent teaching for each
placement. Because of the shorter timeframe, an accelerated phase in/phase out schedule is
PLEASE NOTE: The basic outline shown in this handbook is a suggestion – meant to be used
as a guideline. The actual timeline should be created cooperatively by the cooperating teacher
and student teacher. It should be set up to allow the student teacher to gradually assume more
and greater responsibility as the semester progresses, as well as allowing time for him/her to
have a “phase out” week at the end of the semester. The timeline should also show dates for
planned activities such as parent/teacher conferences, field trips, in-services and other
professional development opportunities, school breaks, etc.
A typical sequence for a student teacher to assume duties might include the following:
observations of class, record keeping, getting acquainted with school and protocols, and
learning student names
tutoring individual students – during or after school
leading small group activities
sharing planning and teaching responsibilities (team teaching) with the cooperating
assuming gradual responsibility of instruction and supervision, one subject at a time
assuming full responsibility of instruction and supervision for all subjects
gradually “phasing out” of responsibilities for instruction and supervision
IMPORTANT: While the student teacher and cooperating teacher will work together to develop
a timeline for the student teacher to gradually assume full teaching duties, that timeline must be
considered both flexible and tentative. The cooperating teacher and/or college supervisor,
through discussion with the Director of Field Experience and Certification, may modify the
timeline if such modification is deemed necessary and in the best interest of the student teacher
and the overall student teaching experience.
A suggested basic outline for a semester appears on the next three pages.
The following suggestions are adapted from the Student Teacher Handbook (August 04 version)
created by Millard Public Schools in Omaha, Nebraska.
Orientation Phase – Weeks 1-5
Becomes familiar with rules, regulations, and procedures of classroom; develops skill in
communicating rules to students. Sets up student teaching notebook; submits required
initial paperwork to Field Experience Office.
Becomes familiar with physical features of the building and where things are located.
Learns names and becomes acquainted with students; becomes aware of friendships and sub-
groups; becomes acquainted with unique needs of individuals.
Observes instruction and becomes familiar with lesson plans and routines established by
cooperating teacher. Makes note of ideas in weekly journal; asks questions.
Participates in classroom routine (taking roll, recording grades, handing out/collecting materials,
daily calendar, etc), and learns daily schedule.
Begins collecting demographic information for Teacher Work Sample.
By week 4 or 5 instructs in a limited sense (administering tests, tutoring, conducting short,
informal segments of the lesson or conducting mini-lessons.)
Participates in related activities within the school (staff meetings, athletic events, etc.)
Constructs teaching aids and contributes materials for an attractive learning environment.
Becomes familiar with curriculum expectation and content to be taught later in the semester.
Assumes greater teaching role and responsibilities as soon as competency is displayed.
Maintains responsibility for planning and conducting class but involves student teacher in
planning; shares long-range plans for semester.
Involves student teacher in observation, routine procedures, preparation of materials, and
interaction with students; works to make student teacher feel comfortable.
Sets aside special time to discuss the rationale behind what the student teacher is observing.
Establishes standards for expectations in initial lesson planning.
Increases responsibilities for teaching as competency is displayed by the student teacher.
Conducts weekly conferences with the student teacher to discuss on-going progress.
Schedules introductory meeting with cooperating teacher and student teacher.
Conducts initial observation and post-observation conference with student teacher.
Increasing Responsibility Phase – Weeks 6-10
Increases efforts to identify any special class characteristics and to relate instruction to
individual students (meets with individual students having problems, determines utilization of
special student talents).
Manages all daily/routine tasks for the classroom.
Assumes full instructional responsibility for part of the school day. Gradually assumes a larger
responsibility for instruction by accumulating teaching responsibilities - adding one subject,
period, or preparation, etc. - every one to two weeks as teaching proficiency increases.
Continues to develop instructional materials for lessons.
Continues to work on Teacher Work Sample; maintains student teaching notebook.
Continues to participate in staff meetings, parent-teacher conferences, PTA meetings, etc.
Continues to make at least weekly entries in reflection journal.
Asks cooperating teacher and college supervisor for specific feedback on instructional
Completes mid-term self-evaluation using Form C.
