Student Teaching Attendance Expectations Set April 2020

Regular attendance at your student teaching assignment is a professional expectation. Be prompt at all times. Be there every day, all day, following the schedule of your cooperating teacher.

All absences (including partial day absences) must be shared with your University Supervisor as well as your Cooperating Teacher as soon as you know you will not be there.

Programs allow for 2 or 3 excused absences during your experience (see below). Check you program handbook for the number of days you can miss.

The following are excused absences:

• Illness
• Medical appointments: These should be scheduled outside required school hours, if possible.
• Emergency/Bereavement
• Poor weather conditions: If your school does not cancel, but the schools near your residence cancel due to road conditions, use your best judgment as to whether it is safe to make the trip.
• Attendance at Career Fair or a Job Interview
• Representing the University at an event as an athlete, musician or other leadership role. Practices or rehearsals are not excused absences.
• Religious observances
• Military Obligation

More than the program limit of absences in a given semester will cause your student teaching assignment to be extended or canceled. Absences that fall outside of the list of excused absences above will be made up at the end of the semester. Failure to notify your University Supervisor of an absence will be considered an unexcused absence that must be made up at the end of the student teaching semester. Missing required on campus days without notification will be considered an unexcused absence and will need to be made up at the end of the semester.

NOTE: Students are required to attend the Student Teaching Orientation, On Campus Professional Development Conference and EdTPA Writing Days during their student teaching, which will not count as an absence from your placement.

• Field Experience: within 30 miles/45 minute commute
• Student Teaching: within 50 miles/60 minute commute
• For student teaching: candidates are not placed in their home school district (where they graduated from) or in a school with close personal ties.
• Requests for Placement Changes: OCE works hard to secure placements that align with all necessary requirements. This may result in a placement that is different from a candidate expectation or request. Placement changes are rare and discouraged unless there are significant unforeseen circumstances to a placement.
  • In cases where a student is removed from a student teaching placement for reasons unrelated to the student’s dispositions or performance, all efforts will be made to secure a new placement as quickly as possible.
  • Students removed from student teaching for dispositional or performance reasons will follow the process for growth plans and counseling out policy. Students will not be offered a new placement during the semester they were removed; new placement arrangements will begin the next semester.
  • Students who withdraw from a student teaching placement will follow the process for growth plans and counseling out policy. Students who withdraw from a placement either from their choice for performance/dispositional reasons will not be offered a new placement during the semester they were removed. New placement arrangements will begin the next semester.

Early Childhood Education

• Required Scope: Birth–Grade 3

• Documentation:

  • Field Experience: Both preschool and elementary settings

  • Student Teaching: Preschool placement (Fall) and elementary placement (Spring)

Elementary Education

• Required Scope: K–6 (Elementary)

• Documentation: Field experiences in a primary placement (K–3) and intermediate placement (3–6). Student teaching can be in any K–6 classroom.

Secondary Education (5–12)

Includes Communication Arts and Literature, Math, Sciences, Social Studies

• Required Scope: 5–9 (Middle only), 5–12 (Middle and High), 9–12 (High only)

• Documentation: Field experience for one part of scope, student teaching for the other.

  Example: Field experience in middle school, student teaching in high school.

Secondary Education (K–12)

Includes TESL K–12, Visual Art K–12, Music K–12, Health/PE 5–12, K–12, Library Media K–12

• Required Scope: K–12 (Elementary, Middle, High)

• Documentation: Field experience in one or two scope areas, student teaching in the remaining areas. Example: Field experience in middle school, student teaching in high school and elementary school. OR field experience in elementary and middle school, student teaching in high school.

Special Education

• Required Scope: K–12 (Elementary, Middle, High), PreK–12 (PreK, Elementary, Middle, High/Transition)

• Documentation: Field experience (by placement or prior experience) in two or three scope areas; student teaching in remaining scope.

Additional License

• Required Scope: Varies by licensure area—PreK, Elementary, Middle, High

• Documentation: Evaluation of prior license compared with current licensure program

Do I have to student teach in every scope area?  

No. Scope can be met through field experience prior to student teaching.  

I’m currently a teacher of record on a Tier 1/Tier 2 license. Do I have to meet scope in a grade band that is different from my current role?

Yes. If you are currently teaching in a middle school environment and are seeking a 5-12 or K-12 license, you must have documented experience in elementary and in high school environments.  

I work full time at a school. How do I meet scope with my job requirements?  

This requires planning. Depending on your program, scope can be met through different types of placements – summer school, ESY (extended school year) programs, and completing field experience during spring break. Sometimes candidates will partner with their employer to complete scope through site-based opportunities/approved leave IF those opportunities exist. The Center for Teacher Preparation and your programs will work with you to identify ways to meet scope requirements.  

I work in 5th grade in a middle school setting. Can I double count this as both elementary and middle school scope?  

No. Elementary, Middle, and High School learning environments are structured very differently. If you have a question with appropriate scope application, please work with the Center for Teacher Preparation or your program advisor to determine how to document your experience.  

