Student Teachers

The information provided on this page is taken from the Student Teaching Handbook and is meant to address questions or concerns current FSU Student Teachers may have while they are practicing in the field and away from campus. It is the Student Teacher's responsibility to read the Student Teaching Handbook thoroughly.

Roles and Responsibilities of Student Teachers

A. Student Teaching Assignment
The assignment of a student teacher in a school is a decision made cooperatively by the supervising teacher, the principal, and the district and university representatives after each has studied the information included in the application form. In accordance with University policy, student teachers are placed only with those teachers who are qualified, who have completed clinical educator training, who have been identified by their principals as having successful classroom management strategies, and who are willing to accept this responsibility.

Early Communications between the Student Teacher and the Supervising Teacher
The student teacher should contact the supervising teacher before student teaching officially begins, for the purposes of planning the student teacher's experiences. It is important for the supervising teacher to share instructional materials, information about student population, content to be taught, and school policies.

B. Expectations
Student teachers consistently rank their student-teaching experiences among the most valuable components of their preparation. Student teaching is indeed the culmination of all your college training, the time to "put it all together," and to learn in the real world of the schools.

Your supervising teacher, university supervisor and/or area coordinator have the following expectations of you:

Your supervising teacher expects you to demonstrate:

Knowledge in your major teaching discipline(s);
Enthusiasm for your work;
A cooperative attitude, willingness to learn, and the ability to accept and use positive suggestions;
Loyalty to your school, students, and supervising teacher;
Regular and punctual attendance and attention to all administrative and instructional responsibilities;
Confidentiality in dealing with student information; and
A continuing improvement in your performance in relation to the Accomplished Practices.

Your university supervisor and/or area coordinator expect you to demonstrate:

Timely completion of all program requirements;
A cooperative attitude in accepting and using suggestions;
Timely communication of any problems or concerns;
Good judgment and professional behavior;
Initiative;
Responsibility in securing advanced approval for any special requests, both professional and personal; and
A professional demeanor including appropriate dress, language, and interaction with students.
A continuing improvement in your performance in relation to the Accomplished Practices and demonstrate a positive impact on student learning.

C. Resources and Regulations
As you look through the Student Teaching Handbook pay particular attention to the following sections some of which are reproduced on this web site.

Major Phases of the Student Teaching Program (pp. 7-14).
Student Teaching Reports (pp. 19-20).
General Policies and Procedures for Student Teaching (pp. 16-18).
Legal Description of the Student Teacher (Appendix B ).
Tips on Obtaining a Teaching Position (Appendix D).
The Sequential Plan for Student Teaching and its accompanying planning forms (pp. 14-15).
The Student Teaching Evaluation Forms and Directions for Use (Appendices A, K, and L)

It is expected that you will follow these guidelines unless your academic program provides different instructions and materials.

If you have serious concerns regarding the student teaching experience, first, bring the issue to the person(s) involved (cooperating teacher, supervisor, or instructor) for a discussion and possible resolution regarding these concerns. Experience has shown that most student concerns can be resolved during discussion with the person involved. If the concerns can not be resolved during this discussion, contact the department chairperson (see procedures for resolving a complaint outlined in the Student Handbook).

General Policies and Procedures for Student Teaching

First Day in School - The student teacher should report to school at the time teachers are expected to report. Unless otherwise instructed, the student teacher should report to the school office and then to the supervising teacher. The student teacher should meet the school principal at the earliest opportunity. Reminder: You will be following the school district calendar not the FSU semester calendar.
Absences During Student Teaching - Student teachers are allowed no "cuts" during student teaching. If illness or an emergency should require the student teacher to be absent from school for any period of time, it is the responsibility of the student teacher to let the supervising teacher and university supervisor and/or area coordinator know as soon as possible. Absences of three or more days must be reported to the university supervisor and/or area coordinator. In cases of prolonged or repeated absence, the university supervisor/area coordinator will, after consulting with the supervising teacher and principal, determine whether the student teacher's experience will be terminated or extended.
Attire and Grooming - The attire and grooming of the student teacher must conform to accepted local practices. The student teacher should observe the professional attire of other teachers and seek the guidance of the supervising teacher and the principal in these matters.
Outside Activities - The student teacher should make no plans for involvement in out-of-school activities that would interfere with teaching responsibilities in any way. If there is a pressing need for participation in any activity, it must first be cleared with the university supervisor and/or area coordinator and supervising teacher.
Taking Additional Courses Concurrently with Student Teaching - Only in exceptional circumstances will a student be permitted to take course work during the student teaching semester. Initial written approval from the academic program head must be forwarded to the FSU Director of Clinical Experiences (room 236 Stone Bldg).
Restrictions on Placement - Student teachers will not be placed in a high school from which they have graduated or in a school in which an immediate relative is a student or staff member. Programs may have additional requirements.
Students with Physical and Sensory Disabilities - In keeping with Section 504 of the 1973 Vocational Rehabilitation Act and with The Americans with Disabilities Act, students with physical handicaps, who have successfully completed all necessary prerequisites, will routinely be allowed to student teach. Only if the student's disability would prevent the performance of the essential functions of teaching would placement be denied. In order to assist in securing an appropriate placement and arrange any necessary accommodations, such candidates should consult with the FSU Director of Clinical Experiences
Temporary Physical Conditions - Students should inform the FSU Director of Clinical Experiences of special health conditions (pregnancy, temporary medication, etc.) prior to the negotiation of placements for student teaching. This affords the school and the director an opportunity to secure appropriate assignments.
Career Placement Services - The student teacher is urged to register with the FSU Career Placement Office during the semester prior to student teaching or during the semester of student teaching at the latest. The Career Placement Office will prepare credentials for the use of prospective employers.
Housing - Arrangements for living accommodations in the area of the state to which the student teacher is assigned is primarily the responsibility of the student teacher. If the student teacher needs assistance in making such arrangements, she or he is encouraged to contact the supervising teacher or the school principal, as well as teacher associations and churches in the area.
Transportation - It is the responsibility of the student teacher to arrange his or her own transportation throughout student teaching.
Conveyance of Funds - The student teacher should make proper arrangements for the conveyance of funds (banking transfers) to the area in which he or she will student teach before leaving campus.
Substitute Teaching - The planned program of student teaching does not imply the use of the student teacher as a substitute teacher.

Social and Professional Activities
1. Extracurricular activities - It is appropriate for the student teacher first to observe and later participate, as appropriate, in various extra curricular activities present in the school. Appropriate protocol, including the assistance of the supervising teacher, must be exercised in gaining permission for the student teacher to participate in interest clubs, athletic teams, public performances, etc.
2. Social Activities - It is expected that student teachers will lead normal lives both professionally & socially. They should, in fact, seek to broaden contacts with the community through social activities open to teachers, but must exercise mature judgment, tact, and discretion in all relations with students.
3. Professional Activities - The student teacher should attend and participate, when appropriate, in professional meetings. These include in-service seminars, faculty meetings, PTO sessions, subject area meetings, etc.

