Pre-Student Teaching

Training and equipping future educators is a vital part of Central Michigan University. The Pre-Student Teaching program places education students in P-12 classrooms throughout Michigan.

Teacher Candidates

Observe classroom teachers
Gain experience in working with individual students and small groups of students
Experience planning, teaching and evaluating of activities
Develop an awareness of practices used by experienced classroom teachers concerning classroom management and the maintenance of a positive classroom learning environment
Experience some of the other aspects of teaching, such as preparing bulletin boards, developing teaching materials, correcting papers, evaluating projects and attending special functions
Develop an awareness of the total school environment
Actively participating, learning, and interacting with students and the Cooperating Teacher
Reflect on the experience and how it will make them a better educator (Through the use of thoughtful journaling and writing reflections (appropriate length and error free) about the time in the field, teacher candidates will develop a better understanding of how to apply what they have learned in their college courses. Journal topics are assigned by faculty members as part of the Pre-Student Teaching coursework.)
The Pre-Student Teaching experience is the second of three field components in the Teacher Education program.
- Each Elementary Teacher Education Candidate will be placed within a partnership school, located inside a 60 mile radius of the main campus.
- Each Secondary Teacher Education Candidate will be paired with a classroom educator in a local school for a 10 week, 30-60 hour commitment.
Candidates will not be placed in a district they have attended, or placed in a school or district where they have an immediate family member working.

Overview

Once admitted to the Teacher Education Program, candidates will be able to enroll in their Pre-Student Teaching course. Admission to the Teacher Education Program from the Center for Student Services must be received prior to enrolling in the class. Additional information can be found on the Center for Student Services (CSS) website .

The Pre-Student Teaching Field Experience is the second of three field components in the Teacher Education Program. The Teacher Candidate in Pre-Student Teaching is in the midst of their Professional Education coursework and is taking content method, theory, and management coursework. The CMU Teacher Education Program provides opportunities for teacher education students to be in the field as much as possible, with certified and recommended teachers. Seasoned educators are essential to this process, and their advice and guidance are invaluable to teacher candidates.
Each education candidate is partnered with a P-12 Cooperating Teacher in a school for a wide-ranging classroom experience. Elementary Teacher Candidates are placed in partnership schools and Secondary Teacher Candidates are placed regionally (within an hour of Mount Pleasant).

The Director of Clinical Experiences or Coordinator of Clinical Experiences will distribute necessary information and forms to each Teacher Candidate in Pre-Student Teaching during the initial weeks of their University pre-student teaching course. P-12 field assignments and additional information will be available on the Student Information (SI) sheet, soon after the start of the semester.

Elementary education candidates will enroll in their Pre-Student Teaching course during the first semester after being admitted to the Teacher Education program.
Secondary education candidates will enroll in their Pre-Student Teaching course reflecting their major content area after being admitted to the Teacher Education program.
Special Education candidates will do Pre-Student Teaching for general education and Special Education. The general education Pre-Student Teaching Experience is generally completed the semester prior to Special Education Pre-Student Teaching (SPE 324).

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Fieldwork Courses

During course registration, the Center for Clinical Experiences determines the eligibility of candidates to be in their specified course. Candidates are made aware of the application process the semester prior to fieldwork. It is the responsibility of the teacher candidate to be aware of the time and expectations that the fieldwork commitment demands.

Elementary Education
Name
EDU 380 WI: Interdisciplinary Methods & Pre-Student Teaching
Secondary Education
Name
ART 343: Art in the Elementary School Grades K-4
ART 346: Secondary School Art and Midtier Observation
BIO 502: Teaching Biology
CHM 507: Field Experience in Teaching Chemistry and Physics
COM 493: Field Experience in Speech Education
ENG 460: Teaching Composition in the Secondary School
ESC 400: Earth Science Education
FRN 412: French Practicum: Secondary Field Experience (on hiatus)
FRN 422: French Practicum: Elementary Field Experience (on hiatus)
GEO 400WI: Geographic Education
GER 412: German Practicum: Secondary Field Experience (on hiatus)
GER 422: German Practicum: Elementary Field Experience (on hiatus)
HSC 413: Field Experience in School Health Education
HST 300: A Midtier Experience for History Majors: Teaching History in Secondary Schools
MTH 462: Capstone on Teaching and Learning Mathematics for Secondary Teachers
MUS 431: Instrumental Classroom and Rehearsal Methods
MUS 433: Secondary Choral & General Music Methods
PES 395: Pre-Student Teaching Field Experience
PHY 507: Field Experience in Teaching Chemistry/Physics
PSC 305: Midtier Teaching in Political Science
SCI 400: Teaching Integrated Science K-8
SPN 412: Spanish Practicum: Secondary Field Experience (on hiatus)
SPN 422: Spanish Practicum: Elementary Field Experience (on hiatus)
***Refer to signed major and bulletin for official program information.

