Student Teaching and Absences

The student teacher is expected to attend each day of student teaching. In the event of emergencies (illness, death of a loved one, etc.) the student teacher:

• must be in communication with your university consultant and cooperating teacher in advance of missing school
• is responsible for all lesson plans
• may be required to make up any absences beyond 2 days

Approved by COTE May 8, 2012

Student Teaching and Coursework

The student teaching semester includes two student teaching placements and the course ED 411 Reflective Teaching Seminar and Portfolio. Additional coursework is strongly discouraged. Student Teaching takes precedence over all other activities for the semester and is to be seen as a fulltime, full load program. In the event that a student needs to enroll in additional classes during student teaching, written permission must be granted from Teacher Education Admissions Committee. TEAC reserves the right to deny any additional course requests.
Procedures and Guidelines for student teachers who request to take an additional class during student teaching include the following:

• The semester prior to student teaching, the prospective student teacher must submit a letter requesting permission to take a course while student teaching to the Teacher Education Admission Committee and send it to the education department. The letter needs to include justification for needing to take a course while student teaching and provisions made for assuring that it will not interfere with the student teaching experience.
• If approved, coursework must be confined to hours that do not interfere with student teaching responsibilities.
• If during Student Teaching there is indication that additional coursework hinders student performance and jeopardizes student success in completing the program, the Coordinator of Field Placements in conjunction with the Teacher Education Admissions Committee (TEAC) has the right to ask the student to drop the additional class and/or student teaching for the duration of the semester.

Approved by COTE May 8, 2012

Student Teaching and Work

The student teaching semester includes two student teaching placements and the course ED 411 Reflective Teaching Seminar and Portfolio. Additional work is strongly discouraged. Student Teaching takes precedence over all other activities for the semester and is to be seen as a fulltime, full load program. In the event that a student wants to work during student teaching, written permission must be granted from Teacher Education Admissions Committee. TEAC reserves the right to deny any work requests.
Procedures and Guidelines for student teachers who request to work on or off campus during student teaching include the following:

• The semester prior to student teaching, the prospective student teacher should submit a letter by December 1 or May 1 requesting to work while student teaching to the Teacher Education Admission Committee and send it to the education department. The letter needs to include financial justification, specific details about the job situation including hours, and provisions made for assuring that it will not interfere with the student teaching experience.
• If approved, work must be confined to no more than 10 hours per week that do not interfere with student teaching responsibilities.
• If during Student Teaching there is indication that work hours hinder student performance and jeopardizes student success in completing the program, the Coordinator of Field Placements in conjunction with the Teacher Education Admissions Committee (TEAC) has the right to ask the student to terminate employment and/or student teaching for the duration of the semester.

Approved by COTE May 15, 2018

Student Teaching and Athletic Involvement

The student teaching semester includes two student teaching placements and the course ED 411 Reflective Teaching Seminar and Portfolio. Intercollegiate athletic involvement is strongly discouraged. Student Teaching takes precedence over all other activities for the semester and is to be seen as a fulltime, full load program. In the event that a student wants to participate in intercollegiate athletics during student teaching, written permission must be granted from Teacher Education Admissions Committee. TEAC reserves the right to deny any athletic involvement requests. 
Students who wish to participate in intercollegiate athletics during their professional semester shall notify the Coordinator of Field Placements at their interview for student teaching. 
In advance of the professional semester the Coordinator of Field Placements, the coach, and the athlete, together in conference, will plan the specific absences and departure times, giving attention to the following guidelines. 
The involvement shall not necessitate:

• More than 5 early release times during the total semester. Attendance at seminars and student teaching is required
• Absences on back to back days during the regular season (this may become necessary during post season play)
• More than one full day (6 hours) of time missed during any one week

A contract spelling out the conditions of participation on an athletic team shall be signed by the coach, student teacher, and the Coordinator of Field Placements. 
If during Student Teaching there is indication that athletics hinders student performance and jeopardizes student success in completing the program, the Coordinator of Field Placements in conjunction with the Teacher Education Admissions Committee (TEAC) has the right to ask the student to terminate participation in athletics and/or student teaching for the duration of the semester.