Teacher Strikes or Work Stoppages - If a teacher strike or work stoppage occurs after the student teacher has begun his or her assignment:
1. The student teacher will, in the case of complete work stoppage, be directed not to report to the assigned school but rather to the university supervisor and/or area coordinator.
2. The student teacher will, in cases of prolonged work stoppage extending two weeks or more, be reassigned.
If the strike or work stoppage begins prior to the start of the student teacher assignment the student teacher will report to the university supervisor and/or area coordinator instead of the assigned school.

In the event that a strike or work stoppage is called by any group other than the recognized teacher bargaining agent for the district, the student teacher will report to his or her student teaching assignment providing the supervising teacher is on duty.

During a strike or work stoppage, no Florida State University student teacher will act as a substitute teacher or in any capacity other than that specified in the original student teaching placement agreement.
Graduation Responsibilities - Student teachers who will graduate upon completion of student teaching must arrange for a graduation check by the Registrar's Office and must apply for graduation there. This should be completed within the first two weeks of the graduation semester. If the student teacher plans to participate in the graduation exercise, he or she must make reservations in advance.
Cancellation of an Assignment - When cancellation of a student teaching assignment becomes necessary, the appropriate academic program or departmental head should initiate such cancellation through the office of the FSU Director of Clinical Experiences. Student teachers are not to leave their assignments without the permission of their university supervisor and/or area coordinator.
Reassignment During Student Teaching - When advisable, a field assignment may be changed with the approval of the academic program and school and district personnel. Steps to initiate such a change should originate with the academic program supervisor and in cooperation with the FSU Director of Clinical Experiences and the appropriate school and district personnel.
Repeating the Student Teaching Experience - In cases where the university supervisor and/or area coordinator recommends that a student teacher repeat the student teaching experience, or any part of that experience, the university supervisor/area coordinator will work with the FSU Director of Clinical Experiences to secure a new assignment.
Students Attempting to Locate Their Own Student Teaching Assignments. Students must not, in any way, attempt to arrange their own student teaching assignments.
The Placement of FSU Student Teachers in Out-of-State Field Assignments. Under certain circumstances, students may be allowed to enroll in student teaching at Florida State University and be given student teaching assignments out-of-state. Such cases must have the approval of the academic program, the FSU Director of Clinical Experiences, and when necessary, the Associate Dean for Academic Affairs.
Supervision of Student Teachers from Other Universities or Colleges by FSU Faculty Under certain circumstances, the FSU Director of Clinical Experiences will attempt to make arrangements whereby a non-FSU student may enroll in student teaching at another institution and be given a student teaching assignment in Florida, with supervision provided by an FSU faculty member. Travel expenses, per diem, and honoraria are negotiated by the Florida State University faculty supervisor and the requesting institution and student.
Grade Appeal Procedure - A student teacher who receives an unsatisfactory grade may appeal that grade through the regular university grade appeals system.
Initial Teacher Certification Procedures and Materials - Guidelines and materials for the securing of initial teacher certification in Florida are available to the student teacher in Office of Clinical Experiences (room 236 Stone Bldg.). General information on certification in other states is also available there.

Major Phases of the Student Teaching Program

The supervising teacher should assist the student teacher in planning a program of experiences that includes these phases of the student teaching program: Observation, Participation, Planning, Conferring, Teaching, and Evaluation.

Observation
1. Purposeful observation helps the student teacher to grow and provides them with a diversity of perspectives. A carefully planned student teaching program should include the following observations:
  1. The supervising teacher and assigned class(es);
  2. Other teachers and classes beginning early in the semester, including other teachers at the same grade level or within the discipline, students of diverse ability levels and backgrounds, the same students taught by other teachers, and/or other observations specified in academic program/departmental guidelines;
  3. School services such as administration, health, guidance, and media/technology (a checklist is provided for this purpose in Appendix J,);
  4. Other features of the school program that may be of special interest or value to the student teacher; and
  5. Extracurricular and other activities involving parents and the community
2. Arrangements for observations should be made in advance by the supervising teacher in cooperation with the principal. School observations outside the student teacher's assigned classes should occur early in the program, prior to the assumption of much teaching responsibility.
3. Classroom observation, to be effective, must be specific. The student teacher should not approach the task casually, but rather should identify specific observational goals. For example, specific observation should be made in the areas of:
  1. Classroom management techniques;
  2. Instructional techniques;
  3. Techniques useful in gaining the participation of all class members;
  4. Ways of structuring effective routines and transitions;
  5. Identification of differences among learners;
  6. Teacher behaviors to which learners respond in positive ways;
  7. Physical conditions of the classroom and their influence on teaching and
  8. Use of technology in instruction and classroom administration
4. Student teachers should be encouraged to note effective techniques and to be positive in assessing observations. Student teachers should thank other teachers and staff members for the opportunity to observe them.
Participation
1. The purpose of participation is to give the student teacher practice in carrying out the many tasks associated with teaching. Participatory activities should begin on the first day and should gradually increase until the student teacher has full teaching responsibility (see below) for a period of several weeks. Participatory activities should include three kinds of experiences:
  1. Instructional - brief, teaching-related activities;
  2. Routine - classroom and school-wide activities; and
  3. Supplementary - non-teaching activities.
2. Suggested participatory experiences are:
  1. Work with individuals, students with special needs and small groups;
  2. Care of the classroom and instructional supplies, equipment, and technology;
  3. Keeping records and making reports;
  4. Administrative duties of the classroom teacher;
  5. Assistance with student activities such as clubs, athletic events, and social functions; and
  6. Attendance at professional meetings (faculty meetings, English council, Association of Childhood Education, etc.) and attendance at parent teacher student conferences and School Advisory Council meetings.
Planning

