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Teacher Education Student Teaching

The student teaching clinical experience, in most cases, is the final semester of the Central Michigan University Teacher Education Program.  Students majoring in Special Education will participate in two semesters of the student teaching field experience. The primary purpose of Student Teaching is to create an opportunity to transfer theory of the teacher preparation program into real classroom and school environment experiences.

Not until they have completed the practice portion(s) of their training is the teacher prepared for the classroom. 

Many factors come into play when determining a student’s placement such as major/minor content area, school districts with agreements, availability of tenured teachers, Student Teacher’s GPA, etc.  The Student Teacher will work closely with their assigned University Coordinator, who will secure the best placement available.  The Student Teacher cannot seek their Student Teaching placement.  All Professional Education courses must be completed successfully and students must meet all eligibility requirements prior to approval for Student Teaching.

Mandatory Application Meeting Presentation:

Application Meeting Spring 2019


General Education
Special Education
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General Education: Student Teaching

During the culminating clinical experience of Student Teaching, Teacher Candidates are enrolled in EDU 432 (3 hours) and EDU 458 (10 hours) for their General Education Student Teaching experience. While completing student teaching, the primary resource for the Teacher Candidate and the Cooperating Teacher during the semester is the University Coordinator.  If at any time, as a Teacher Candidate you have any questions, concerns or need information, contact your assigned University Coordinator.    
  • Grade Point Requirements
  • Teacher Candidates must have an overall GPA of at least 2.70.
  • Teacher Candidates are required to complete a core of Professional Education courses with a C+ or better. Teacher Candidates must complete SPE 504 with a C+ or higher. 
  • Teacher Candidates are required to earn a C+ or higher in all methods courses. 
  • Teacher Candidates must maintain an overall 2.7 GPA or higher in all teachable majors and minors.  Departments may have require additional documentation or a higher.
  • Departmental Approval
  • Removal of all incompletes
  • Teacher Candidates should monitor their progress by regularly checking their Degree Progress page to ensure graduation requirements have been met. If you have any questions or concerns, please make an appointment with your CEHS academic advisor as soon as possible at 989-774-3309.

  • There are two Mandatory Student Teaching Application meetings held at the beginning of each academic session for Teacher Candidates planning to student teach in the following semester.  Candidates will receive valuable information at this meeting including the link to apply for Student Teaching, an overview of Student Teaching requirements and department approval requirements.  Teacher Candidates are required to have a device to access their SI sheet or a printed copy for the meeting.
  • Teacher Candidates will register themselves for three (3) credits of EDU 432 and ten (10) credits of EDU 458A.  Special Education Majors will register for (10 credits) of EDU 458S depending on their program requirements. 
  • Overall GPA of 2.7
  • Completion of Professional Education Courses with a C+ or higher
  • Completion of SPE 504 with a C+ or higher
  • Departmental Approval
  • Removal of all incompletes
  • All teachable majors and minors must be approved by the department prior to Student Teaching. 
  • 75% of course work completed in major(s)/minor(s), secondary candidates must have completed their methods courses.
  • Minimum of 2.70 GPA in major(s) & minor(s) (Departments can set GPA greater than 2.7).
  • Meet all other departmental requirements for major(s) and minor(s).
  • C+ or better in all methods classes.
  • Teacher Candidates transferring classes into CMU are responsible for checking with their departments to see if grades are included in computing the GPA for their major(s) or minor(s).
  • Documentation of attendance at the Mandatory Student Teaching Application Meeting.
  • Documentation of majors and minors must be at the Registrar’s Office prior to submitting the Student Teaching Application.  If the correct major and minor are not at the Registrar’s Office, then student teaching will be delayed a semester.  Different departments have specific requirements.  For example, Biology and Integrated Science require completion of the Chemical and Animal Safety Seminar, some departments require Letters of Reference, and another department may require a higher GPA than the minimum of 2.7.  Teacher Candidates are responsible for meeting their department’s specific requirements.
  • SPE 504 must be completed with a C+ or higher.  
  • No open legal issue.  Do not apply to student teach if you have an open legal issue.  You must report any legal issue within two business days to the Center for Student Services (CSS)
  • No University probation of any kind.
  • Passing of Bloodborne Pathogens tutorial and test.
  • CPR/FA certification with a Michigan Department of Education (MDE) approved provider.
  • Successful completion of Pre-Student Teaching.
  • ICHAT permission to CSS by required date for each semester.
  • Electronic submission of Student Teaching Application and submission of all requirements by due date. 
  • Teacher Candidates must receive an Eligibility Notification via email from the Center for Clinical Experiences Office prior to entering the classroom to begin their Student Teaching field experience.
  • A Teacher Candidate will be put on a “Hold” List if a candidate does not have a 2.7 overall GPA or required departmental GPA in all majors and minors at time of the Student Teaching Application.   Student Teaching placements will not be pursued until the 2.7 requirement is met.  
  • The delay in eligibility due to low GPA may result in a delay in student teaching if a placement cannot be found.  
  • It is always the district’s decision to accept a Teacher Candidate.
  • The Director of the Center for Clinical Experiences, or designee, will coordinate and monitor assignments of all University Coordinator faculty and Teacher Candidates. 
  • Planning for Student Teaching begins a full semester prior to the expected Student Teaching semester. Teacher Candidates must attend a Mandatory Student Teaching Application Meeting to begin the planning process. Because Central Michigan University has more Teacher Candidates than can be placed for Student Teaching in or near Mount Pleasant, several other Student Teaching Centers have been developed in various parts of the state.  When candidates submit their on-line Student Teaching Application, they must identify three potential centers for their Student Teaching assignment.  