Approved by COTE May 8, 2012 

Student Teaching Outside the Consortium Area

In partnership with the MidValley Consortium (MVC), student teachers are placed in seven school divisions: Augusta, Page, Rockingham, and Shenandoah Counties; and Harrisonburg, Staunton, and Waynesboro City Schools. 
Special requests to student teach outside of the MVC require approval from Field Placement Coordinator and Chair of undergraduate education department and are subject to the following criteria:

• The student teaching placement must provide the student teacher with a cultural or educational context not readily available in the MVC.
• The student teaching placement must provide a strong support base for the student teacher.
• The student teaching placement must be adequately supervised by qualified teachers and school personnel.
• The student teaching placement must provide a solid match between the student teacher's major area of preparation and the resources offered by the placement itself.
• The first student teaching experience must be completed in the consortium area. Special placement requests will be dealt with on an individual basis.
• A faculty member in the education department must provide a written letter of recommendation for the student teacher.
• The student teacher shall be responsible for transportation costs of the EMU university consultant that exceed 100 miles per round trip.

Additionally, applicants who wish to student teach away from the MV consortium must:

• write a letter to the Coordinator of Field Placements stating why s/he wishes to student teach in a different locale
• demonstrate success in her/his first placement
• demonstrate maturity, independence, academic competence, promptness in completing tasks, and flexibility in dealing with new situations
• pay any additional costs incurred as a result of the supervisory arrangements and communication expenses
• take responsibility for all living arrangements and transportation

Approved by COTE May 15, 2018 

Guidelines for Student Teaching in your Own Classroom

A school division may offer a student a teaching contract before a student has begun his/her student teaching experience, or after the first placement. In these rare situations, it may be possible for a student teacher to student teach "in his/her own classroom." The decision whether or not to support such an experience belongs to the Chair of Undergraduate Teacher Education and Field Placement Coordinator but must be consistent with the unit's out-of-area placement policy. Out-of-state placements are generally not permitted. The following guidelines must be considered and followed in determining whether or not a student may student teach in his/her own classroom. 
Student Teacher Qualifications:

• submit a written request to student teach "in his/her own classroom" to the Coordinator of Field Placements
• student teacher must have completed all requirements for graduation and teacher certification except student teaching
• student teacher must be unconditionally admitted to student teaching
• student teacher must have met the Praxis Subject Assessment requirements

Classroom Setting:

• grade level, subject area, and classroom composition must meet appropriate licensure requirements
• classroom placements need to meet the following criteria: Early Childhood—two different seven-week placements in PreK-3; Elementary Education—one seven-week placement in grades K-3 and one seven-week placement in grades 4-6; PreK-12 (Art, Foreign Language, Health & PE, Music, SPED, and Theater)—one seven-week placement in K-5 and one seven-week placement in grades 6-8 or 9-12; Secondary Education—one seven-week placement in grades 6-8 and one seven-week placement in grades 9-12
• student teaching may, in creative and unusual configuration, provide for dual placements and certifications while meeting the needs of the school division
• student teacher must be designated as the classroom teacher or as an aide or paraprofessional in another teacher's classroom
• if the student teacher is employed as an aide or paraprofessional, s/he must be allowed to complete all of the experiences required of student teachers
• student teacher must register for all appropriate student teaching semester courses.
• length of experience must conform to the appropriate approved program/accreditation guidelines, and may be extended if necessary; details will be outlined in a specific agreement approved by EMU, the school division or designee, and the student teacher
• student teacher must complete all program requirements for student teaching, including supplemental seminars and any "products" such as lesson/unit plans, portfolios, journals, etc.
• remuneration agreements are negotiated between the student teacher and the school division, and do not involve the university.

