Center for Teacher Preparation

Clinical Experiences

Connecting Theory to Practice

Clinical Experiences provide an essential connection for pre-service teachers to practice their skills in a functioning classroom with a licensed teacher. Cooperating Teachers are valued partners in teacher preparation; a field experience or student teaching opportunity will connect the pedagogy and theory with practical classroom instruction. Our goal is to provide meaningful classroom experiences that will prepare you to teach Minnesota students with your professional teaching license.

PELSB licensure guidelines require teacher candidates to have a minimum of 100 hours of field experience and a minimum of 12 weeks of student teacher. The College of Education and Learning Design values the impact of classroom learning experiences for candidates; the number of field experience hours and student teaching weeks exceed the minimum requirements and are part of the approved SCSU Teacher Preparation program. Candidates must fully complete the SCSU program as approved in order to be recommended for licensure.

Field Experiences

Field Experiences provide opportunities for preservice teachers to gain exposure and practice skills specific to their licensure area. Field Experiences are required classroom placements that are linked to licensure program. Field Experience placements are generally shorter than student teaching and expectations build over time. During a Field Experience, candidates should expect to observe classroom instruction and routines, support small groups, and assist the teacher in classroom instruction. Field Experience candidates will also complete reflective logbooks to document experiences and support a reflective teaching practice.

FIELD EXPERIENCE EXPECTATIONS

A candidate seeking licensure must have a variety of field experiences including a minimum of 100 school-based hours prior to student teaching. These opportunities include experiences with students who differ in race, ethnicity, home language, socioeconomic status, and exceptionalities/IEPs.

Student Teaching Expectations

Teacher Candidates partner with a Cooperating Teacher to practice all aspects of classroom leadership, including a focus on planning, instruction, and assessment of student learning. The length of time required for student teaching is dependent on your licensure program. All teacher candidates have a University Supervisor who serves as an instructional coach and resource for you during the student teaching placement.

Eligibility

Eligibility is dependent on your licensure program. Teacher Candidates must work closely with faculty advisors to ensure they have met all program requirements. Student Teaching is generally the last semester(s) prior to graduation, depending on the program.

Overall Requirements:

GPA Requirement: 2.75
Course/Program Completion: All required courses completed via student DARS report
Field Experience/Scope Completion: all required field experiences/scope expectations have been met
Licensure Specific Requirements: Please review specific program requirements for licensure here.

Candidates who are ineligible based on course completion or extenuating factors may follow the department appeals process. Please see your program department for more information.

About Field Experiences

Application

Candidates must apply for student teaching the semester prior to their planned completion semester. Applications for Fall student teaching are due September 15, applications for Spring student teaching are due January 15. All applications are completed in InPlace. For more information related to the application process, planning meetings, and the placement process, please refer to the OCE Sharepoint Site.

Students who submit late applications may experience a delay in their student teaching start date and program completion.

Application Process

Candidates must apply for student teaching the semester prior to their planned completion semester. Applications for Fall student teaching are due January 15, applications for Spring student teaching are due September 15. All applications are completed in InPlace. For more information related to the application process, planning meetings, and the placement process, please refer to the OCE Sharepoint Site.

Students who submit late applications may experience a delay in their student teaching start date and program completion.

Types of Student Teaching Placements

SCSU supports candidates through a variety of student teaching models. There are specific requirements and expectations related to each placement model; be sure to work with the Office of Clinical Experiences and your program advisors to determine the best model for your career path.

Standard Placement

OCE arranges the student teaching placement. Candidate is not employed as a teacher.

On-the-Job Placement

Candidate is currently working as the teacher of record on a Tier 1 or Tier 2 license. Candidate will complete all student teaching requirements while “on the job.” This is an approved pathway for Special Education, Technology Education, Teaching English as a Second Language, Parent and Family Education, and Early Childhood Special Education candidates. Candidates interested in On-the-Job opportunities must be employed as a classroom teacher of record unless specifically approved by both the program and the Director of Clinical Experiences.

Common Market

Candidates who are seeking a student teaching placement outside the range of SCSU placement partnerships may pursue placement through a partner institution (Bemidji State or Winona State) to complete student teaching requirements. Please contact the Office of Clinical Experiences if you are interested in this option.

Aldine, Texas

Candidates who are interested in exploring student teaching in a different state may seek a placement opportunity in Aldine, Texas. SCSU College of Education and Learning Design has a partnership with the Aldine School District and is able to support both eight and 16 week placements in all licensure areas. Please contact the Office of Clinical Experiences if you are interested in this option.

The Triad: Teacher Candidate, Cooperating Teacher, University Supervisor

The Triad is the core structure of a student teaching or practicum experience. The Teacher Candidate, Cooperating Teacher, and University Supervisor work collaboratively to ensure that SCSU candidates have the opportunity to develop the pedagogy and dispositional skills required for licensed teachers. The mentorship from a Cooperating Teacher and University Supervisor are important aspects of a successful journey to teacher licensure. 