Plans cooperatively with the student teacher to deliver instruction, starting the student teacher
with small tasks such as: directing cooperative learning groups, jointly developing evaluation
instrument, re-teaching concepts to small groups, providing enrichment activities.
Continuously assesses and provides feedback on the student teacher‟s level of competency in
instruction and classroom management so that the student teacher can gain confidence
before assuming additional responsibilities.
Formally evaluates lesson plans (using Form A) as needed; conducts weekly conferences.
Models a variety of instructional techniques so that the student teacher develops a comfort level
for a broad spectrum of teaching activities.
Completes and reviews with student teacher the mid-term summative evaluation using Form B.
Conducts at least two observations of student teacher using Form A.
Conferences with student teacher and cooperating teacher about mid-term evaluations.
Completes mid-term summative evaluation using Form B.
Is readily available for advice, ideas, suggestions, support.
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Full Responsibility Phase – Weeks 11-17
Assumes primary responsibility for planning, preparing materials and delivering instruction,
monitoring student progress and evaluation.
Implements a discipline plan effectively, including contacting parents if necessary.
Assumes primary responsibility for developing the instruments for student evaluation.
Recommends student grades to cooperating teacher.
Works on refinement of specific instructional techniques.
Gives evidence of the ability to provide instruction which recognizes and provides for the
abilities and interests of the students. (Teacher Work Sample)
Continues to maintain reflection journal and student teaching notebook.
Asks the school principal and/or assistant principal to observe a lesson and provide feedback.
Examines, critiques and provides necessary approval of student teacher‟s plans for instruction
Continues to observe and assess the student teacher‟s lessons and provide appropriate
evaluation and feedback.
Contributes to the class instruction in ways that are complementary to the general class
presentation under the direction of the student teacher.
Reviews experience with student teacher and college supervisor during final observation and
Completes final summative evaluation using Form B.
Conducts at least two observations of student teacher.
Conferences with student teacher and cooperating teacher about final evaluation.
Is readily available for advice, ideas, suggestions, and support.
Completes final summative evaluation using Form B.
Phase Out – Week 18
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SAMPLE – SAMPLE – SAMPLE – SAMPLE – SAMPLE – SAMPLE
Jane Johnson’s Student Teaching Timeline
Week 1 Aug 10-14
Attend teacher in-service days; get acquainted with school, classroom, and other
teachers; begin learning student names; introduce students to computer and
module rotations in Industrial Technology; assist Mr. Murray with preparation of
materials and classroom; assist individual students as needed; discuss and
develop rotation of classes with Mrs. Adams; take responsibility for attendance;
attend 7th grade open house.
Week 2 Aug 17-21
Team teach industrial tech classes with Mr. Murray; assist students through their
module orientation; begin assuming partial responsibility for opening activities in
math classroom; do after school duty with Mrs. Adams; make bulletin boards;
work with Mr. Murray to plan units of instruction for the remainder of the quarter.
Week 3-4 Aug 24-Sep 4
Begin team-teaching math class (6th period); continue leading opening activities;
begin adding more detailed procedures to cooperating teachers‟ lesson plans for
self-improvement purposes; attend faculty meeting on the 28th.
Week 5-6 Sep 7-Sep18
Return to campus for Initial Seminar on Sep 14. Sep 16 is Teacher In-Service
Day; begin taking over STAR; team teach math; begin taking over industrial tech
by solo teaching 2nd period; continue regular daily activities (grading, attendance,
Week 7-9 Sep 21-Oct 9
Solo teach STAR periods 1 and 2 (industrial tech) and period 6 (math); attend
faculty meeting on the 8th; continue daily activities; parent/teacher conferences
on Oct 1-2 (no school).
Week 10-14 Oct 12-Nov 13
Oct 19 (no school); solo teach all classes (STAR, 2 periods industrial tech, 6th
period math, study hall); have full responsibility for all daily activities; detention
duty with Mr. Murray; Oct 12 is Mid-Term Seminar on campus.
