Teacher Candidate Timeline, Stages, and Phases

Video for 16-Week Timeline

Video for 18-Week Timeline

Each teacher candidate will have their own individual journey during clinical practice based on the specific degree program that they are completing and the various endorsement(s) that they are seeking to obtain after graduation.

There are two types of placements during the semester:

Regular “Full” Placement (16 weeks): WSC requires 16 weeks for each field endorsement or two subject endorsements. WSC requires one field endorsement or two subject endorsements to be completed by all undergraduate students for graduation. Therefore, if you are seeking two field endorsements (ex. Elementary Education and Special Education K-12) you will be required to complete two semesters of clinical practice. The one exception is Elementary and Early Childhood Inclusive, which requires an extended placement.
“Extended” Placement (18 weeks): For students completing one field endorsement along with an additional subject endorsement. One popular combination is Elementary Education and Special Education K-6. A candidate completing an Early Childhood Inclusive Field Endorsement (Birth-Grade 3), OR an Elementary Education Field Endorsement (K-8), OR any Secondary Education Field Endorsement PLUS any subject endorsement. Or a candidate completing two subject endorsements in different content areas at different levels (Middle Level Math and SPD 7-12).

Each semester, the last day of Clinical Practice for teacher candidates varies. The last day is noted in Canvas, as well as within the Anthology Portfolio (formerly Anthology Portfolio) Placement. The date is based on when most of the school districts start back to school. If the district where you are placed starts later than others, you will simply need to count the weeks and set the established last day based on your program. The end date will need to be adjusted for absences (illnesses, etc.) that exceed a total 3 days during the experience.

For those obtaining a supplemental endorsement such as the Reading/Writing Endorsement or English as a Second Language (ESL), no additional clinical practice is required. It is expected that knowledge related to the supplemental endorsement will be infused into the daily execution of teaching responsibilities.

For those seeking a PK-12 or K-12 field endorsement, clinical practice must be completed at both levels (elementary and secondary). The experience is the regular 16 weeks in length, but at the “half-way” point, you will switch from one level to the next. The order does not have to be elementary first and then secondary. It can be based on the desires of the school district and cooperating teachers. If it is more convenient to switch placement levels at an established break in the school calendar (such as a Fall or Spring break or the end of a quarter) and this is not exactly at eight weeks, that is completely fine to have slightly “unbalanced” amounts of time between the two levels. The amount of time at each level should be adequate to allow you to build confidence and demonstrate mastery of teaching skills for that particular grade range of students.

For these 18-week extended experiences, once again the time does not have to be evenly split. For most candidates completing an extended placement, the transition from one classroom to the other will follow what is best for the school and for both cooperating teachers.

In addition, please note that the number of credit hours you register for in WildcatsOnline is not the same thing as the number of weeks you are to be in clinical practice. This is a common misconception.

Teacher Candidate Developmental Stages

No matter if a teacher candidate is using the traditional model or the co-teaching model, there is ample research to show that all teacher candidates progress through various development stages during their clinical practice experience. It is important for all stakeholders in the clinical experience to understand these stages so that they best support the teacher candidates during this educational journey.

Stage 1: Pre-Teaching Concern

This initial stage is best described by the emotions of fear and uncertainty. Anytime we experience something new, there is a certain level of anxiety. For those entering clinical practice, the common thought for many teacher candidate is that they do not feel fully prepared or completely know what they are “getting themselves into.” These feelings are normal and are best alleviated by open and honest communication with the cooperating teacher(s) and by familiarizing oneself to the school and district. Learning school policies, key terminology and acronyms (e.g. MTSS, PBIS), and names of various faculty and staff members can be helpful. If allowed, a meeting beforehand to “break the ice” is helpful and also allows rapport to be built.