Onsite Mentor/Cooperating Teacher:

• mentor must meet all cooperating teacher qualifications; clinical faculty training is strongly recommended
• mentor must be agreed upon by the school division and EMU education department
• mentor must complete a minimum of five formal observations
• mentor must complete all other paperwork expected of cooperating teachers
• mentor must meet with the university supervisor a minimum of two times

Building/Onsite Administrator:

• administrator may be the building principal or assistant principal, or the appropriate central office supervisor
• administrator must observe the student teacher at least twice, once at the midpoint and once at the end of the experience, using either the university's administrator observation form or the school division observation form
• administrator must submit copies of the completed observation forms to the university supervisor

University Consultant:

• university consultant must visit and/or observe the student teacher at least once every other week
• university consultant must complete a minimum of five formal observations
• university consultant must complete all other paperwork required for normal student teaching placements
• university consultant must meet with the student teacher and mentor a minimum of two times

Other:
The Chair of Undergraduate Teacher Education and the Coordinator of Field Placements will evaluate each request on a case-by-case basis. In making this decision, consideration will be given to the location and appropriateness of the new teaching position, the student teacher's progress during his/her student teaching experience, continued supervision by the university supervisor, and the support to be provided by the requesting school. 
Approved by COTE May 15, 2018 

Problem Solving Process for Concerns Related to the Performance of the Student Teacher/Practicum Student

Step 1 – develop an action plan
The cooperating/practicum teacher, university consultant, and student teacher/practicum student should meet to develop a plan of action that includes: 

• the identification of the specific concerns of all participants
• the development of appropriate strategies and evaluation criteria to address those concerns
• the setting of a realistic time line for review of the action plan

The cooperating/practicum teacher and university consultant should keep the building principal, university program coordinator, and Coordinator of Field Placements appraised of these actions as appropriate. 

Step 2 – develop a second action plan
If the specific concerns of all parties are not addressed satisfactorily during the designated time period, the university consultant should set up a conference with the student teacher/practicum student, cooperating/practicum teacher, and university program coordinator to determine the advisability of: 

• developing a second action plan, using the guidelines outlined in the previous section
• recommending termination of the placement
• recommending withdrawal from the teacher education program

The building principal and Coordinator of Field Placements should be kept informed of this meeting; the building principal should be included as a participant if termination of the placement is being considered as a possible option. The school division placement coordinator and the Coordinator of Field Placements may be included in this meeting if appropriate. 

Step 3 - Withdrawal from current Student Teaching/Practicum placement 
If the recommendation is to terminate the student teaching/practicum placement, the university program coordinator, university consultant, and the university Coordinator of Field Placements will meet to finalize the recommendation and determine the candidate's next steps. The Coordinator of Field Placements will notify all persons involved in the original placement in writing and send a letter of appreciation to the appropriate school division personnel. 
If the recommendation is to withdraw the student teacher/practicum student from the teacher education program, the university program coordinator will notify the candidate and other appropriate personnel in writing. This notification will provide information on available supporting campus resources and the procedures for appeal. 
Occasionally there are placement situations that require immediate action because the safety of one or more participants is in question or because the interests of one or more participants are in jeopardy. In this instance, any of the involved parties may request that the student teacher/practicum student not participate in classroom activities until the steps listed above have been accomplished. The outlined procedures should then be scheduled as expeditiously as possible so that there will be minimal disruption of the student teaching experience. 

Approved by COTE May 8, 2012 


Withdrawal From Student Teaching & Internship 

Student Teacher Request University Consultant Request
Cooperating Teacher or Administrator Request
Coordinator of Field Placements & Advising
Chair/Director of Teacher EducationProgram Coordinator & Academic Advisor
Meeting with 
Student Teacher
Appeal to TEAC/University Grievance Policy
Withdraw from Education & Complete BA/BS degree
Withdraw from Student Teaching
Withdraw from Current Placement & Repeat Following SemesterContinuation of Student Teaching Under Agreed Action Plan
Receive Practicum Hours for Weeks Completed

Approved by COTE May 8, 2012