Cooperating Teacher Qualifications

Minimum Qualifications of Cooperating Teachers:
- Demonstrated mentorship dispositions, exceptional communication skills, and experience providing adults feedback for improvement.
- Knowledgeable of subject matter and able to model effective pedagogy
- Sensitive to diverse perspectives
- Involved in educational committees or professional advisory councils
- Valid Teaching Certificate with three years successful teaching experience (minimum) or recommendation by CMU faculty
- Approval by building administrator
Desired Qualifications:
- Master’s Degree in Education
- Familiar with the teacher education process
- Participates in local, regional, state, and/or national professional organization

Placement Information

Pre-Student Teacher Role

During this semester Teacher Candidates in Pre-Student Teaching have the opportunity for classroom field experiences during which they can:

Observe classroom teachers.
Gain experience in working with individual students and small groups of students.
Experience planning, teaching and evaluation of activities.
Develop an awareness of practices used by experienced classroom teachers concerning classroom management and the maintenance of a positive classroom learning environment.
Experience some of the other aspects of teaching such as preparing bulletin boards, developing teaching materials, correcting papers, evaluating projects, and attending special functions.
Develop an awareness of the total school environment.
Actively participating, learning, and interacting with students and the Cooperating Teacher.
Reflect on the experience and how it will make them a better educator. Through the use of thoughtful journaling and writing reflections (appropriate length and error free) about the time in the field, teacher candidates will develop a better understanding of how to apply what they have learned in their college courses. Journal topics are assigned by faculty members as part of the Pre-Student Teaching coursework.

Addressing Instructional Issues of Pre-Student Teachers

If instructional issues arise in the classroom during a clinical experience, the onsite Clinical Faculty (Cooperating Teacher, CMU faculty, and/or University Coordinator) will develop an “Action Plan” in collaboration with the Teacher Candidate and CCE staff. The “Action Plan” will be submitted to the Director of Clinical Experiences. The Clinical Faculty, Cooperating Teacher, and the Teacher Candidate will work collaboratively to resolve the issues at hand. At the end of term, if the goals of the Action Plan have not been met, the Director of Clinical Experiences will meet with the Teacher Candidate regarding next steps.

Writing an Action Plan, If Needed

When a problem in the field persists, a written plan of action must be developed. Prior to completing the official “Action Plan”, the University Coordinator or Cooperating Teacher may:
- Conduct formal and informal visits to the assigned classrooms/schools to observe and assess the Teacher Candidate's work based on identified criteria
- Document and discuss identified strengths and areas of growth for the Teacher Candidate
- Share observed strengths and needs with the Teacher Candidate and allow for a period of attempted improvements.
If growth is not demonstrated, a written Action Plan should be submitted. The Action Plan is a standardized CCE form and can be found on the CCE Pre-Student Teaching page. The development of an Action Plan includes the following steps:
1. Communicate the need for an Action Plan to the designated CCE contact, enlisting support and guidance as necessary, and sharing history of the issue and previous interventions, if any.
1. Student Teaching Action Plans should be directed to the Director of Clinical Experiences.
2. Pre-Student Teaching Action Plans should be directed to the Coordinator of Clinical Experiences.
2. Develop a written Action Plan with input from the Teacher Candidate and Cooperating Teacher identifying the concern(s), the goal(s) for improvement, a defined timeline for improvements including a deadline for review, and specific action steps needed to achieve the stated goal.
3. Submit a signed Action Plan to The Center for Clinical Experiences, and provide copies of the signed plan to the Cooperating Teacher, Teacher Candidate, and appropriate CCE contact (see #1).
4. Clinical Faculty shall evaluate the Teacher Candidate’s progress by documenting actions taken and noting whether the goal has or has not been completed by the deadline.
Teacher Candidates who have a valid concern relating to their placement or evaluation by their University Coordinator should contact the Director of Clinical Experiences or Coordinator of Clinical Experiences.