Stage 2: Concerns about Survival

This second stage can be described as a feeling of being “overwhelmed.” At this point, the teacher candidate has likely been in the school setting for over a week and has learned how much work it takes to be an effective teacher. The reality that teaching is a full-time job sinks in and idealism regarding exactly how things will go often has dissipated. This is not to say that the teacher candidate is struggling but that the magnitude of the task is evident. Lesson planning and grading takes up a lot of free time in the evenings and makes for long days. During this period, it is ideal to look for support from one’s cooperating teacher and college supervisor to get feedback on ways to best manage the increased responsibilities and to effectively teach throughout the day. In addition, building relationships with other teacher candidates, especially those in the same school, district, or region can be helpful. Healthy outlets for stress such as daily exercise is key. Destructive and unhealthy stress management techniques should be avoided at all costs. Creating a schedule that balances work and health is essential.

Stage 3: Sense of Autonomy

This is the stage at which things begin to “click” for the teacher candidate and they feel that they are in a good routine in regards to planning, instruction, and assessment of student learning. At this point, the teacher candidate should have fewer worries about the day-to-day issues but look more towards completing their journey well. During this phrase, there may be times when the teacher candidate reflects on their teacher preparation courses and wishes that they had learned some particular concepts better, but overall, they are seeing the various ways to apply what they have learned. Feedback is seen in a more positive light in this phrase and a general belief that they will be a successful teacher begins to set in.

Stage 4: Concerns about Students

At this point the teacher candidates realize that they are making an impact on the students. This is when the teacher candidate sees the power of their own daily practices and lessons on the lives of the students. This is the ideal time to celebrate their successes as a teacher candidate while recognizing the educational growth that students were able to have because the teacher candidate put forth the hard work and effort to support these students.

Phases

Phase 1: Orientation (Weeks 1-2)
Phase 2: Increasing Responsibility (Weeks 3-8)
Phase 3: Full Responsibility (Weeks 9-15)
Phase 4: Phase Out (Week 16)

Clinical Practice provides an opportunity for the teacher candidate to be a member of a true teaching team, and because of this, the teacher candidate's role, responsibilities, and tasks will vary some depending on where he/she is placed. Clinical Practice assignments can never be exactly alike for all people. The Semester Timeline should represent a realistic expectation for each unique situation. The teacher candidate'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 Clinical Practice experience should be relatively simple, guaranteeing success. As the activities become more complex, past successes become building blocks of confidence within the teacher candidate. The Semester Timeline should be developed, reviewed and adjusted based on the readiness and performance of the individual teacher candidate.

While each full-semester experience must include a minimum of 20 consecutive school days during which the teacher candidate becomes the lead teacher – it is absolutely acceptable (in fact desirable!) for co-teaching to continue throughout the experience. What a great way to develop skills for differentiated learning if there are two teachers working together in the classroom!

If the teacher candidate has two placements (i.e. elementary and secondary), the Timeline should include at least 15 consecutive school days of lead teaching for each placement. Because of the shorter timeframe in each school, an accelerated phase in/phase out schedule is required.

Please note: The basic outline shown in this handbook is only a suggestion – meant to be used as a guideline. The actual semester timeline (assignment) should be created together by the teacher candidate and cooperating teacher. It should be set up to allow the teacher candidate 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 teacher candidate to assume duties might include the following:

observing the class, record keeping, getting acquainted with school and protocols, and learning student names;
leading daily routine activities and/or small group activities;
sharing planning and teaching responsibilities (team teaching) with the cooperating teacher; tutoring individual students – during or after school;
assuming gradual responsibility for instruction and supervision, one subject at a time;
assuming full responsibility of instruction and supervision for all subjects; and
“Phasing out” of responsibilities for instruction and supervision.

Important: The Timeline must be considered both flexible and tentative. The cooperating teacher and/or college supervisor, through discussion with the Academic Coordinator, may modify the Timeline if such modification is deemed necessary and in the best interest of the teacher candidate and the overall Clinical Practice experience. A sample Timeline appears as Appendix C.