While all student teachers have received some training in planning for instruction in their course work, they have not had a chance to implement such plans under the conditions afforded by full-time teaching. Some general suggestions concerning planning for instruction follow.
1. Lesson Planning Considerations:
  1. Planning for teaching should be a cooperative endeavor between the supervising teacher and the student teacher, particularly in the early stages of the field experience;
  2. As confidence and skill develop, the student teacher will have less need to call upon the supervising teacher in planning for instruction;
  3. The student teacher should always submit lesson plans to the supervising teacher for suggestions and approval before using them; and
  4. The student teacher should be encouraged to show initiative and creativity in planning for teaching.
2. Suggested Sequence for Inducting the Student Teacher Into Planning for Instruction:
  1. Examination of the supervising teacher's daily lesson plans by the student teacher; and
  2. Cooperative development of daily plans. The supervising teacher's role should gradually change from that of thinking the plan through aloud, to thinking aloud with the student teacher, to allowing the student teacher to plan independently.
3. Remember:
  1. Student teachers are expected to produce and keep on file unit, weekly, and daily plans;
  2. Planned learning outcomes and means of assessing learning should be evident;
  3. Classroom activities should make use of appropriate technology;
  4. All plans should be submitted prior to use and should be approved by the supervising teacher. The university supervisor and/or area coordinator may review lesson plans when they visit or should let the student teacher know how to submit them; and
  5. What works for the supervising teacher may not work for the student teacher.
Conferring

Daily conferring is critical to the growth of the student teacher and to the communication necessary for a successful experience. Conferences will be both informal and formal.
1. The Informal Conference
  1. Informal conferences will be brief and may take place between classes, at lunch, or at other times throughout the day; however, there will be specific topics, questions, or incidents to discuss.
  2. Through frequent informal discussions the supervising teacher and the student teacher explore teaching strategies and evaluate their results based on student learning.
  3. This type of conference provides opportunities for immediate feedback.
2. The Formal Conference
  1. Specific times for formal conferences should be scheduled on a regular, frequent basis throughout the student teaching experience.
  2. Formal conferences have these added characteristics:
    1. Purpose - to review the student teacher's progress in light of program expectations and clearly defined teaching competencies related to the Accomplished Practices;
    2. Preparation - supervising teacher and student teacher will have questions, observation notes, video or audio tapes, or other evaluative data available;
    3. Procedure - mutual participation and pooling of ideas; and
    4. Result - to identify strengths and weaknesses within an atmosphere of mutual respect and cooperation.
  3. Effective Behaviors for Conferences
    
    In their conferences the supervising teacher and student teacher should routinely use the following practices, shown by research to promote both student teacher growth and harmonious working relationships.
    1. Supervising teacher behaviors:
      1. Provides constructive and specific suggestions;
      2. Provides objective data;
      3. Praises and encourages;
      4. Asks for ideas, opinions, and clarifications of the student teacher; and
      5. Accepts ideas and opinions of student teacher.
    2. Student teacher behaviors:
      1. Reflects and evaluates own teaching with a focus on continual improvement;
      2. Offers ideas, opinions, and clarifications;
      3. Asks for supervising teacher's ideas, opinions, and clarifications; and
      4. Accepts ideas and suggestions.
3. Teaching
  1. The student teacher should follow a plan of gradual induction into full teaching responsibilities for the following reasons:
    1. To allow time for specific observation of the techniques of the supervising teacher;
    2. To allow time for careful planning of initial teaching experiences;
    3. To allow time for analysis of early teaching experiences; and
    4. To allow time for the supervising teacher to be sure of the student teacher's demonstrated readiness.
  2. Demonstrated Readiness is always the most important factor in considering when and how much a student teacher teaches. If the student teacher assumes full responsibility for teaching before demonstrating readiness, an unsatisfactory situation may develop. The desirable state, readiness, should occur as a result of gradual induction into teaching.
  3. The student teacher begins teaching a class:
    1. When sufficiently acquainted with the pupils, with suitable teaching methods, and with available teaching materials;
    2. When a degree of confidence has been developed; and
    3. When the supervising teacher has confidence in the student teacher's ability to teach the class.
  (For an example of a desirable schedule of induction into teaching responsibility see the Sequential Plan for Student Teaching, Appendix G).
4. Evaluation
  
  Evaluation of the student teacher's progress toward becoming an Educational Leader is central to the teacher education program at Florida State University (TORCH - Conceptual Framework). This performance based evaluation is a continuing and cooperative effort on the part of the student teacher, the supervising teacher, and the university supervisor and/or area coordinator. It is viewed as the beginning of a life long process of continual professional improvement.
  1. The Periodic and Final Evaluation Forms
    1. Unless the student teacher's academic program provides a particular assessment instrument, it is expected that the form found in (Appendix K) will be employed. The supervising teacher and the student teacher are requested to make copies of this form for use as periodic reports throughout the experience. The student teacher's performance in relation to the Accomplished Practices provide the framework for student teaching evaluations.
    2. The Final Student Teaching Evaluation Form will be mailed to you prior to the 11th week of the semester. The Supervising Teacher must return a copy of the completed form to the FSU Office of Clinical Experiences.
  2. Scheduled Evaluative Reports
    
    On at least two-week intervals throughout the program, the supervising teacher reports his or her judgments of the student teacher's progress. It is vital that the student teacher be made aware of both strengths and weaknesses at every stage in the program. Sufficient time must be provided so that the student teacher can work to eliminate any deficiencies that might otherwise appear on the final evaluation.
  3. The Periodic Evaluations:
    1. Should show cumulative progress over each period of time;
    2. Are completed by the supervising teacher, but should be the result of mutual evaluative conferences in which the student teacher evaluates his or her own teaching;
    3. Should include specific recommendations for improvement; and
    4. Are forwarded to the university supervisor and/or area coordinator by the student teacher. The student teacher and supervising teacher should each retain a copy.
  4. The Final Evaluation Report
    
    The final evaluation report ought to reflect the level of performance attained by the student teacher at the completion of the student teaching experience. While parts of this final report may be program specific, a general final report based upon the Twelve Educator Accomplished Practices outlined by the Florida Education Standards Commission and the Florida Department of Education should also be completed (Appendix L). Report(s) are completed by the supervising teacher and returned to the Office of Clinical Experiences. If the student teacher so desires, this report can be included in his or her university placement file. The final evaluation is not confidential, and like the periodic evaluations, a copy of it should be given to the student teacher. All evaluation forms used during student teaching must provide the student teacher with formative (or in the case of the final evaluation summative) feedback on the Educator Accomplished Practices. Please use only FSU approved forms.
  5. Grading
    
    The university supervisor and/or area coordinator assumes final responsibility for assigning the grade at the completion of student teaching; however, the supervising teacher's evaluations are a major factor in assigning the grade. Each student teacher will receive a grade of S (Satisfactory), U (Unsatisfactory), I (Incomplete), W (Withdrawn Passing), or WD (Withdrawn from the University).
  6. Summary
    
    A complete program of evaluation for the student teacher should include these six principles:
    1. Recording and interpreting data
      