Week 15 Nov 16-Nov 20
Phase out 1st period industrial tech and 6th period math; continue teaching all
Week 16 Nov 23-Nov27
Phase out of all math and industrial tech classes (periods 1,2,5, and 6); continue
to teach STAR and study hall as well as daily activities. Nov 26-27 (no school).
Final Weeks Nov 30-Dec11
Phase out of all subjects/classes; observe other classrooms in building; tutor
individual students; attend final seminar at WSC on Dec14.
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Timeframe and Placement Dates for Student Teaching
Student teaching is an experience that works within the timeframes of two separate entities: the
local K-12 school district and Wayne State College. Neither of these entities has the same start
date, breaks, or stop date, so it can be a little confusing when the student teacher attempts to
create a timeline for assuming responsibilities. What follows is a list of dates to use as a guide:
Aug 10 – most K-12 schools resume following summer break; student teachers will report
to their respective school; college supervisors will plan for get-acquainted visit
Sep 14 – INITIAL SEMINAR FOR ALL STUDENT TEACHERS (regardless of placement)
Oct 9 – the end of nine weeks (the half-way point for 18-week placements)
Oct 12 – MIDTERM SEMINAR FOR ALL STUDENT TEACHERS (regardless of placement)
Oct 13 – begin 2nd half of experience (for some this will mean beginning a new placement)
Oct 16 – the end of ten weeks (the half-way point for 20-week placements)
Oct 19 – begin 2nd half of experience (for 20-week placements)
Dec 4 – Due date for electronic submission of Teacher Work Sample
Dec 11 – last day of student teaching for all 18-week placements
Dec 14 – FINAL SEMINAR FOR ALL STUDENT TEACHERS (regardless of placement)
Dec 18 – Commencement Exercises at 2:00 p.m.
Dec 23 – last day of student teaching for all 20-week placements
Endorsement Area Type of Endorsement Weeks of Student Teaching
Special Education Field Endorsement (K-12) 18 week placement
9 weeks @ elementary level
9 weeks @ secondary level
Art, Music, Health/PE Field Endorsement (K-12) 18 week placement
9 weeks @ elementary level
9 weeks @ secondary level
Elementary Education Field Endorsement (K-8) 18 week placement
all at elementary grade level
Middle Level Education Field Endorsement (4-9) 18 week placement
9 weeks in core classroom and
9 weeks in combination of 2
content specialties or
18 week combination of
core and specialties
Secondary Education Field Endorsement (7-12) 18 week placement
or 18 weeks if field endorsement
Two Subject Endorsements (7-12) or 9 weeks in each subject area
Early Childhood Subject Endorsement 20 week placement
(must be completed with 10 weeks @ elementary
Elementary Education) 10 weeks @ early childhood
Early Childhood Unified Field Endorsement 18 week placement
all at pre-K to grade 3 level
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Planning for Instruction – an Overview
Planning will always be an essential component of successful teaching, so it is important to
develop and maintain good habits of planning. Regardless of experience (rookie or veteran),
the ability to prepare adequate plans demonstrates an understanding of the concepts to be
taught by the teacher and learned by the students. While it may take time to transfer a well-
thought-out plan from your head onto paper, a written plan is still the best way for any teacher to
be sure that everything that is needed for the lesson is included. For a student teacher, a
written plan is also a tangible record from which cooperating teachers and college supervisors
can evaluate preparedness and organization.
Good planning can do several things:
a. provide security for the student teacher
b. help to ensure an effective learning environment for the students (this is key)
c. help the student teacher focus his/her ideas
d. provide a basis for formative and summative assessments of ability
e. become a tool for communicating with other professional educators
A student teacher needs to plan in more detail than a veteran teacher. Appropriate instructional
plans are always important, but especially when starting a new subject. During the first several
weeks of student teaching, ALL subjects are new; therefore ALL lesson plans during those
weeks should be carefully written out and detailed, using the WSC template or equivalent. The
cooperating teacher will review all written plans and he/she will assess the student teacher‟s
overall level of competency in planning for instruction - and then use his/her discretion to
determine when the student teacher is ready for more autonomy in planning for any given
subject. However, it is the expectation of faculty at Wayne State that evidence of adequate
planning remains a priority throughout the student teaching semester. As each new subject is
added, the student teacher must again establish competency by writing detailed plans. At no
point in the semester should the student teacher be allowed to stop writing plans altogether, but
he/she may be allowed to shift to a less detailed/less time consuming format.