The following guidelines are borrowed from the teacher candidate handbook (Aug. 4 version) created/used by Millard Public Schools in Omaha, Neb. Please adjust for your experience.

Timeline (16 weeks)

Orientation Phase: Roughly Weeks 1-2

Teacher Candidate

Reads through the Clinical Practice Handbook, all materials in Canvas, and completes all required tasks as directed by the Clinical Practice course instructor.
Becomes familiar with rules, regulations, and procedures of classroom and the building; develops skill in communicating rules to students.
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 individual students.
Observes instruction and becomes familiar with lesson/unit 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.
By week 3 or 4 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 expectations and content to be taught later in the semester.
Assumes greater teaching role and responsibilities as soon as competency is displayed.

Cooperating Teacher

Maintains responsibility for planning and conducting class but involves teacher candidate in planning; shares long-range plans for semester; provides teacher candidate a work area.
Involves teacher candidate in observation, routine procedures, preparation of materials, and interaction with students; works to make teacher candidate feel comfortable.
Sets aside time to discuss the rationale behind what the teacher candidate is observing.
Establishes standard and expectation for excellence in teacher candidate’s lesson planning.
Increases responsibilities for teaching as competency is displayed by the teacher candidate.
Conducts weekly formal conferences with the teacher candidate to discuss on-going progress.

College Supervisor

Schedules introductory meeting (first week) with cooperating teacher and teacher candidate.
Conducts initial observation and conducts post-observation conference with teacher candidate.
Reads the weekly journal entries and provides feedback to the teacher candidate regarding their progress each week.

Increasing Responsibility Phase: Roughly Weeks 3-8

Teacher Candidate

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 and /or routine tasks for the classroom (i.e. lunch count, calendar, etc.)
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 to support lessons.
Continues to work on and completes Educator Growth Portfolio along with any other WSC assignments.
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, college supervisor for specific feedback on instructional performance

Cooperating Teacher

Plans cooperatively with the teacher candidate to deliver instruction, starting the teacher candidate with small tasks such as: directing cooperative learning groups, jointly developing evaluation instruments, re-teaching concepts to small groups, providing enrichment activities.
Continuously assesses and provides feedback on the teacher candidate’s level of competency in instruction and classroom management so that the teacher candidate can gain confidence before assuming additional responsibilities.
Conducts weekly conferences (Weekly Conference Form is found in Appendix B) to discuss progress and areas where growth is needed.
Models a variety of instructional techniques so that the teacher candidate develops a comfort level for a broad spectrum of teaching activities.
Completes the midterm Evaluation Rubric (Summative Evaluation) on-line; discusses with teacher candidate.

College Supervisor

Conducts at least two observations of teacher candidate using Observation Form (Formative Assessment)
Conferences with teacher candidate and cooperating teacher about mid-term evaluations.
Completes the midterm Evaluation Rubric (Summative Evaluation) online.
Is readily available (via phone, email, or in person) for advice, ideas, suggestions, support.
Continues to read weekly journal entries and provide feedback.

Full Responsibility Phase: Roughly Weeks 9-15

Teacher Candidate

Assumes primary responsibility for all planning, preparation of materials and delivering instruction, monitoring student progress and evaluation.
Implements the discipline plan effectively, including contacting parents if necessary.
Recommends student grades to cooperating teacher.
Works on refinement of specific instructional techniques.
Produces evidence (Reflection of Instructional Choices, Educator Growth Portfolio) of the ability to provide instruction that recognizes and provides for the abilities and interests of the individual students.
Continues to maintain reflection journal.
Asks the school principal and/or assistant principal to observe a lesson and provide feedback.

Cooperating Teacher

Examines, critiques and provides necessary approval of teacher candidate’s plans for instruction and evaluation.
Continues to observe and assess the teacher candidate’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 teacher candidate.
Reviews experience with teacher candidate and college supervisor during final observation and evaluation.
Completes final Evaluation Rubric (Summative Evaluation) on-line; discusses final evaluation with teacher candidate.