      A variety of techniques for recording and interpreting data should be employed. The broader the base, the more reliable the evaluation of the student teacher's readiness for teaching. Examples might include:
      1. a periodic evaluation form which covers an agreed-upon list of teaching competencies including the Accomplished Practices;
      2. systems for coding teaching behavior;
      3. systems for analyzing teacher questions;
      4. lesson planning;
      5. evidence of the extent to which the student teacher is meeting his or her objectives;
      6. evidence of sound principles of learning in the student teacher's instruction;
      7. pupil evaluations of the student teacher's teaching;
      8. checklist of professional attitudes and working relationships; and
      9. other appropriate techniques (work with computers, video taping, audio taping, outside observation, etc.).
    2. Continuity
      
      The student teacher must be provided with continuing feedback about his or her performance to allow time for improvement.
    3. Cooperation
      
      The student teacher should be given the opportunity to reflect upon, not only his or her own teaching throughout the program, but that of the supervising teacher as well. The final evaluation of the student teacher will be enhanced by a mutual willingness to analyze one another's teaching. The student teacher should be encouraged to practice self-evaluation so that critical analysis becomes a regular part of his or her teaching behavior. The supervising teacher should set the example.
    4. Agreed-upon base
      
      The supervising teacher and the student teacher should, early in the program, agree upon evaluation benchmarks for the teaching experience. The Florida Educator Accomplished Practices and their indicators at the preprofessional level should be used to form the basis of evaluation. Each Accomplished Practice should be individually reviewed and discussed along with its indicators. Agreement on meaning of these practices increases the validity of the evaluations.
    5. Achievement of K-12 students in light of stated objectives reflecting the Sunshine State Standards. The students teacher must demonstrate a positive impact on student learning.
      
      The achievement of students (student learning outcomes) in light of the stated objectives should be a focus. Here evaluation is then more apt to be based upon verifiable evidence than on subjective judgment.
    6. Specificity
      
      Above all, evaluation must be specific. The student teacher should be told exactly what he or she is doing well and what he or she needs to do to improve.
PROFESSIONAL ATTITUDES: To provide the student teacher practice in the self-evaluation of professional attitudes and relationships, a checklist for use by the supervising teacher and student teacher is found in Appendix I.

Sequential Plan for Student Teaching

This plan for student teaching provides for the gradual induction of the student teacher into teaching. The development of the semester Sequential Plan of Experiences and Content should be a cooperative effort between the supervising teacher and the student teacher during or prior to the first full week of the teaching experience. Use this plan as a guide; it may be modified in order to meet the special needs and circumstances of your classroom setting or program.
1. Orientation (Week One)
  1. Observation - Observe in supervising teacher's classes, learning names and pertinent information about the students, techniques used, and materials available.
  2. Teaching - Tutor one student, teach one phase of a lesson, etc.
  3. Participation - Assist teacher in collecting papers, checking roll, organizing groups, and be involved in some participation from the first day.
  4. Planning - Plans for next week's teaching are developed cooperatively with the supervising teacher.
  5. Conferring - Confer daily with the supervising teacher regarding mutual expectations.
  6. Student Teacher Information Form/Plan of Experiences & Content - The student teacher should forward a completed copy of the student teacher information form (Appendix E) and the Plan of Experiences and Content (Appendix H) to the University Supervisor and /or Area Coordinator by the end of the first week.
2. Expanding Responsibilities (Week Two)
  1. Observation - Begin some observation of teachers other than supervising teacher. (Always request permission well in advance.)
    1. Elementary-school student teachers may observe other classroom teachers teaching the same grade and grades above and below, preferably within same school.
    2. Secondary-school student teachers may observe other teachers especially in their own (and possibly) other disciplines.
    3. Both elementary and secondary student teachers may begin some observation in school service areas. The checklist provided in Appendix J can be used for this purpose.
  2. Teaching - Assume responsibility for teaching one class if at the secondary-school level or one subject if at the elementary-school level. Increase participation in class or subject for which the student teacher will next assume responsibility.
  3. Participation - Continue and increase participation activities to include instructional, routine, and supplemental non-teaching activities.
  4. Planning - Continue cooperative development of plans with student teacher assuming more responsibility.
  5. Conferring & Evaluating - Confer daily with the supervising teacher for the purpose of planning and continuous evaluation.
3. Gradual Induction (Week Three - Five)
  1. Observation - Continue various types of observation as time permits.
  2. Teaching - Assume responsibility for additional classes (or subjects) in a gradual manner.
  3. Participation - Continue participation in all areas of the teacher's responsibility.
  4. Planning - Plan as necessary for increased teaching responsibility.
  5. Conferring & Evaluating - Continue daily conferences and evaluation.
4. Full Time Teaching (Week Six Through Next to Final Week)
  1. Observation - Observation should decrease as teaching responsibilities increase.
  2. Teaching - Teaching responsibility should have increased gradually so that the student teacher assumes a full schedule during these weeks. If a program is 11 weeks or longer, you may wish to employ a gradual return of teaching responsibilities to the supervising teacher over the last two weeks.
  3. Participation - Participation as necessary for increased responsibility.
  4. Planning - Planning as necessary for increased teaching responsibility.
  5. Conferring & Evaluation - Daily conferring with supervising teacher for the purpose of planning and continuous evaluation.
5. Wrap - Up (Final Week)
  
  Gradual return of teaching responsibility to the supervising teacher so that student teacher responsibility is concluded during the final week. Observation in different grade levels, with students of different ethnic and socioeconomic backgrounds and types of schools are recommended during the last week of student teaching. These arrangements should be completed well in advance with the advice, approval, and assistance of the supervising teacher and principal.
University Supervisor
Your University Supervisor will typically schedule 3-4 visits are during the course of your student teaching experience. However, in difficult cases, there may be more than four visits.

Requirements for successful completion of Student Teaching
To successfully complete student teaching a student must:
1. Complete the specific requirements of your Program's Student Teaching Course
2. Demonstrate competency in each of the 12 Educator Accomplished Practices at the Pre professional Level. (Final Student Teaching Evaluation)
3. Demonstrate a positive impact on student learning. (Final Student Teaching Evaluation)
Evaluation forms
Review the Biweekly and Final Evaluation Forms and the indicators for each of the 12 Florida Educator Accomplished Practices.

You will receive a copy of your Final Student Teaching Evaluation from your supervising teacher at the end of your student teaching.

Graduation
Information about graduation procedures is available at the Registrar's web site

(http://registrar.fsu.edu/services/graduation/apdefault.htm)

Application for Certification (Florida)
Important: You must pass all three sections of the Florida Teacher Certification Exam to Graduate from your State and NCATE approved Program

When you have completed all requirements of your program and have graduated go to the Florida Department of Certification http://www.fldoe.org/edcert/. Click on "Graduate of Teacher Education Program" then click on "Florida Graduates of Approved Programs" and continue following the directions.

