Quick Start Guides

Show guide for...

Role

Program

Term

Term Overview

Required Student Teaching Hours: two and a half days per week (elementary candidates) or 20 hours per week (secondary candidates)

During the first term, you will gather information about the school district, local community, and the classroom in which you’ve been placed.

In the first four weeks of the term, you should plan on spending approximately one and a half days per week in the Cooperating Teacher’s classroom and one day per week observing in a total of four diverse settings. Examples of diverse settings include Title I, ESOL, Special Education, observing a counselor, and shadowing a specialist teacher (e.g. music, physical education, technology, art).

During the remaining weeks of the term, you will spend all two and a half days (or 20 hours) in your Cooperating Teacher’s classroom.

There will be one week in November when you will be in the classroom full-time. During this week, you will teach a 3-5-day unit of instruction and have the opportunity to experience implementing edTPA expectations for the “Mock” edTPA.

Teacher Candidate General Responsibilities

  • Actively observe in the classroom for two and a half days per week (elementary candidates) or 20 hours per week (secondary candidates).
  • Have weekly 15-minute meetings with your Cooperating Teacher to plan for the week, get informal feedback, and ask questions.
  • Interact with learners on an informal basis (e.g. learn their names, begin to assess academic and social strengths and challenges, ask about their interests).
  • Work with individual students and facilitate small group activities in a variety of content areas.
  • Attend faculty meetings and participate in Professional Learning Community (“PLC”) meetings when possible.

Teacher Candidate Checklist

August / September

October

November

December

Term Overview

Required Student Teaching Hours: two and a half days per week (elementary candidates) or 20 hours per week (secondary candidates)

During the second term, you will continue your work from term I (usually with the same Cooperating Teacher) and complete edTPA requirements.

There will be two weeks in March when you will be in the classroom full-time. During these weeks, you will teach a 7-10-day unit of instruction, including what’s required for edTPA (literacy instruction for elementary candidates and content area instruction for secondary candidates).

Teacher Candidate General Responsibilities

  • Be in the classroom for two and a half days per week (elementary candidates) or 20 hours per week (secondary candidates).
  • Have weekly 30-minute meetings with your Cooperating Teacher to plan for the week, get informal feedback, and ask questions.
  • Start taking on more planning and teaching responsibilities.
  • Be involved as a professional in the school community (e.g. attend faculty meetings, staff development days, PLC meetings, and student conferences).

Teacher Candidate Checklist

January

February

March

Term Overview

Required Student Teaching Hours: 10 weeks

It’s your final term of student teaching! During the third term, you will be at the school full-time for 10 weeks.

There will be three weeks in May when you will teach a 3-week unit of instruction.

Teacher Candidate General Responsibilities

  • Be in the classroom full-time for 10 weeks.
  • Have biweekly 30-minute meetings with your Cooperating Teacher to plan, get informal feedback, and ask questions.
  • Take a leadership role in the daily planning, teaching, and managing of the class.
  • Continue to be involved as a professional in the school community (e.g. attend faculty meetings, staff development days, PLC meetings, and student conferences).

Teacher Candidate Checklist

April

May

June

Term Overview

Required Student Teaching Hours: two and a half days per week (elementary candidates) or 20 hours per week (secondary candidates)

This is your Teacher Candidate’s first term of student teaching. During this term, they will need to gather information about the school district, local community, and the classroom in which they have been placed. Your time and energy with this process is greatly appreciated.

In the first four weeks of the term, the Teacher Candidate should spend approximately one and a half days per week in your classroom and one day per week observing in a total of four diverse settings. Examples of diverse settings include Title I, ESOL, Special Education, observing a counselor, and shadowing a specialist teacher (e.g. music, physical education, technology, art).

During the remaining weeks of the term, the Teacher Candidate will spend all two and a half days (or 20 hours) in your classroom.

There will be one week in November when the Teacher Candidate will be in your classroom full-time. During this week, the Teacher Candidate will teach a 3-5-day unit of instruction and have the opportunity to experience implementing edTPA expectations for the “Mock” edTPA.

Coursework: This term, Candidates’ coursework focuses on assessment, planning and instruction, differentiated learning, and professional development. Specific courses are listed below.

Cooperating Teacher General Responsibilities

  • Have weekly 15-minute meetings with your Teacher Candidate to plan for the week, provide informal feedback, and answer questions.
  • Encourage your Teacher Candidate to interact with learners on an informal basis (e.g. learning their names, beginning to assess academic and social strengths and challenges, asking about their interests).
  • Provide the opportunity for your Teacher Candidate to tutor individual students and to facilitate small group activities in a variety of content areas.
  • Model various instructional techniques for your Teacher Candidate and discuss how you made decisions to select materials and strategies.
  • Introduce your Teacher Candidate to school personnel (secretary, principal, assistant principal, department heads, media specialists, and counselors).
  • Encourage your Teacher Candidate to attend faculty meetings and participate in Professional Learning Community (“PLC”) meetings when possible.