College Supervisor

Conducts at least two observations of teacher candidate.
Conferences with teacher candidate and cooperating teacher about final evaluation.
Is readily available (via email, phone, or in person) for advice, ideas, suggestions, and support.
Completes final Evaluation Rubric (Summative Evaluation) online.
Continues to read weekly journal entries and provide feedback.

Phase Out: Week 16 (phase out should not occur until the last week)

Teacher Candidate

Return all primary teaching to the cooperating teacher. Teacher candidate can still provide assistance and co-teaching of lessons is still encouraged. However, the goal for the final week is to help the students to transition back to having the cooperating teacher be the primary instructor after the week ends.
Return all materials, resources, and school property that was borrowed during the semester.
Observe other grade levels and specialist as interested.
Complete their journal entries to the college supervisor.

Cooperating Teacher

If cooperating teacher is comfortable doing so, writes a letter of recommendation for teacher candidate’s file. This is completely up to the discretion of the cooperating teacher.
Takes over the responsibility for planning and teaching.
Helps to have an appropriate “send-off” for the teacher candidate for the students to say, “Good-bye” and “thank you” to the teacher candidate.

College Supervisor

If college supervisor is comfortable doing so, writes a letter of recommendation for teacher candidate’s file. This is completely up to the discretion of the college supervisor.

Timeline (18 weeks - 2 placements)

Orientation Phase for First Placement: Roughly Weeks 1-2

Teacher Candidate

Reads through the Clinical Practice Handbook, all materials in Canvas, and completes all required tasks as directed by the Clinical Practice course instructor.
Becomes familiar with rules, regulations, and procedures of classroom and the building; develops skill in communicating rules to students.
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 individual students.
Observes instruction and becomes familiar with lesson/unit 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.
By end of week 2 should be assisting in daily activities (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 expectations and content to be taught later in the semester.
Assumes greater teaching role and responsibilities as soon as competency is displayed.
NOTE: For students completing an Elementary Education and then a Special Education degree program, usually the Elementary Education experience is completed first. During the time that the student is becoming familiar with the school environment in general, s/he should also be communicating with the special education teacher to prepare for the second half of the placement.

Cooperating Teacher

Maintains responsibility for planning and conducting class but involves teacher candidate in planning; shares long-range plans for semester; provides teacher candidate a work area.
Involves teacher candidate in observation, routine procedures, preparation of materials, and interaction with students; works to make teacher candidate feel comfortable.
Sets aside time to discuss the rationale behind what the teacher candidate is observing.
Establishes standard and expectation for excellence in teacher candidate’s lesson planning.
Increases responsibilities for teaching as competency is displayed by the teacher candidate.
Conducts weekly formal conferences with the teacher candidate to discuss on-going progress.

College Supervisor

Schedules introductory meeting (first week) with cooperating teacher and teacher candidate.
Reads the weekly journal entries and provides feedback to the teacher candidate regarding their progress each week.

Increasing Responsibility Phase: Roughly Weeks 3-4

Teacher Candidate

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 and /or routine tasks for the classroom (i.e. lunch count, calendar, etc.)
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 to support lessons.
Continues to work on and completes Educator Growth Portfolio along with any other WSC assignments.
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, college supervisor for specific feedback on instructional performance

Cooperating Teacher

Plans cooperatively with the teacher candidate to deliver instruction, starting the teacher candidate with small tasks such as: directing cooperative learning groups, jointly developing evaluation instruments, re-teaching concepts to small groups, providing enrichment activities.
Continuously assesses and provides feedback on the teacher candidate’s level of competency in instruction and classroom management so that the teacher candidate can gain confidence before assuming additional responsibilities.
Conducts weekly conferences (Weekly Conference Form is found in Appendix B) to discuss progress and areas where growth is needed.
Models a variety of instructional techniques so that the teacher candidate develops a comfort level for a broad spectrum of teaching activities.