Careers
All student teachers are strongly encouraged to establish a Credentials File at the

Career Placement Services Office
http://www.career.fsu.edu/cps/cps_credentials.html. We recommend you begin this process the semester before your student teaching. You can then ask your cooperating teacher and university supervisor to write letters of recommendation to place in your file. Contact the Career Placement Services at 850/644-6431 for further information.

Career Fair

FSU Portfolio http://www.career.fsu.edu/experience/document/index.html

The Florida State University Career Center (a unit of the Division of Student Affairs) recently launched an innovative program - the Online Career Portfolio. This career resource enables you to showcase the skills you have developed across five experience categories - including coursework, memberships/activities, volunteer work, and jobs and internships.


	Home Future student teachers Current student teachers Cooperating teachers University supervisors Graduates/alumni OCE Resources			Student Teachers The information provided on this page is taken from the Student Teaching Handbook and is meant to address questions or concerns current FSU Student Teachers may have while they are practicing in the field and away from campus. It is the Student Teacher's responsibility to read the Student Teaching Handbook thoroughly. Roles and Responsibilities of Student Teachers A. Student Teaching Assignment The assignment of a student teacher in a school is a decision made cooperatively by the supervising teacher, the principal, and the district and university representatives after each has studied the information included in the application form. In accordance with University policy, student teachers are placed only with those teachers who are qualified, who have completed clinical educator training, who have been identified by their principals as having successful classroom management strategies, and who are willing to accept this responsibility. Early Communications between the Student Teacher and the Supervising Teacher The student teacher should contact the supervising teacher before student teaching officially begins, for the purposes of planning the student teacher's experiences. It is important for the supervising teacher to share instructional materials, information about student population, content to be taught, and school policies. B. Expectations Student teachers consistently rank their student-teaching experiences among the most valuable components of their preparation. Student teaching is indeed the culmination of all your college training, the time to "put it all together," and to learn in the real world of the schools. Your supervising teacher, university supervisor and/or area coordinator have the following expectations of you: Your supervising teacher expects you to demonstrate: Knowledge in your major teaching discipline(s); Enthusiasm for your work; A cooperative attitude, willingness to learn, and the ability to accept and use positive suggestions; Loyalty to your school, students, and supervising teacher; Regular and punctual attendance and attention to all administrative and instructional responsibilities; Confidentiality in dealing with student information; and A continuing improvement in your performance in relation to the Accomplished Practices. Your university supervisor and/or area coordinator expect you to demonstrate: Timely completion of all program requirements; A cooperative attitude in accepting and using suggestions; Timely communication of any problems or concerns; Good judgment and professional behavior; Initiative; Responsibility in securing advanced approval for any special requests, both professional and personal; and A professional demeanor including appropriate dress, language, and interaction with students. A continuing improvement in your performance in relation to the Accomplished Practices and demonstrate a positive impact on student learning. C. Resources and Regulations As you look through the Student Teaching Handbook pay particular attention to the following sections some of which are reproduced on this web site. Major Phases of the Student Teaching Program (pp. 7-14). Student Teaching Reports (pp. 19-20). General Policies and Procedures for Student Teaching (pp. 16-18). Legal Description of the Student Teacher (Appendix B ). Tips on Obtaining a Teaching Position (Appendix D). The Sequential Plan for Student Teaching and its accompanying planning forms (pp. 14-15). The Student Teaching Evaluation Forms and Directions for Use (Appendices A, K, and L) It is expected that you will follow these guidelines unless your academic program provides different instructions and materials. If you have serious concerns regarding the student teaching experience, first, bring the issue to the person(s) involved (cooperating teacher, supervisor, or instructor) for a discussion and possible resolution regarding these concerns. Experience has shown that most student concerns can be resolved during discussion with the person involved. If the concerns can not be resolved during this discussion, contact the department chairperson (see procedures for resolving a complaint outlined in the Student Handbook). General Policies and Procedures for Student Teaching First Day in School - The student teacher should report to school at the time teachers are expected to report. Unless otherwise instructed, the student teacher should report to the school office and then to the supervising teacher. The student teacher should meet the school principal at the earliest opportunity. Reminder: You will be following the school district calendar not the FSU semester calendar. Absences During Student Teaching - Student teachers are allowed no "cuts" during student teaching. If illness or an emergency should require the student teacher to be absent from school for any period of time, it is the responsibility of the student teacher to let the supervising teacher and university supervisor and/or area coordinator know as soon as possible. Absences of three or more days must be reported to the university supervisor and/or area coordinator. In cases of prolonged or repeated absence, the university supervisor/area coordinator will, after consulting with the supervising teacher and principal, determine whether the student teacher's experience will be terminated or extended. Attire and Grooming - The attire and grooming of the student teacher must conform to accepted local practices. The student teacher should observe the professional attire of other teachers and seek the guidance of the supervising teacher and the principal in these matters. Outside Activities - The student teacher should make no plans for involvement in out-of-school activities that would interfere with teaching responsibilities in any way. If there is a pressing need for participation in any activity, it must first be cleared with the university supervisor and/or area coordinator and supervising teacher. Taking Additional Courses Concurrently with Student Teaching - Only in exceptional circumstances will a student be permitted to take course work during the student teaching semester. Initial written approval from the academic program head must be forwarded to the FSU Director of Clinical Experiences (room 236 Stone Bldg). Restrictions on Placement - Student teachers will not be placed in a high school from which they have graduated or in a school in which an immediate relative is a student or staff member. Programs may have additional requirements. Students with Physical and Sensory Disabilities - In keeping with Section 504 of the 1973 Vocational Rehabilitation Act and with The Americans with Disabilities Act, students with physical handicaps, who have successfully completed all necessary prerequisites, will routinely be allowed to student teach. Only if the student's disability would prevent the performance of the essential functions of teaching would placement be denied. In order to assist in securing an appropriate placement and arrange any necessary accommodations, such candidates should consult with the FSU Director of Clinical Experiences Temporary Physical Conditions - Students should inform the FSU Director of Clinical Experiences of special health conditions (pregnancy, temporary medication, etc.) prior to the negotiation of placements for student teaching. This affords the school and the director an opportunity to secure appropriate assignments. Career Placement Services - The student teacher is urged to register with the FSU Career Placement Office during the semester prior to student teaching or during the semester of student teaching at the latest. The Career Placement Office will prepare credentials for the use of prospective employers. Housing - Arrangements for living accommodations in the area of the state to which the student teacher is assigned is primarily the responsibility of the student teacher. If the student teacher needs assistance in making such arrangements, she or he is encouraged to contact the supervising teacher or the school principal, as well