The Teacher Candidate Partnership - Roles and Responsibilities

Responsibilities of a Teacher Candidate

Meet all obligations and expectations
Maintain Liability insurance
Maintain all standards held with the St Cloud State University Code of Conduct and Code of Ethics for Minnesota Teachers

The Teacher Candidate will:

Bring to the teaching experience, adequate knowledge in the area of basic subject matter, human growth and development, and teaching strategies and procedures.
Display a highly professional attitude with respect to confidential information about children and youth, and with respect to relationships and practices with colleagues and the respective educational systems.
Develop an understanding of the role of administrators, teacher, lay people, support staff, and the Board of Teaching in determining school policies and in decision making.
Adhere to the Code of Ethics of the Education Profession.
Display enthusiasm and interest in all phases of the teaching experience.
Abide by patterns of conduct expected of professional personnel.
Be punctual; reporting on time for all school appointments including school meetings and functions required of other teachers and staff.
Read the school handbook to become familiar with essential information in order to comply with all school system and building regulations.
Strive to exemplify the attitudes and actions of a teacher rather than those of a student.
Demonstrate responsibility in accepting and completing assigned tasks.
Interact with non-teaching personnel (custodians, secretaries, nurses, cooks, etc.) and discover how all must relate effectively within the school setting.
Plan all work and submit lesson plans a minimum of two days in advance to the Cooperating Teacher and the University Supervisor prior to teaching a lesson.
Attempt a variety of teaching techniques in an effort to discover and develop a personal style of teaching.
Set short term goals for improvement.
Accept constructive feedback and engage in regular self-appraisal.
Experience the use of varied media in the instructional process.
Observe a variety of classes (unique programs, exemplary teachers, varied levels, etc.). Check with your Cooperating Teacher and/or the building principal as to who might be the best teachers to observe.
Contact the Cooperating Teacher and University Supervisor when ill.
Maintain a written reflective journal as requested.

Cooperating Teacher

Qualifications for Cooperating Teachers include:

Field Experience Placements

At least 2 years of teaching experience
Holds a Tier 2 License or Professional License aligned with the assignment
Meets all requirements in state statute 
Receives training and/or materials to support role, expectations, assessments, and timelines related to the field experience

Student Teaching Placements

At least 3 years of teaching experience as teacher of record in licensure area
Professional License (Tier 3 or Tier 4) aligned to the assignment
Completed professional development in coaching strategies for adult learners, per requirements in state statute 8705.1010
Receives training and/or materials to support role, expectations, assessments, and timelines related to student teaching requirements

COOPERATING TEACHER QUALIFICATIONS

University Supervisor

The University Supervisor:

Provides support, coaching, and evaluation of Teacher Candidate.
Serves as a liaison between the University and the Cooperating Teacher.
Shares expectations for student teaching with both Cooperating Teacher and Teacher Candidate.
Confers with Cooperating Teacher about progress and development of Teacher Candidate.
Attends Student Teaching Orientation and provides orientation and program information to Cooperating Teachers
Conducts Triad Meetings and Observations based on SCSU CPAST protocols
- Getting Started Meeting
- Three observations by US, three observations by CT
- Midterm Consensus Meeting
- Three observations by US, three observations by CT
- Final Consensus Meeting
Collects all observational feedback/documentation from Cooperating Teacher.
Provides ongoing feedback for growth to the teacher candidate
Provides ongoing mentorship, support, and advocacy for the teacher candidate.
Responds and supports reflective teaching practices for the candidate through journals and/or weekly email checkin.
Assists teachers candidates with personal and professional problems as related to student teaching; collaborates with the Office of Clinical Experiences to provides resources and campus tools for support.
Shares professional concerns related to growth and development with the candidate, cooperating teacher, and Office of Clinical Experiences.
Collaborates in the withdrawal or termination of candidate placement as appropriate.
Submits grades and all required documentation in a timely manner.

Candidate Assessment

SCSU College of Education and Learning Design utilizes a common assessment across all licensure areas. The CPAST (Candidate Preservice Assessment of Student Teaching) supports growth and engagement across both pedagogy and dispositions. Assessments are completed by both candidates and Cooperating Teachers; University Supervisors lead CPAST completion and discussion of growth during Student Teaching.

Links

Course Assessment: Focus on dispositional elements. Utilized in introductory field experience placements.
Pre-CPAST: builds up dispositions and beginning instructional pedagogy. Utilized in methods field experience placements.
CPAST: all elements of disposition and pedagogy expected for a preservice teacher. Utilized during student teaching.

Candidates must attain a final CPAST score of 39 or higher to successfully complete student teaching. It is not unusual for candidates to experience challenges in both dispositions and pedagogy during student teaching. Candidates will partner with the University Supervisor and the Office of Clinical Experiences to develop growth plans that bring focus to specific areas of development. Please review the complete Counseling Out policy related to procedures for addressing candidate development while enrolled in a teacher preparation program.

edTPA

The edTPA is a performance assessment completed during the student teaching semester. All candidates seeking initial licensure must complete and submit an edTPA. Candidates for initial licensure have required edTPA writing days built into the student teaching schedule; these days are essential for edTPA support and successful completion. Please review the edTPA Sharepoint for information related to edTPA timelines and resources.

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