Cooperating Teacher Checklist

August

August / September

October

November

December

Term Overview

Required Student Teaching Hours: two and a half days per week (elementary candidates) or 20 hours per week (secondary candidates)

This term, your Teacher Candidate will plan, teach, and assess required lessons for their edTPA performance assessment. edTPA is the nationally-normed performance assessment now required for all Oregon Teacher Candidates pre-licensure.

There will be two weeks in March when the Teacher Candidate will be in your classroom full-time. During these weeks, they will teach a 7-10-day unit of instruction and complete edTPA tasks (literacy instruction for elementary candidates and content area instruction for secondary candidates).

Coursework: This term, Candidates’ coursework focuses on literacy, content pedagogy, classroom management, and collaboration. Specific courses are listed below.

Cooperating Teacher General Responsibilities

  • Have weekly 30-minute meetings with your Teacher Candidate to plan for the week, provide informal feedback, and answer questions.
  • Encourage your Teacher Candidate to take on more planning and teaching responsibilities.
  • Continue to model various instructional techniques for your Teacher Candidate and discuss how you made decisions to select materials and strategies.
  • Involve your Teacher Candidate in professional activities in the school community (e.g. faculty meetings, staff development days, PLC meetings, and student conferences).

Cooperating Teacher Checklist

January

February

March

Term Overview

Required Student Teaching Hours: 10 weeks

During the third term, the Teacher Candidate will complete the required student teaching experience. They will be at the school full-time for 10 weeks.

There will be three weeks in May when your Teacher Candidate will teach a 3-week unit of instruction.

Coursework: This term, Candidates’ coursework focuses on preparing them for the transition to licensed teacher. Specific courses are listed below.

Cooperating Teacher General Responsibilities

  • Have biweekly 30-minute meetings with your Teacher Candidate to plan for the week, provide informal feedback, and answer questions.
  • Allow your Teacher Candidate to take a leadership role in the daily planning, teaching, and managing of the class.
  • Continue to model various instructional techniques for your Teacher Candidate and discuss how you made decisions to select materials and strategies.
  • Continue to involve your Teacher Candidate in professional activities in the school community (e.g. faculty meetings, staff development days, PLC meetings, and student conferences).

Cooperating Teacher Checklist

April

May

June

Term Overview

Required Student Teaching Hours: two and a half days per week (elementary candidates) or 20 hours per week (secondary candidates)

In the first four weeks of the term, the Teacher Candidate should spend approximately one and a half days per week in the classroom and one day per week observing in a total of four diverse settings. Examples of diverse settings include Title I, ESOL, Special Education, observing a counselor, and shadowing a specialist teacher (e.g. music, physical education, technology, art).

During the remaining weeks of the term, the Teacher Candidate will spend all two and a half days (or 20 hours) in the classroom.

There will be one week in November when the Teacher Candidate will be in the classroom full-time. During this week, the Teacher Candidate will teach a 3-5-day unit of instruction and have the opportunity to experience implementing edTPA expectations for the “Mock” edTPA.

University Supervisor General Responsibilities

  • Be available to meet with your Teacher Candidate at the required seminar meetings.
  • Encourage your Teacher Candidate to attend faculty meetings and participate in Professional Learning Community ("PLC") meetings when possible.
  • Build relationships with school partners (e.g. say “hello” to the school principal when you’re on site).
  • Email travel log to Christina Gentillini (gentillinic@wou.edu) each month.

University Supervisor Checklist

August / September

October

November

December

Term Overview

Required Student Teaching Hours: two and a half days per week (elementary candidates) or 20 hours per week (secondary candidates)

This term, your Teacher Candidate will plan, teach, and assess required lessons for their edTPA performance assessment.

There will be two weeks in March when the Teacher Candidate will be in the classroom full-time. During these weeks, they will teach a 7-10-day unit of instruction and complete edTPA tasks (literacy instruction for elementary candidates and content area instruction for secondary candidates).

University Supervisor General Responsibilities

  • Be available to meet with your Teacher Candidate at the required seminar meetings.
  • Encourage your Teacher Candidate to participate in professional activities in the school community (e.g. faculty meetings, staff development days, PLC meetings, and student conferences).
  • Continue to build relationships with school partners.
  • Email travel log to Christina Gentillini (gentillinic@wou.edu) each month.

University Supervisor Checklist

January

February

March

Term Overview

Required Student Teaching Hours: 10 weeks

During the third term, the Teacher Candidate will complete the required student teaching experience. They will be at the school full-time for 10 weeks.

There will be three weeks in May when the Teacher Candidate will teach a 3-week unit of instruction.

University Supervisor General Responsibilities

  • Continue to encourage your Teacher Candidate to participate in professional activities in the school community (e.g. faculty meetings, staff development days, PLC meetings, and student conferences).
  • Continue to build relationships with school partners.
  • Email travel log to Christina Gentillini (gentillinic@wou.edu) each month.

University Supervisor Checklist

April

May

June