as teacher associations and churches in the area. Transportation - It is the responsibility of the student teacher to arrange his or her own transportation throughout student teaching. Conveyance of Funds - The student teacher should make proper arrangements for the conveyance of funds (banking transfers) to the area in which he or she will student teach before leaving campus. Substitute Teaching - The planned program of student teaching does not imply the use of the student teacher as a substitute teacher. Social and Professional Activities Extracurricular activities - It is appropriate for the student teacher first to observe and later participate, as appropriate, in various extra curricular activities present in the school. Appropriate protocol, including the assistance of the supervising teacher, must be exercised in gaining permission for the student teacher to participate in interest clubs, athletic teams, public performances, etc. Social Activities - It is expected that student teachers will lead normal lives both professionally & socially. They should, in fact, seek to broaden contacts with the community through social activities open to teachers, but must exercise mature judgment, tact, and discretion in all relations with students. Professional Activities - The student teacher should attend and participate, when appropriate, in professional meetings. These include in-service seminars, faculty meetings, PTO sessions, subject area meetings, etc. Teacher Strikes or Work Stoppages - If a teacher strike or work stoppage occurs after the student teacher has begun his or her assignment: The student teacher will, in the case of complete work stoppage, be directed not to report to the assigned school but rather to the university supervisor and/or area coordinator. The student teacher will, in cases of prolonged work stoppage extending two weeks or more, be reassigned. If the strike or work stoppage begins prior to the start of the student teacher assignment the student teacher will report to the university supervisor and/or area coordinator instead of the assigned school. In the event that a strike or work stoppage is called by any group other than the recognized teacher bargaining agent for the district, the student teacher will report to his or her student teaching assignment providing the supervising teacher is on duty. During a strike or work stoppage, no Florida State University student teacher will act as a substitute teacher or in any capacity other than that specified in the original student teaching placement agreement. Graduation Responsibilities - Student teachers who will graduate upon completion of student teaching must arrange for a graduation check by the Registrar's Office and must apply for graduation there. This should be completed within the first two weeks of the graduation semester. If the student teacher plans to participate in the graduation exercise, he or she must make reservations in advance. Cancellation of an Assignment - When cancellation of a student teaching assignment becomes necessary, the appropriate academic program or departmental head should initiate such cancellation through the office of the FSU Director of Clinical Experiences. Student teachers are not to leave their assignments without the permission of their university supervisor and/or area coordinator. Reassignment During Student Teaching - When advisable, a field assignment may be changed with the approval of the academic program and school and district personnel. Steps to initiate such a change should originate with the academic program supervisor and in cooperation with the FSU Director of Clinical Experiences and the appropriate school and district personnel. Repeating the Student Teaching Experience - In cases where the university supervisor and/or area coordinator recommends that a student teacher repeat the student teaching experience, or any part of that experience, the university supervisor/area coordinator will work with the FSU Director of Clinical Experiences to secure a new assignment. Students Attempting to Locate Their Own Student Teaching Assignments. Students must not, in any way, attempt to arrange their own student teaching assignments. The Placement of FSU Student Teachers in Out-of-State Field Assignments. Under certain circumstances, students may be allowed to enroll in student teaching at Florida State University and be given student teaching assignments out-of-state. Such cases must have the approval of the academic program, the FSU Director of Clinical Experiences, and when necessary, the Associate Dean for Academic Affairs. Supervision of Student Teachers from Other Universities or Colleges by FSU Faculty Under certain circumstances, the FSU Director of Clinical Experiences will attempt to make arrangements whereby a non-FSU student may enroll in student teaching at another institution and be given a student teaching assignment in Florida, with supervision provided by an FSU faculty member. Travel expenses, per diem, and honoraria are negotiated by the Florida State University faculty supervisor and the requesting institution and student. Grade Appeal Procedure - A student teacher who receives an unsatisfactory grade may appeal that grade through the regular university grade appeals system. Initial Teacher Certification Procedures and Materials - Guidelines and materials for the securing of initial teacher certification in Florida are available to the student teacher in Office of Clinical Experiences (room 236 Stone Bldg.). General information on certification in other states is also available there. Major Phases of the Student Teaching Program The supervising teacher should assist the student teacher in planning a program of experiences that includes these phases of the student teaching program: Observation, Participation, Planning, Conferring, Teaching, and Evaluation. Observation Purposeful observation helps the student teacher to grow and provides them with a diversity of perspectives. A carefully planned student teaching program should include the following observations: The supervising teacher and assigned class(es); Other teachers and classes beginning early in the semester, including other teachers at the same grade level or within the discipline, students of diverse ability levels and backgrounds, the same students taught by other teachers, and/or other observations specified in academic program/departmental guidelines; School services such as administration, health, guidance, and media/technology (a checklist is provided for this purpose in Appendix J,); Other features of the school program that may be of special interest or value to the student teacher; and Extracurricular and other activities involving parents and the community Arrangements for observations should be made in advance by the supervising teacher in cooperation with the principal. School observations outside the student teacher's assigned classes should occur early in the program, prior to the assumption of much teaching responsibility. Classroom observation, to be effective, must be specific. The student teacher should not approach the task casually, but rather should identify specific observational goals. For example, specific observation should be made in the areas of: Classroom management techniques; Instructional techniques; Techniques useful in gaining the participation of all class members; Ways of structuring effective routines and transitions; Identification of differences among learners; Teacher behaviors to which learners respond in positive ways; Physical conditions of the classroom and their influence on teaching and Use of technology in instruction and classroom administration Student teachers should be encouraged to note effective techniques and to be positive in assessing observations. Student teachers should thank other teachers and staff members for the opportunity to observe them. Participation The purpose of participation is to give the student teacher practice in carrying out the many tasks associated with teaching. Participatory activities should begin on the first day and should gradually increase until the student teacher has full teaching responsibility (see below) for a period of several weeks. Participatory activities should include three kinds of experiences: Instructional - brief, teaching-related activities; Routine - classroom and school-wide activities; and Supplementary - non-teaching activities. Suggested participatory experiences are: Work with individuals, students with special needs and small groups; Care of the classroom and instructional supplies, equipment, and technology; Keeping records and making reports; Administrative duties of the classroom teacher; Assistance with student activities such as clubs, athletic events, and social functions; and Attendance at professional meetings (faculty meetings, English council, Association of Childhood Education, etc.) and attendance at parent teacher student conferences and School Advisory Council meetings. Planning While all student teachers have received some training in planning for