NOTE: Throughout the semester, planning must always meet whatever requirements have been
established by the building administrator for all teachers in the building.
Individual lesson plans should always be written with the “big picture” in mind. In other words, a
single lesson isn‟t presented in isolation; it is presented as part of a chapter or unit with over-
arching goals. Example: if the over-arching goal is to teach students what constitutes a
complete sentence, there would need to be individual lessons on the parts of speech, lessons
about independent and dependent clauses, etc. Be sure that lesson plans have a good flow
from one topic area to another while moving towards the planned over-arching goals.
Included in this handbook is a template for a lesson plan (see Forms section). Because
individual school districts might be using a different template that would be perfectly acceptable
– either paper or electronic – here is the rule of thumb: If the school district lesson plan
template meets or exceeds the components of the Wayne State template, then it is
acceptable to use the school district’s template. If the school district does not have its own
template, then the Wayne State template must be used. If there is a question about the district
lesson plan template being acceptable, please contact the college supervisor for advisement.
The courses you have taken to prepare yourself for teaching have included many examples and
ideas for how to plan for instruction. Select from those ideas the ways in which you can best
meet the needs of your students. Remember to account for their prior knowledge and appeal to
their preferences for learning.
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Madeline Hunter-Based Lesson Plan Model
1. ANTICIPATORY SET
-focus students‟ attention
-practice or review of previous learning
-create an interest in new learning
-create mind set through interesting activity
2. OBJECTIVES (sometimes called CONCEPTS)
-inform students what they will be able to do by end of lesson
-purpose of lesson – why is it important?
-how will it help them in the future?
-what information do students need to complete the objective?
-how shall it be given to students? (teacher, book, film, demonstration, etc.)
-examples of the product or process
-who will model…teacher? student?
-needs to be visual and verbal
5. CHECKING FOR UNDERSTANDING
-have students acquired knowledge?
-sampling – ask for group response
-signaling – non-verbal responses, agree, disagree, not sure
-individual response – to teacher – to another student
6. GUIDED PRACTICE
-check for understanding of what students are supposed to do
-teacher circulates around room
-observe whether students practice correctly – not making mistakes
-provide immediate remediation if needed
-ending summary of information
8. INDEPENDENT PRACTICE
-develop fluency without teacher present
-written or verbal assignment from teacher
-how much? how often? how well?
-reflection upon teaching strategies and procedures
-refection on student success
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Teacher Work Sample
By Dr. Tim Sharer
Rationale and Purpose
The Teacher Work Sample (TWS) is a means to document the inherently human decision-
making process for teaching and learning. The faculty believes that Teacher Work Sample is an
outstanding and efficient way for teacher candidates to communicate their decisions on how
they facilitated their students‟ learning.
The Teacher Work Sample communicates the following information:
1. the context where their teaching experiences take place,
2. the reflective thinking about teaching - planning, instruction, assessment, management
of the learning environment, communication, and professionalism.
3. the curriculum, instruction, and assessment.
4. the decision-making processes that continuously searched for the most appropriate fit
among the various aspects of instructional context, subject matter knowledge, and
repertoire of appropriate instructional strategies and procedures.
5. the feedback about one‟s effectiveness as a teacher in fostering P-12 student progress
in learning (formative).
6. the effectiveness in fostering P-12 student learning.
1. Narrative of the Setting and Context
Identify and describe the learning context of the P-12 students essential to planning and
instructing. This data collection is initiated through your classroom observations and dialogue
with your cooperating teacher, students, administrators, parents and community members.
[Please limit this description to approximately one page, double-spaced.]
A. Describe culture and community context
Rural/urban, industrial/agricultural/service/technological, community socio-
economic status, family and ethnic information, language, and religion.
B. Describe the existing support structure for the school including support
from the community, parents, and volunteers.
