College of Education
Student Teaching

Through student teaching assignments, teacher candidates will:

• Engage in effective long range and daily planning that
  • specifies learner outcomes in clear, concise objectives,
  • includes activities that develop the objectives,
  • identifies and plans for individual differences,
  • identifies materials, other than standard classroom materials, as needed for the lesson,
  • states method(s) of evaluation to measure learner outcomes and
  • assists in Individualized Education Program, Individualized Transition Plans and/or Individual Family Service Plan development (for special education teachers only).

• Maintain an environment conducive to learning that
  • organizes space, materials and/or equipment to facilitate learning and
  • promotes a positive learning climate.

• Maximize the amount of time available for instruction by
  • managing routines and transitions in a timely manner and
  • managing and/or adjusting allotted time for activities planned.

• Manage learner behavior to provide productive learning opportunities by
  • establishing expectations for learner behavior and
  • using monitoring techniques to facilitate learning.

• Deliver instruction effectively by
  • using technique(s) which develop(s) lesson objective(s),
  • sequencing lessons to promote learning,
  • using available teaching materials to achieve lesson objective(s),
  • adjusting lessons, when appropriate, using reflection on practice and
  • integrating technology into instruction.

• Present appropriate content that is
  • at a developmentally appropriate level,
  • accurate subject matter,
  • related to examples, unexpected situations or current events and
  • responsive to student questions and/or directing students to additional resources.

• Provide opportunities for student involvement in the learning process by
  • accommodating for individual differences,
  • demonstrating an ability to communicate effectively with students,
  • stimulating and encouraging higher order thinking at the appropriate developmental levels,
  • encouraging student participation and
  • using appropriate questioning techniques.

• Assess student progress effectively by
  • consistently monitoring ongoing performance of students,
  • using appropriate and effective assessment technique(s),
  • providing timely feedback to students regarding their progress and
  • producing evidence of student academic growth under his/her instruction.

• Plan for professional self-development by
  • applying ethical and legal concepts,
  • working productively,
  • meeting school and university expectations,
  • seeking professional improvement and
  • working cooperatively with teachers, administrators, parents and other school personnel.

• Create partnerships with parents/caregivers and colleagues by
  • providing clear and timely information to parents/caregivers and colleagues regarding classroom expectations, student progress and ways they can assist learning;
  • encouraging parents/caregivers to become active partners in their children’s education and to become involved in school and classroom; and
  • seeking community involvement in instructional program.