instruction in their course work, they have not had a chance to implement such plans under the conditions afforded by full-time teaching. Some general suggestions concerning planning for instruction follow. Lesson Planning Considerations: Planning for teaching should be a cooperative endeavor between the supervising teacher and the student teacher, particularly in the early stages of the field experience; As confidence and skill develop, the student teacher will have less need to call upon the supervising teacher in planning for instruction; The student teacher should always submit lesson plans to the supervising teacher for suggestions and approval before using them; and The student teacher should be encouraged to show initiative and creativity in planning for teaching. Suggested Sequence for Inducting the Student Teacher Into Planning for Instruction: Examination of the supervising teacher's daily lesson plans by the student teacher; and Cooperative development of daily plans. The supervising teacher's role should gradually change from that of thinking the plan through aloud, to thinking aloud with the student teacher, to allowing the student teacher to plan independently. Remember: Student teachers are expected to produce and keep on file unit, weekly, and daily plans; Planned learning outcomes and means of assessing learning should be evident; Classroom activities should make use of appropriate technology; All plans should be submitted prior to use and should be approved by the supervising teacher. The university supervisor and/or area coordinator may review lesson plans when they visit or should let the student teacher know how to submit them; and What works for the supervising teacher may not work for the student teacher. Conferring Daily conferring is critical to the growth of the student teacher and to the communication necessary for a successful experience. Conferences will be both informal and formal. The Informal Conference Informal conferences will be brief and may take place between classes, at lunch, or at other times throughout the day; however, there will be specific topics, questions, or incidents to discuss. Through frequent informal discussions the supervising teacher and the student teacher explore teaching strategies and evaluate their results based on student learning. This type of conference provides opportunities for immediate feedback. The Formal Conference Specific times for formal conferences should be scheduled on a regular, frequent basis throughout the student teaching experience. Formal conferences have these added characteristics: Purpose - to review the student teacher's progress in light of program expectations and clearly defined teaching competencies related to the Accomplished Practices; Preparation - supervising teacher and student teacher will have questions, observation notes, video or audio tapes, or other evaluative data available; Procedure - mutual participation and pooling of ideas; and Result - to identify strengths and weaknesses within an atmosphere of mutual respect and cooperation. Effective Behaviors for Conferences In their conferences the supervising teacher and student teacher should routinely use the following practices, shown by research to promote both student teacher growth and harmonious working relationships. Supervising teacher behaviors: Provides constructive and specific suggestions; Provides objective data; Praises and encourages; Asks for ideas, opinions, and clarifications of the student teacher; and Accepts ideas and opinions of student teacher. Student teacher behaviors: Reflects and evaluates own teaching with a focus on continual improvement; Offers ideas, opinions, and clarifications; Asks for supervising teacher's ideas, opinions, and clarifications; and Accepts ideas and suggestions. Teaching The student teacher should follow a plan of gradual induction into full teaching responsibilities for the following reasons: To allow time for specific observation of the techniques of the supervising teacher; To allow time for careful planning of initial teaching experiences; To allow time for analysis of early teaching experiences; and To allow time for the supervising teacher to be sure of the student teacher's demonstrated readiness. Demonstrated Readiness is always the most important factor in considering when and how much a student teacher teaches. If the student teacher assumes full responsibility for teaching before demonstrating readiness, an unsatisfactory situation may develop. The desirable state, readiness, should occur as a result of gradual induction into teaching. The student teacher begins teaching a class: When sufficiently acquainted with the pupils, with suitable teaching methods, and with available teaching materials; When a degree of confidence has been developed; and When the supervising teacher has confidence in the student teacher's ability to teach the class. (For an example of a desirable schedule of induction into teaching responsibility see the Sequential Plan for Student Teaching, Appendix G). Evaluation Evaluation of the student teacher's progress toward becoming an Educational Leader is central to the teacher education program at Florida State University (TORCH - Conceptual Framework). This performance based evaluation is a continuing and cooperative effort on the part of the student teacher, the supervising teacher, and the university supervisor and/or area coordinator. It is viewed as the beginning of a life long process of continual professional improvement. The Periodic and Final Evaluation Forms Unless the student teacher's academic program provides a particular assessment instrument, it is expected that the form found in (Appendix K) will be employed. The supervising teacher and the student teacher are requested to make copies of this form for use as periodic reports throughout the experience. The student teacher's performance in relation to the Accomplished Practices provide the framework for student teaching evaluations. The Final Student Teaching Evaluation Form will be mailed to you prior to the 11th week of the semester. The Supervising Teacher must return a copy of the completed form to the FSU Office of Clinical Experiences. Scheduled Evaluative Reports On at least two-week intervals throughout the program, the supervising teacher reports his or her judgments of the student teacher's progress. It is vital that the student teacher be made aware of both strengths and weaknesses at every stage in the program. Sufficient time must be provided so that the student teacher can work to eliminate any deficiencies that might otherwise appear on the final evaluation. The Periodic Evaluations: Should show cumulative progress over each period of time; Are completed by the supervising teacher, but should be the result of mutual evaluative conferences in which the student teacher evaluates his or her own teaching; Should include specific recommendations for improvement; and Are forwarded to the university supervisor and/or area coordinator by the student teacher. The student teacher and supervising teacher should each retain a copy. The Final Evaluation Report The final evaluation report ought to reflect the level of performance attained by the student teacher at the completion of the student teaching experience. While parts of this final report may be program specific, a general final report based upon the Twelve Educator Accomplished Practices outlined by the Florida Education Standards Commission and the Florida Department of Education should also be completed (Appendix L). Report(s) are completed by the supervising teacher and returned to the Office of Clinical Experiences. If the student teacher so desires, this report can be included in his or her university placement file. The final evaluation is not confidential, and like the periodic evaluations, a copy of it should be given to the student teacher. All evaluation forms used during student teaching must provide the student teacher with formative (or in the case of the final evaluation summative) feedback on the Educator Accomplished Practices. Please use only FSU approved forms. Grading The university supervisor and/or area coordinator assumes final responsibility for assigning the grade at the completion of student teaching; however, the supervising teacher's evaluations are a major factor in assigning the grade. Each student teacher will receive a grade of S (Satisfactory), U (Unsatisfactory), I (Incomplete), W (Withdrawn Passing), or WD (Withdrawn from the University). Summary A complete program of evaluation for the student teacher should include these six principles: Recording and interpreting data A variety of techniques for recording and interpreting data should be employed. The broader the base, the more reliable the evaluation of the student teacher's readiness for teaching. Examples might include: a periodic evaluation form which covers an agreed-upon list of teaching competencies including the Accomplished Practices; systems for coding teaching behavior; systems for analyzing teacher questions; lesson