College Supervisor

Conducts at least 1-2 observations of teacher candidate using Observation Form (Formative Assessment)
Conferences with teacher candidate and cooperating teacher about mid-term evaluations.
Is readily available (via phone, email, or in person) for advice, ideas, suggestions, support.
Continues to read weekly journal entries and provide feedback.

Full Responsibility Phase: Roughly Weeks 5-8

Teacher Candidate

Assumes primary responsibility for all planning, preparation of materials and delivering instruction, monitoring student progress and evaluation.
Implements the discipline plan effectively, including contacting parents if necessary.
Recommends student grades to cooperating teacher.
Works on refinement of specific instructional techniques.
Produces evidence (Reflection of Instructional Choices, Educator Growth Portfolio) of the ability to provide instruction that recognizes and provides for the abilities and interests of the individual students.
Continues to maintain reflection journal.
Asks the school principal and/or assistant principal to observe a lesson and provide feedback.

Cooperating Teacher

Examines, critiques and provides necessary approval of teacher candidate’s plans for instruction and evaluation.
Continues to observe and assess the teacher candidate’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 teacher candidate.
Reviews experience with teacher candidate and college supervisor during final observation and evaluation.
Completes the midterm Evaluation Rubric (Summative Evaluation) on-line; discusses with teacher candidate.

College Supervisor

Conducts one observation of teacher candidate (total of 3 at this point).
Conferences with teacher candidate and cooperating teacher about final evaluation.
Is readily available (via email, phone, or in person) for advice, ideas, suggestions, and support.
Completes final Evaluation Rubric (Summative Evaluation) online.
Continues to read weekly journal entries and provide feedback.
Completes the midterm Evaluation Rubric (Summative Evaluation) online.

Phase Out for First Placement: Week 9 (phase out should not occur until the last week)

Teacher Candidate

Return all primary teaching to the cooperating teacher. Teacher candidate can still provide assistance and co-teaching of lessons is still encouraged. However, the goal for the final week is to help the students to transition back to having the cooperating teacher be the primary instructor after the week ends.
Return all materials, resources, and school property that was borrowed.
Observe other grade levels and specialist as interested.
Complete their journal entries to the college supervisor.

Cooperating Teacher

If cooperating teacher is comfortable doing so, writes a letter of recommendation for teacher candidate’s file. This is completely up to the discretion of the cooperating teacher.
Takes over the responsibility for planning and teaching.
Helps to have an appropriate “send-off” for the teacher candidate for the students to say, “Thank you” and for cooperating teacher to explain what the teacher candidate will be doing next.

College Supervisor

Summarizes first half of experience with teacher candidate and discusses key skills and concepts to focus on in second experience.

Orientation Phase for Second Placement: Roughly Weeks 10-11

Teacher Candidate

Meets with 2nd teacher and focuses on any specific rule, regulations and procedures that are different compared to first placement. For those completing a degree in Special Education, this would entail learning the necessary policies and practices for this placement.
Becomes familiar with physical features of the new classroom (or building if 2nd placement is in a different 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 individual students.
Observes instruction and becomes familiar with lesson/unit 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.
By end of week 11 (2nd week in this placement) should be assisting in daily activities (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 expectations and content to be taught later in the semester.
Assumes greater teaching role and responsibilities as soon as competency is displayed.

(New) Cooperating Teacher

Maintains responsibility for planning and conducting class but involves teacher candidate in planning; shares long-range plans for semester; provides teacher candidate a work area.
Involves teacher candidate in observation, routine procedures, preparation of materials, and interaction with students; works to make teacher candidate feel comfortable.
Sets aside time to discuss the rationale behind what the teacher candidate is observing.
Establishes standard and expectation for excellence in teacher candidate’s lesson planning.
Increases responsibilities for teaching as competency is displayed by the teacher candidate.
Conducts weekly formal conferences with the teacher candidate to discuss on-going progress.

