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Student Teaching Overview

Student teachers meet state fieldwork requirements by completing the 600 hours of fieldwork in the classrooms of credentialed PK-3 teachers. Candidates in are required to spend five instructional hours per day, four days per week in their student teaching placement. Candidate’s student teaching experience follows a gradual induction model where they begin by observing the classes taught by the cooperating teacher then gradually moving into taking on more instructional responsibility. This includes using a variety of co-teaching strategies during instructional hours. 

The Fieldwork Placement Coordinator arranges each of the student teaching placements. Thus, candidates are not permitted to arrange their own placements. The Fieldwork Placement Coordinator makes every effort to locate candidates’ field placements close to their residential addresses and to accommodate documented considerations. Living in an urban region, however, student teachers need to be prepared to commute up to 60 minutes to their fieldwork sites.

Once committing to being a student teacher, candidates cannot switch to student-teacher under contract or internship status until the semester break.

See the Fieldwork Overview page in this handbook for information on Student Teaching Equivalency Options.

Student Teacher Responsibilities

In addition to adhering to school and university rules, policies, and professional obligations, each candidate is also expected to:

• Place students at the center of every decision made.
• Meet high professional expectations: 
  • make ethical decisions, 
  • meet deadlines, 
  • communicate promptly and effectively with all stakeholders, 
  • maintain commitment to being responsible, punctual, well-prepared, appropriately dressed, and 
  • remain mindful of being a guest at the school.
• Arrive at the fieldwork placement site at the arranged time, prepared to teach, and have all lesson plans and materials ready for the day.
• Participate in weekly instructional scheduling and lesson planning with the Cooperating Teacher.
• Seek out opportunities to integrate into the school community through observation of colleagues and participation in school activities.
• Proactively communicate concerns, and ask questions to address concerns as they arise.
• Develop as lifelong learners and reflective practitioners as they engage in reflection to continuously improve teaching practice.
• Work collaboratively with the Cooperating Teacher to coordinate schedules for observations (six each semester) and completion of edTPA (in spring).
• Maintain copies of all reflection, observation, and evaluation documents as well as the Individual Development Plan (IDP) in preparation for teacher induction.
• Notify the Cooperating Teacher and/or University Supervisor as soon as possible if the candidate will be absent from student teaching.

Increasing the Student Teacher’s Responsibilities 

First Semester Fieldwork Expectations: During the first semester, candidates should gradually take on the lead responsibility for planning, instruction, assessment, and grading for one subject area. The cooperating teacher and teacher candidate are expected to plan this gradual release in a manner that works best for them. During the last 10 days of the first semester, candidates are expected to take on additional time for solo teaching. The Cooperating Teacher and teacher candidate are expected to plan this gradual release in a manner that works best for them. 

Second Semester Fieldwork Expectations: During the second semester, candidates should gradually take on the lead responsibility for planning, instruction, assessment, and grading for two subject areas. The cooperating teacher and teacher candidate are expected to plan this gradual release in a manner that works best for them.  During the last 10 days of the first semester, candidates are expected to take on additional time for solo teaching. The Cooperating Teacher and teacher candidate are expected to plan this gradual release in a manner that works best for them. See the for more detailed information on .

Student Teacher Under Contract (STUC)

A Student Teacher Under Contract (STUC) is a candidate who is employed by a school district as the teacher of record but does not hold an intern credential. The school employment may be part-time or full-time, but the employment