planning; evidence of the extent to which the student teacher is meeting his or her objectives; evidence of sound principles of learning in the student teacher's instruction; pupil evaluations of the student teacher's teaching; checklist of professional attitudes and working relationships; and other appropriate techniques (work with computers, video taping, audio taping, outside observation, etc.). Continuity The student teacher must be provided with continuing feedback about his or her performance to allow time for improvement. Cooperation The student teacher should be given the opportunity to reflect upon, not only his or her own teaching throughout the program, but that of the supervising teacher as well. The final evaluation of the student teacher will be enhanced by a mutual willingness to analyze one another's teaching. The student teacher should be encouraged to practice self-evaluation so that critical analysis becomes a regular part of his or her teaching behavior. The supervising teacher should set the example. Agreed-upon base The supervising teacher and the student teacher should, early in the program, agree upon evaluation benchmarks for the teaching experience. The Florida Educator Accomplished Practices and their indicators at the preprofessional level should be used to form the basis of evaluation. Each Accomplished Practice should be individually reviewed and discussed along with its indicators. Agreement on meaning of these practices increases the validity of the evaluations. Achievement of K-12 students in light of stated objectives reflecting the Sunshine State Standards. The students teacher must demonstrate a positive impact on student learning. The achievement of students (student learning outcomes) in light of the stated objectives should be a focus. Here evaluation is then more apt to be based upon verifiable evidence than on subjective judgment. Specificity Above all, evaluation must be specific. The student teacher should be told exactly what he or she is doing well and what he or she needs to do to improve. PROFESSIONAL ATTITUDES: To provide the student teacher practice in the self-evaluation of professional attitudes and relationships, a checklist for use by the supervising teacher and student teacher is found in Appendix I. Sequential Plan for Student Teaching This plan for student teaching provides for the gradual induction of the student teacher into teaching. The development of the semester Sequential Plan of Experiences and Content should be a cooperative effort between the supervising teacher and the student teacher during or prior to the first full week of the teaching experience. Use this plan as a guide; it may be modified in order to meet the special needs and circumstances of your classroom setting or program. Orientation (Week One) Observation - Observe in supervising teacher's classes, learning names and pertinent information about the students, techniques used, and materials available. Teaching - Tutor one student, teach one phase of a lesson, etc. Participation - Assist teacher in collecting papers, checking roll, organizing groups, and be involved in some participation from the first day. Planning - Plans for next week's teaching are developed cooperatively with the supervising teacher. Conferring - Confer daily with the supervising teacher regarding mutual expectations. Student Teacher Information Form/Plan of Experiences & Content - The student teacher should forward a completed copy of the student teacher information form (Appendix E) and the Plan of Experiences and Content (Appendix H) to the University Supervisor and /or Area Coordinator by the end of the first week. Expanding Responsibilities (Week Two) Observation - Begin some observation of teachers other than supervising teacher. (Always request permission well in advance.) Elementary-school student teachers may observe other classroom teachers teaching the same grade and grades above and below, preferably within same school. Secondary-school student teachers may observe other teachers especially in their own (and possibly) other disciplines. Both elementary and secondary student teachers may begin some observation in school service areas. The checklist provided in Appendix J can be used for this purpose. Teaching - Assume responsibility for teaching one class if at the secondary-school level or one subject if at the elementary-school level. Increase participation in class or subject for which the student teacher will next assume responsibility. Participation - Continue and increase participation activities to include instructional, routine, and supplemental non-teaching activities. Planning - Continue cooperative development of plans with student teacher assuming more responsibility. Conferring & Evaluating - Confer daily with the supervising teacher for the purpose of planning and continuous evaluation. Gradual Induction (Week Three - Five) Observation - Continue various types of observation as time permits. Teaching - Assume responsibility for additional classes (or subjects) in a gradual manner. Participation - Continue participation in all areas of the teacher's responsibility. Planning - Plan as necessary for increased teaching responsibility. Conferring & Evaluating - Continue daily conferences and evaluation. Full Time Teaching (Week Six Through Next to Final Week) Observation - Observation should decrease as teaching responsibilities increase. Teaching - Teaching responsibility should have increased gradually so that the student teacher assumes a full schedule during these weeks. If a program is 11 weeks or longer, you may wish to employ a gradual return of teaching responsibilities to the supervising teacher over the last two weeks. Participation - Participation as necessary for increased responsibility. Planning - Planning as necessary for increased teaching responsibility. Conferring & Evaluation - Daily conferring with supervising teacher for the purpose of planning and continuous evaluation. Wrap - Up (Final Week) Gradual return of teaching responsibility to the supervising teacher so that student teacher responsibility is concluded during the final week. Observation in different grade levels, with students of different ethnic and socioeconomic backgrounds and types of schools are recommended during the last week of student teaching. These arrangements should be completed well in advance with the advice, approval, and assistance of the supervising teacher and principal. University Supervisor Your University Supervisor will typically schedule 3-4 visits are during the course of your student teaching experience. However, in difficult cases, there may be more than four visits. Requirements for successful completion of Student Teaching To successfully complete student teaching a student must: Complete the specific requirements of your Program's Student Teaching Course Demonstrate competency in each of the 12 Educator Accomplished Practices at the Pre professional Level. (Final Student Teaching Evaluation) Demonstrate a positive impact on student learning. (Final Student Teaching Evaluation) Evaluation forms Review the Biweekly and Final Evaluation Forms and the indicators for each of the 12 Florida Educator Accomplished Practices. You will receive a copy of your Final Student Teaching Evaluation from your supervising teacher at the end of your student teaching. Graduation Information about graduation procedures is available at the Registrar's web site (http://registrar.fsu.edu/services/graduation/apdefault.htm) Application for Certification (Florida) Important: You must pass all three sections of the Florida Teacher Certification Exam to Graduate from your State and NCATE approved Program When you have completed all requirements of your program and have graduated go to the Florida Department of Certification http://www.fldoe.org/edcert/. Click on "Graduate of Teacher Education Program" then click on "Florida Graduates of Approved Programs" and continue following the directions. Careers All student teachers are strongly encouraged to establish a Credentials File at the Career Placement Services Office http://www.career.fsu.edu/cps/cps_credentials.html. We recommend you begin this process the semester before your student teaching. You can then ask your cooperating teacher and university supervisor to write letters of recommendation to place in your file. Contact the Career Placement Services at 850/644-6431 for further information. Career Fair FSU Portfolio http://www.career.fsu.edu/experience/document/index.html The Florida State University Career Center (a unit of the Division of Student Affairs) recently launched an innovative program - the Online Career Portfolio. This career resource enables you to showcase the skills you have developed across five experience categories - including coursework, memberships/activities, volunteer work, and jobs and internships.

Student Teachers

Roles and Responsibilities of Student Teachers

General Policies and Procedures for Student Teaching

Major Phases of the Student Teaching Program

Sequential Plan for Student Teaching