Current Resources for Student Teachers

Student teaching is the capstone clinical experience for our candidates. Student teaching may be completed in any of the UMM student teaching centers. In Minnesota , candidates can select placement in Alexandria , Cyrus, Fergus Falls , Morris, Browns Valley , Osseo, and Willmar Districts. Placements are also available in Chicago , IL , El Paso , TX , and the Tiospa Zina Tribal School in Agency Village , SD. The Global Student Teaching program (GST) offers a variety of international placements. University supervision in all student teaching placements is provided either by UMM elementary education faculty or by district personnel who work closely with us. UMM faculty members have visited all student teaching locations and adjunct supervisors have all visited UMM to discuss and evaluate the program. Student teachers complete eleven weeks of student teaching—usually in one placement—where they demonstrate competencies necessary for effective teaching. UMM Program Handbooks explain assignments and expectations. Candidates are observed formally by cooperating teachers and University supervisors (a minimum of four times each). Requirements for student teaching include maintenance of GPA, completion of required education courses, and recommendations by faculty members both in teacher education and in the candidates' majors.

ElEd 4111 - Practicum III: Beginning Student Teaching

ElEd 4111, Practicum III: Beginning Student Teaching, is designed to provide you with opportunities to increase your understanding of the duties and responsibilities of teachers during the first weeks of school and to introduce you to the classes in which most of you will complete your student teaching assignments. Use it as a time for observation, reflection, applying what you have learned, and exploring the many dimensions of teaching at the elementary school level.

ElEd 4201 - Directed Student Teaching

Student teaching is one of the most significant aspects of teacher education programs. It provides students with an opportunity to understand all dimensions of teaching and to begin to apply what they have learned. All participants in the student teaching program play an important role in providing the context in which a student can demonstrate his or her ability to assume the responsibilities of a full-time teacher.

INTRODUCTION

Student teaching is one of the most significant aspects of teacher education programs. It provides students with an opportunity to understand all dimensions of teaching and to begin to apply what they have learned. All participants in the student teaching program play an important role in providing the context in which a student can demonstrate his or her ability to assume the responsibilities of a full-time teacher.

The success of this supervised teaching experience depends upon close cooperation among pre-primary through grade twelve teachers and administrators, university personnel, and each student teacher. These cooperative relationships are fostered through the contacts that student teachers, supervising personnel, and administrators have with one another. Our goal is to assure a successful experience for all participants.

The key person in this experience is the cooperating teacher in the school. This individual brings to life the professional aspects of the teaching experience through a willingness to share expertise with a student teacher, to observe activities planned and introduced by the student, to offer advice regarding effectiveness of teaching and management techniques, and to provide the support that students often need in maintaining their professional and personal well-being during this important period when they are making the transition from student to professional educator.

PURPOSES OF STUDENT TEACHING

Student teaching offers prospective teachers the opportunity to:

1. apply the knowledge and skills acquired in teacher education course work and pre-student teaching experiences,
2. demonstrate attitudes consistent with good teaching,
3. effectively perform professional duties important in each school setting,
4. explore and apply multiple principles of learning and multiple teaching strategies,
5. prepare, teach, and assess lessons with a specific focus on student learning,
6. explore the role of the teacher in the schools and begin to identify with that role,
7. develop entry level competence in the full range of teaching behaviors,
8. demonstrate awareness and apply principles of professional and ethical behavior, and
9. assess, along with University and school personnel, the student's present competence and potential for growth as a teacher.

Application Process

An elementary education student teaching placement meeting is scheduled early in spring semester of the junior year. At this meeting, students receive information about student teaching requirements and the application process.

Where can I student teach?

The University of Minnesota , Morris Teacher Education Program makes placements for students in UMM Student Teaching Center Schools. Students may choose from the following Student Teaching Centers:

Regional UMM Student Teaching Centers

•  Alexandria School District
•  Cyrus Math, Science, and Technology Elementary School (limited placement)
•  Fergus Falls School District
•  Morris Area School District (limited placement)
•  Willmar School District

Non Regional UMM Student Teaching Centers

•  Osseo School District , Osseo , MN
•  Chicago School District , Chicago , IL
•  Ysleta School District , El Paso , TX
•  Tiospa Zina Tribal School , Agency Village , SD
•  Browns Valley , MN

Global Student Teaching (GST)

•  Australia
•  England
•  Ireland
•  New Zealand
•  Other

Students registering for a Regional UMM Center placement are not charged a fee. The fee for Non Regional and GST placements is currently $300.00. The fee is refundable only if a suitable placement cannot be made. This fee is used to cover long distance telephone and fax charges, mail expenses, and payments to adjunct supervisors.

Please see Appendix F-1 for more information related to the costs of the Education Programs including student teaching.

Student teachers are assigned to a public school districts in which they have not been a student, where they are not well known by school personnel, and where the student teacher's children will not be in attendance.

How do I register for student teaching?

All registration for student teaching is completed through the Education Division Office.

Do I need liability insurance?

Liability insurance is mandatory for all student teachers. Insurance is available through membership in Education Minnesota. The membership form is completed at the application meeting.

Do I need a criminal history background check?