College Supervisor

Has introductory (Zoom is fine) meeting with new cooperating teacher and teacher candidate. This meeting can be conducted during the first initial meeting if appropriate. Thus, college supervisor could meet with all teachers working with student at the beginning of the year or meet separately.
Conducts fourth observation and conducts post-observation conference with teacher candidate.
Continues to read the weekly journal entries and provides feedback to the teacher candidate regarding their progress each week.

Increasing Responsibility Phase: Roughly Weeks 12-13

Teacher Candidate

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 and /or routine tasks for the classroom (i.e. lunch count, calendar, etc.)
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 to support lessons.
Continues to work on and completes Educator Growth Portfolio along with any other WSC assignments.
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, college supervisor for specific feedback on instructional performance

Cooperating Teacher

Plans cooperatively with the teacher candidate to deliver instruction, starting the teacher candidate with small tasks such as: directing cooperative learning groups, jointly developing evaluation instruments, re-teaching concepts to small groups, providing enrichment activities.
Continuously assesses and provides feedback on the teacher candidate’s level of competency in instruction and classroom management so that the teacher candidate can gain confidence before assuming additional responsibilities.
Conducts weekly conferences (Weekly Conference Form is found in Appendix B) to discuss progress and areas where growth is needed.
Models a variety of instructional techniques so that the teacher candidate develops a comfort level for a broad spectrum of teaching activities.

College Supervisor

Is readily available (via phone, email, or in person) for advice, ideas, suggestions, support.
Continues to read weekly journal entries and provide feedback.

Full Responsibility Phase: Roughly Weeks 14-17

Teacher Candidate

Assumes primary responsibility for all planning, preparation of materials and delivering instruction, monitoring student progress and evaluation.
Implements the discipline plan effectively, including contacting parents if necessary.
Recommends student grades to cooperating teacher.
Works on refinement of specific instructional techniques.
Produces evidence (Reflection of Instructional Choices, Educator Growth Portfolio) of the ability to provide instruction that recognizes and provides for the abilities and interests of the individual students.
Continues to maintain reflection journal.
Asks the school principal and/or assistant principal to observe a lesson and provide feedback.

Cooperating Teacher

Examines, critiques and provides necessary approval of teacher candidate’s plans for instruction and evaluation.
Continues to observe and assess the teacher candidate’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 teacher candidate.
Reviews experience with teacher candidate and college supervisor during final observation and evaluation.
Completes final Evaluation Rubric (Summative Evaluation) online. If applicable, can conference with first cooperating teacher to discuss progress for entire clinical practice experience.

College Supervisor

Conducts final observation of teacher candidate.
Conferences with teacher candidate and cooperating teacher about final evaluation.
Is readily available (via email, phone, or in person) for advice, ideas, suggestions, and support.
Completes final Evaluation Rubric (Summative Evaluation) online.
Continues to read weekly journal entries and provide feedback.

Phase Out for Second Placement: Week 18 (phase out should not occur until the last week)

Teacher Candidate

Return all resources to the cooperating teacher. Teacher candidate can still provide assistance and co-teaching of lessons is still encouraged. However, the goal for the final week is to help the students to transition back to having the cooperating teacher be the primary instructor after the week ends.
Return all materials, resources, and school property that was borrowed.
Observe other grade levels and specialist as interested.
Complete their journal entries to the college supervisor.

Cooperating Teacher

If cooperating teacher is comfortable doing so, writes a letter of recommendation for teacher candidate’s file. This is completely up to the discretion of the cooperating teacher.
Takes over the responsibility for planning and teaching.
Helps to have an appropriate “send-off” for the teacher candidate for the students to say, “Thank you” and “Good Bye.”

College Supervisor

If college supervisor is comfortable doing so, writes a letter of recommendation for teacher candidate’s file. This is completely up to the discretion of the college supervisor.

Clinical Practice Information for All Stakeholders