Community‟s expressed values on education, physical condition of the facilities,
and location of the school within the community, materials, resources and
opportunities available to faculty and students including extra-curricular and
C. Analyze the demographic characteristics of the school.
Location of the school within the community, the make-up of the student
D. Describe the classroom context and the students themselves in detail.
Needs, likes and dislikes, socio-economic, family and ethnic information,
language, number of students, male/female, students‟ interests and how they are
exhibited, students‟ abilities with regard to literacy and numeracy, students with
exceptionalities, ESL students, how students interact during class.
E. Describe policies for classroom management, conflict resolution, and
special needs students.
The classroom/space where you will be teaching: the physical set up of the room,
how the physical environment promotes or hinders teaching and learning, how
technology is or is not employed, a description of the teacher‟s policies for
classroom management, conflict resolution, and special needs students.
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2. Narrative on Selection of the Topic
Through discussion with your cooperating teacher and interactions with students identify topics
for teaching. [Please limit this description to approximately one page, double-spaced.]
A. Describe topic taught and explain the significance of the topic globally,
personally, and specifically for this population which includes a rationale and
justification for the topic. This description should include why and how this content
is significant for your students. The rationale should emerge as a result of addressing
students‟ interests, abilities, and curricular considerations, as well as, state and
national content standards. Explain other considerations for integrating literacy,
numeracy, and other subject areas.
3. Identified Goals and Objectives
[Please limit this description to approximately one page, double-spaced.]
A. Goals and objectives written and aligned with content standards. Choices reflected
the understandings of students, curricular considerations, and the connections to the
local, state and national standards you are addressing.
B. Goals and objectives were written to account for developmental appropriateness,
utilize higher order thinking skills, accommodations needed for the linguistic,
academic, cultural, and other differences of your students and providing students
various means to achieve proficiency?
C. Goals and objectives addressed literacy: speaking, writing, reading, listening and
4. Design and Implement the Instructional Plan
Describe how the information obtained in step 3 was used to plan instruction to facilitate student
learning, management, and assessment to achieve the standards-linked to the learning goals
and objectives. [Please limit this description to approximately one page, double-spaced.]
A. Diagnosis: Describe how students‟ prior knowledge was determined.
B. Formative: Describe how student progress was determined.
C. Summative: Describe the degree to which the students achieved the goals and
D. Generative: Describe how students expanded this information to other contexts.
E. Accommodation: Describe how assessments varied in type and complexity–
especially for exceptional students.
F. Duration of instruction is approximately two weeks. You must include all planning
developed for your topic.
G. The plan for your topic must represent a cohesive sequence of activities rather than
a collection of activities. [Your plans may be attached if desired.]
H. Identify resources used.
5. Description of the Assessment Results
Describe students‟ progress from your initial collection of their understandings through the
completion of this study. [Please limit this description to approximately one page, double-
A. Describe how pre- and post-assessments are aligned with objectives.
B. Describe how the assessment data provided confidence for your conclusions and
inferences about student learning.
C. Describe the student learning that analyzes growth as individuals and as a class.
D. This description could include any patterns in student learning you identified such as
students who did not show growth or students who showed unusual growth. [Data
tables may be attached if desired.]
E. Please assure student confidentiality by omitting student names when
gathering these resources.
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6. Summary, Interpretation, and Reflective Essay
You have described your processes for analyzing the setting and context, selecting the topic,
developing goals and objectives, instructional plan, implementation and assessment. As you
compose your narrative, consider the following ideas: [Please limit this description to
approximately three pages, double-spaced.]
A. Essay summarizes the assessment decisions made, how they were designed, and how
B. Essay explains how you determined reporting results to students, parents, and other
C. Give examples to support your conclusions.
D. Consider other evidence that supports or contradicts your findings.
E. Discuss what you would do differently.
F. What worked best employing goals/standards-based teaching?
G. What problems did you encounter?
H. What would you change in your instructional decisions?
I. How did your accommodations achieve the desired results?
J. Discuss the relationship between curricular decisions and classroom management.
K. What did you learn about yourself as a teacher from this teaching experience?
L. How did your philosophy evolve including changes in your personal and professional
A discussion of the Teacher Work Sample will take place during the second session of the
Orientation Seminar the semester before candidates go out to student teach. There will also be
follow-up sessions during the student teaching semester when candidates return for the Initial,
Mid-Term, and Final Seminars.