Can I utilize prior school experiences toward scope? 

Maybe. It depends on program policies and the length of time between the experience and your current program enrollment. Please consult with your program and the Center for Teacher Preparation to evaluate prior experience.  

Can I complete scope outside of a classroom setting? 

No. Both field experience and student teaching require a cooperating teacher host with a current Minnesota license aligned with the placement. We seek placements in PK-12 public schools and charter schools to align with licensure guidelines and program policies. While coaching, before/after school care, community education, and non-profit programming are valuable experiences and evidence of positive educator dispositions, they do not qualify as scope experiences.  

• Planning: Candidates are expected to provide approved lesson plans for all observed lessons (total of 6 for University Supervisor, 6 for Cooperating Teacher) as part of the CPAST observation process. Lessons must be submitted to observer (CT and/or University Supervisor) at least 2 days prior to the teaching of the lesson. Adjust lesson plan based on feedback with the guidance of your Cooperating Teacher and/or Supervisor. Having lessons prepared well in advance will help to reduce anxiety as well as build confidence within your triad and classroom.
• Classroom Instruction and Assessment: Candidates are expected to support classroom instruction in both partnership and lead instructor roles. The amount of full time teaching required is based on your licensure program; expect at least 25% of total time in your placement to be full time teaching responsibilities.
• Teaching Assessment: Candidates are expected to participate in all CPAST assessments and observational protocols with the University Supervisor and Cooperating Teacher. Initial Licensure candidates must also complete edTPA requirements during the student teaching semester.
• Professional Growth and Dispositions: Candidates are expected to meet all expectations related to teacher professionalism, punctuality, and collegial relationships. If there are professional development opportunities during the placement, candidates participate with their Cooperating Teacher.
• Parent/Family School Engagement: Based on the Cooperating Teacher preference, candidates may participate in parent conference/family engagement activities.
• Candidate Responsibilities: Teacher Candidates are required to attend all SCSU campus activities noted on the student teaching calendar, including edTPA Writing Days, Student Teaching Orientation, and Professional Development Day. InPerson attendance is required.

Information Maintained in InPlace

• All field experience placement information, including dates, site, Cooperating Teacher, assessments
• Field Experience application and student teaching application information, including resume, introductory essay, and eligibility notes
• Student teaching placement information, including dates, site, Cooperating Teacher, assessments
• All required documents, including EdTPA permission forms, CPAST midterm and final evaluations, observations, and letters of recommendation
• Notes related to scope and field experience completion
• Growth Plans and information related to withdrawal and remediation plans.
• InPlace also utilizes information available through the SCSU student management system, including assigned advisors, address and student information, total GPA, and student enrollment specifically related to clinical experiences.

The following individuals have access to InPlace information

• Student/Primary User of Account
• All Office of Clinical Experience personnel, specifically the Director of Clinical Experiences
• Dean of the College of Education
• Chair of Program, Faculty/University Supervisors assigned to Clinical Experience Supervision
• SCSU Teacher Licensing Officer
• Other education officials within the University Institution with legitimate education interests. (The Director of Clinical Experiences determines the legitimacy of said interests)
• Parties with rights under the Family Educational Rights and Privacy Act

Field Experience

Field experiences are practice opportunities for candidates to explore classroom activities and instruction. They have focused goals and are often linked with specific tasks/skills in your licensure program. Candidates are required to fully complete the field experience requirements of their program. The Center for Teacher Preparation will arrange and approval all field experiences. Do not arrange your own field experiences. SCSU maintains contractual agreements related to placement policies and candidates are not permitted to arrange their own placements.

• Standard Placement: SCSU will arrange your placement
• On the Job Placement: Requires a written request or application. SCSU will work with you to determine if your role meets the requirements of the field experience.
  • Requires a Cooperating Teacher with at least 2 years experience with a Minnesota teaching license (Tier 2, 3, or 4) that aligns with the licensure area
  • Must be approved by faculty instructor and the Center for Teacher Preparation
  • Must be approved by school principal/district supervisor

Student Teaching

Student teaching is scheduled during the final semester of a licensure program. All required and elective coursework must be complete to be eligible to student teach. Student Teaching is a full-time placement for 15 weeks (Initial licensure). Candidates are paired with a cooperating teacher and will fully engage in all aspects of classroom instructional practice. The Center for Teacher Preparation will arrange and approve all student teaching assignments. Do not arrange your own student teaching placement. SCSU maintains contractual agreements related to placement policies and candidates are not permitted to arrange their own placements.

• Standard Placement: SCSU will arrange your placement
• On the Job Placement: Requires a written application; candidate must hold a MN Tiered teaching license/serving as teacher of record aligned with the area of licensure.
  • Cooperating Teacher must have at least 3 years experience as teacher of record in the licensure area and serve as an onsite mentor and coach.
  • Must be approved by both the faculty program lead and the Center for Teacher Preparation.
  • Must be approved by school principal/district supervisor