Criminal history background checks are mandatory for all student teachers. When you submit your student teaching application materials to the Education Office, you will fill out a form and have it witnessed and notarized. There is a fee for submitting this form to the Minnesota Bureau of Criminal Apprehension.

When will I know my student teaching placement?

Regional and Non Regional placements are usually confirmed before the end of spring semester. Global Student Teaching placements are confirmed during fall semester.

Where will I live during student teaching?

Because student teachers spend long hours at their school and are expected to participate in after school activities and meetings, they are encouraged to live in the community in which they student teach. Many times, teachers or administrators in the school district have information about temporary living arrangements.

When will I do my student teaching?

The student teaching assignment for elementary education students begins with ElEd 4111 Beginning Student Teaching. This experience begins with the district's teacher workshop days and ends in mid-September. During this experience, students acquire knowledge that will assist them in planning for their eleven-week student teaching assignment. Students are expected to take an active role in the classroom. They should follow the schedule of the teachers in the school, arriving at the time required of teachers and not leaving before the end of the school day. The student observes, works with individuals and groups of students, maintains a reflective journal, plans and teaches lessons when appropriate, and assists the cooperating teacher in any way .

Students who are student teaching in a different state or country are placed in a nearby school for their Beginning Student Teaching assignment.

ElEd 4201 Directed Student Teaching in Primary and Intermediate Grades Student begins the first day of spring semester. Students are usually assigned to one grade level for the 11 weeks.

Schedules for student teachers in the ElEd 4204 Directed Student Teaching in International School at the Primary and Intermediate Level vary. Refer to the Global Student Teaching Program Handbook for more information.

Student teachers follow the calendar of the cooperating school rather than the university calendar during the assignment. This includes teacher in-service days and parent-teacher conference days.

What are student teaching seminars?

Student teaching seminars are held periodically throughout the student teaching experience and focus on a variety of topics such as parent involvement, special education, classroom management or technology. The seminars are usually held in the school district in which the student is completing his/her student teaching assignment. The university supervisor schedules the seminars in collaboration with her/his student teachers. Student teachers are expected to attend scheduled seminars.

By whom and how am I evaluated?

The university supervisor and cooperating teacher complete multiple formative evaluations (see Appendix B-1) of the student teacher's lessons. The formative evaluations are placed in the student's file in the Division office. At the conclusion of the student teaching experience, the university supervisor and cooperating teacher complete summative evaluation forms (see Appendix C-1 and C-2). The summative evaluations are based on the Minnesota Standards of Effective Practice and are submitted to the UMM Placement Office.

In addition to scheduled observations, the university supervisor may make unscheduled visits.

What if I am absent for illness or other extenuating circumstances?

First, notify the school office, cooperating teacher, and university supervisor as soon as possible. If you have materials that your cooperating teacher may need, make arrangements for him/her to get them.

Student teachers who are absent from their assignment for more than a total of three (3) days are required to confer with the cooperating teacher and the university supervisor to determine if make-up days are required or if the assignment will be terminated.

Am I allowed to be a substitute teacher?

Student teachers are not to be used as substitutes for the regular teacher who is absent from school. However, student teachers may teach under the guidance of a qualified substitute.

Cooperating teachers should not leave student teachers for long periods of time during a school day, thus, in effect, having them serve as a substitute. While it is desirable for the cooperating teacher to be away from the classroom for short periods of time, this should not occur until a judgment is made by the cooperating teacher that the student teacher is capable of handling the class and is adequately prepared for situations which might arise during the time of absence.

May I accept extra curricular assignments in the school district.

Yes, student teachers may accept extra curricular assignments that appeal to their interests. These activities enhance marketability if they do not detract from classroom performance, which is your first responsibility. At the discretion of the school, a student teacher may be paid for supervising extra curricular activities. However, the local teacher collective bargaining contract may forbid this or specify conditions under which it is permissible.

How do I withdraw from student teaching?

Student teachers who withdraw voluntarily at any time during their assignment will inform the cooperating teacher, principal, and university supervisor. The university supervisor will do the following:

•  Verbally report the withdrawal to the Division of Education secretary the same day.
•  Return the student teacher's folder from the public school to the Division of Education. Any observation reports made by the university supervisor and cooperating teacher(s) should be included in the folder.
•  Write a report which describes in detail the circumstances of the withdrawal. A copy of this report is to be placed in the student's file. This report should be made as soon as possible after the withdrawal.
•  It is the student's responsibility to withdraw from the course via the university registration system. If it is past the withdrawal deadline, a written notice is sent to the Records and Registration Office with a copy going into the student's file.

Can I be removed from student teaching?

Except in extreme or unusual cases where the public school requests an immediate removal of a student teacher, the procedures outlined in the Communication of Concern for Preservice Teachers are followed prior to the removal of a student teacher.

What do I do if I withdraw or am removed from student teaching?

When a student withdraws or is removed from his/her student teaching assignment after the assignment has begun, it is the student's responsibility to withdraw from the course via the university registration system. If it is past the withdrawal deadline, a written notice is sent to the Records and Registration Office with a copy going into the student's file.

•  A conference is held with the Discipline Coordinator within one week of withdrawal. During the conference, options are discussed to determine a plan of action for the student.