The completed Teacher Work Sample must be submitted electronically by Dec 4. A hard copy
should be placed in your student teaching notebook.
If you have questions about any part of the Teacher Work Sample, please contact:
Dr. Timothy Sharer firstname.lastname@example.org
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Suggestions for Journal Writing
All student teachers are required to keep a journal. Research increasingly indicates that highly
effective teachers are generally able to reflectively review and evaluate their experiences.
Journal writing is an invaluable vehicle in enhancing this reflective practice. The journal will be
a place for the student teacher to think and learn, to understand his/her students and the new
role as teacher, and to sort out beliefs and philosophies about education. It is also a place to
collect observations and to wonder aloud (on paper) about the meaning of classroom events,
issues, interpretations, problems, and solutions.
The student teacher should set aside a regular time each week to write in the journal; for some
it may be two or three times a week. The more often journal entries are made, the greater the
chance to catch one‟s thoughts and analyze one‟s beliefs. Be sure to date each entry – it is a
great way to catalog changes in thoughts and beliefs as one gains more experience. Write in
an informal, conversational tone, but do regard spelling, grammar, etc. It will be good practice to
write in standard English and not „text-message language‟. Describe classroom activities,
successes and failures, new ways of thinking, everyday ups and downs.
Journal writing should be completed on personal time, not at the expense of helping the
cooperating teacher, planning, or working with children. There are no prescribed number of
entries; no required length for each entry.
Remember: the journal does not need to be fancy – notebook paper is just fine.
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Idea Starters for Writing Reflections
These are just ideas to get you going – whether you are writing lesson reflections or writing in
your journal. This is not intended to be a list of questions that you must answer every time you
write a reflection.
1. How did I feel about my teaching today - - great, fair, or awful?
If I feel good about it, what did I see the students saying or doing that made me feel that way?
If I don‟t feel so good about it, what was wrong and what would I do differently next time?
2. Do I believe that students enjoyed and learned from the lesson?
Were the objectives written at the correct level of difficulty?
Were the objectives met? What evidence do I have for saying “yes”?
What should I do differently were I to repeat the lesson?
What adjustments in tomorrow‟s lesson should I make?
3. Was my lesson plan adequate?
Were all the lesson components (Concepts/Objectives, Introduction, Procedure,
Assessment, Closure, Transition) in place and implemented effectively?
Was my content sequenced correctly?
Did I place my delivery and the student activities effectively?
How could I make it better?
4. Was the classroom atmosphere pleasant, productive, and supportive, or was it strained?
Was the classroom physically arranged to meet the needs of all the learners?
Was the classroom physically arranged to facilitate the learning/discussion/activities of
5. Which students did well?
Which students need more attention? How do I know this?
What will I do to provide the necessary and effective attention these students need?
6. Was the lesson individualized so that the students had opportunities to learn according to
their preferred learning style, ability, interest and needs?
7. Did the students have adequate opportunity for time on task?
Did the students have adequate opportunity for think time?
Did the students have adequate opportunity for interacting with each other? With me?
8. How effective is my classroom management?
What problems occurred? Did I deal with them directly and effectively?
How can I head them off next time?
What resources do I need to help me effectively and efficiently address these situations?
9. What are my biggest concerns about student teaching so far?
10. What am I enjoying the most? Why?
11. What is my least favorite aspect of student teaching? Why?
12. What can I do differently to make this the best possible teaching/learning experience?
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Videotaping a Lesson
A successful student teacher should be developing a myriad of skills that include the ability to:
manage student behavior, state performance objectives, assess student achievement related to
objectives, and use strategies that help students achieve objectives. It is also very important
that a student teacher learn to evaluate and remediate weaknesses in his/her own teaching.
As part of the self-evaluation process, the student teacher must videotape at least three
different teaching episodes: one at the beginning of the term, one at mid-term, and one towards
the end of the term. With the cooperating teacher‟s assistance, the student teacher should be
able to arrange the videotaping session through the school‟s instructional media center;
however, generally the student must provide the blank tape.
