Clinical Practice for Students

General responsibilities

• Regard yourself as a member of the cooperating teacher's team and perform such tasks as are necessary for the proper functioning of the classroom (always subject to the approval of the cooperating teacher).
• Accept decisions of the cooperating teacher; keep in mind individual style and personality.
• Remember that the cooperating teacher is in legal control of the class and is legally responsible for it. A teacher candidate can assume no authority which has not been specifically delegated by the cooperating teacher.
• Dress, act, talk, and conduct yourself as a member of the teaching profession.
• Participate in open, honest, and regularly scheduled communication with the cooperating teacher and college supervisor.
• Practice acceptable professional relationships between students and yourself at all times.
• Attend faculty meetings and other professional meetings.
• Understand that involvement in extra-curricular school activities may be asked of you.
• Consider yourself to be a member of the community in which you are completing clinical practice, and conduct yourself as a professional, both in that community and apart from that community.
• Exhibit good moral character; maintain high standards of performance and promote equality.
• Follow the chain of communication: cooperating teacher and/or building administrator first, then college supervisor, then Academic Coordinator for Clinical Experience.
• Meet the assignment of the professional day unless prevented to do so by illness.
• A teacher candidate needs to be open to all feedback and guidance. Whether the teacher candidate is using the co-teaching model or the traditional model, there needs to be a level of respect and humility shown to the cooperating teacher. As the teacher candidate, you have been invited to come into this particular classroom and in the end, you want to be seen as a beneficial part of the learning environment and an asset for the students. You do not want to be seen as an additional burden for the cooperating teacher or school district. Thus, make yourself useful always and seek ways to help out. When in doubt, ask, “Is there something else I can do to help you today?” Finally, materials will be provided in Canvas and during the seminars to all teacher candidates to work well with cooperating teachers. Use these materials and advice to build professional rapport with your cooperating teacher(s).

Responsibilities to the classroom

• Recognize that your primary responsibility is to the students and understand that nothing in your personal life must interfere with carrying out this obligation.
• Participate in regular conferences with your cooperating teacher (download the Weekly Conference Form (PDF). Talk to your cooperating teacher to determine the best time for such conversations. Regular communication is vital to this experience.
• Become acquainted with the scope and sequence of the content of your assignments.
• Develop a positive, respectful rapport with students; get to know their names immediately.
• Learn about students' special needs. Remember, absolute confidentiality must be maintained when using school or cooperating teacher's records.
• Be prepared to teach.
• Present lesson plans to your cooperating teacher at least two days before you plan to teach (to allow time for feedback and suggestions).
• Observe student behavior when you are not teaching, so you are able to anticipate behavioral problems and plan appropriate action.
• Utilize a variety of instructional methods in the classroom; adjust for various learning styles.
• Use audio-visual materials and modern forms of technology.
• Maintain appropriate records – stay current with your record-keeping and assessment of grades.
• Evaluate student progress daily through observations, conferences, and other activities.
• Plan and arrange classroom displays.
• Provide lesson plans and materials to the cooperating teacher when you must be absent.
• Complete district responsibilities such as parent contacts, progress reports, and parent/teacher conferences.
• Familiarize yourself with the classroom emergency procedures.

Responsibilities to the school district

• Become familiar with classroom locations, offices, and storage areas.
• Learn building routines and policies.
• Review the responsibilities for safety and liability.
• Know tornado and fire exits and shelters and all emergency procedures.
• Know pertinent phone numbers, including school, cooperating teacher, college supervisor, and Wayne State College Field Experience Office.
• Know which equipment and teaching materials are accessible for your use and know where each is located.
• Meet as many staff members as possible.
• Make an effort to communicate with your principal. (It is recommended you set up a time during the semester to have the administrator evaluate your teaching.)
• Observe other classrooms outside your endorsement area and level. (It is recommended that you do this late in the semester, after you have phased out of some of your teaching responsibilities.) 

Responsibilities in curriculum, instruction, and assessment

Curriculum

• Follow all school and district guidelines. Any additional resources and materials should be first approved by your cooperating teacher prior to usage.
• Follow the district policies regarding state standards. For those teaching out of Nebraska, you are NOT expected to use Nebraska state standards during your clinical practice experience. Thus, if you are teaching in Iowa, you would be expected to use Iowa state standards as the basis for curriculum decision making.

Instruction
Follow the school and district guidelines at the location where you are completing their clinical practice experience. With that in mind, we do recommend that all teacher candidates think through the instructional planning process when making decisions and planning units of study and daily lessons for students.

Assessment
Follow all district policies regarding assessments. This may include proctoring assessment tests for students and following all policies regarding the protocol for ensuring reliable and valid assessments for students and not violating any guidelines regarding providing extra assistance to students. In addition, you are expected to examine assessment data during your clinical practice experience and also develop assessments to measure students’ knowledge of key concepts and skills. Finally, there is an expectation that you will be able to differentiate the assessments that you use based on your students and their needs.