Usually the student teacher is reliant on the cooperating teacher, college supervisor, or building
principal for feedback about his/her teaching. A videotape provides a vehicle for self-analysis.
Here are some questions to consider when reviewing a tape:
What do you notice about your demeanor with the students? Consider your facial expression,
voice, body language, positioning in the room, interaction, and reactions in communicating.
What do you notice about your interactions with particular individuals? Are you addressing a
variety of students, both responders and non-responders? Boys and girls? Active and inactive
students? Attentive and inattentive students? Attention seekers and quiet/shy students?
Describe your thinking about the introduction of the lesson.
Discuss your materials and activities decisions.
What do you notice about your questioning skills with students? Types of questions? Tagging
a student’s name (either at the beginning or end)?
What do you notice about your responding skills with students, i.e. praise, affirmation, open-
ended nods, further probing, restatement, paraphrasing of answers?
What do you notice about your direction-giving strategies and management techniques?
What were your goals for this lesson? Did you achieve them? Why or why not?
What do you think about your students’ involvement with this lesson? Were you interested as
well as interesting? If yes, how did you demonstrate your interest?
Are there examples in this lesson of your with-it-ness, meaning your awareness of activities,
movements, extraneous events? When and how did you react to these off-task students?
In what ways did you try to make the lesson relevant to the students – connecting learning to
What did you notice about your pacing? What did you notice about student reactions (e.g.
boredom, inattentiveness, fidgety behavior)? Were the majority of students interested?
If you were a student in this class, would you have been interested? Why or why not?
Were the students with special needs (behavioral, academic, cultural, physical) addressed?
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Protocol For Absences
Absence of the Cooperating Teacher
According to the Nebraska Advisory Memorandum 99-02, Certification and Employment of
Teachers and Administrators, it is unlawful for a student teacher to substitute in the absence of
a cooperating teacher. Any educator responsible for teaching students and/or the supervision
of professionals engaged in teaching or administration must have a current and valid Nebraska
teaching certificate. There is no provision for an individual to be in “professional practice”
without the certificate. The laws and regulations are absolutely clear that this is a prohibited
practice and places both the school administrator and the district administrator at risk of civil
penalties, professional practice penalties, or both.
If the absence of the cooperating teacher occurs at a later time in the experience, the school
system may have the student teacher assume more responsibilities in the classroom, but only
under the supervision of a qualified licensed substitute teacher.
Student Teacher Absences
Student teachers who miss four or more instructional days at their assigned school will be
subject to a review of performance that will result in one of the following: a) no further action; b)
having to make up the missed days by extending the student teaching timeline; or c) termination
of the student teaching assignment. The decision regarding satisfactory performance is the
shared responsibility of the college supervisor, cooperating teacher, and Director of Field
Experience and Certification.
For unexpected illness, notification must be made prior to the start of the teaching day
to ALL of the following individuals (in the order listed):
1) cooperating teacher and building administrator
2) college supervisor(s)
3) Field Experience Office @ 375-7373 (leave a voice mail)
For all pre-planned absences, notify the Director of Field Experience and Certification FIRST -
prior to scheduling the absence. If given the go-ahead, all people on the above list must be
NOTE: Do not confuse “go-ahead” with “excused”. An absence is an absence. Regardless of
the reason for being absent, you will be reviewed if you miss more than four days. Classroom
teachers are often allowed only three personal days FOR THE ENTIRE YEAR. You are being
allowed up to four personal days FOR ONE SEMESTER. Don‟t abuse the privilege! Every
effort should be made to schedule job interviews or other appointments for after school or on
days when school is closed. Attendance at the Initial and Mid-Term Seminars is not considered
an absence. If school is closed or you attend a professional development conference, or you
miss for a school-related activity (like a field trip), it is not considered an absence.
Employment While Student Teaching
While employment during student teaching is not prohibited, it is strongly advised against. You
are expected to be present for all hours required of other teachers in the district and follow the
district‟s calendar of workdays, holidays, vacation, etc. School activities may take place in the
evenings and on the weekends. Failure to maintain these hours for any reason may result in a
termination and/or failure of the student teaching field experience.
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