    After the application has been submitted the Teacher Candidate will be assigned a University Coordinator to oversee their clinical experience.  Teacher Candidates will be assigned to their University Coordinator by the Director of Clinical Experiences, or designee. The assignment of a University Coordinator may change due to variables that develop as the placements for Teacher Candidates are sought.

    If there are special circumstances, such as eligibility for ADA accommodations, single parent, parent, military obligations, or established residency of 10+ years, the Teacher Candidates must write a description indicating their situation in the appropriate space on the Student Teaching Application.  Candidates whose written narrative establishes their needs according to the above criteria will be considered first for assignment to a center. 

    All Teacher Candidate appeals related to student teaching placements will be addressed by the University Coordinator, the Director of Clinical Experiences, or designee, after the Teacher Candidate has interviewed with their assigned University Coordinator and completed the visitation at the school.  If a Teacher Candidate disagrees with the school and/or classroom placement made by the University Coordinator and a compromise cannot be found, the Teacher Candidate must submit a rationale in writing for changing the placement with the Director of Clinical Experiences.  The Director of Clinical Experiences will meet with the Teacher Candidate and University Coordinator to resolve the issue.  The decision of the Director of Clinical Experiences is final.  
  • Once the Teacher Candidate has been assigned to a Center, the University Coordinators will interview the Teacher Candidates assigned to them.  This interview may be in person or by phone. The University Coordinator will then begin the placement process.  Every effort is made to secure placements within a 40-50 minute drive from the Teacher Candidates’ residence.  Teacher Candidates should complete an Interview Form prior to meeting with their University Coordinator.  Please see the Forms and Resources section of the CCE website below. 
  • Elementary certification candidates, P-8, may have one eight-week clinical experience in an early elementary grade and another eight-week experience in an upper elementary grade. Some elementary Teacher Candidates might be placed for sixteen weeks at one grade level or in an elementary grade for eight weeks and middle school for eight weeks.  Placements can vary depending on the Teacher Candidate’s certification needs.
  • Requirements for Placements meeting Specific Endorsements
  • Teacher Candidates seeking an Early Childhood Development and Learning, (ZS endorsement) must have clinical experiences in two of the three areas under the direction of a qualified teacher:
    1. Infant/toddler = birth through 2 ½ years 
    2. Preprimary = age 2 ½ years through 4 years (preschool)
    3. Primary = kindergarten through third grade 
  • Teacher Candidates Middle Level, Grades 5-9 (ZL Endorsementmust follow these guidelines Central Michigan University’s Middle Level Education endorsement is based on the Association for Middle Level Education’s Middle Level Teacher Preparation Standards and approved by the Michigan Department of Education for the Middle Level Endorsement for Michigan Elementary or Secondary Teaching Certificates.  

    The endorsement requires the following clinical experiences:
    • 10 weeks of student teaching in a 5th through 9th grade placement, of which 8 weeks must be spent in a middle level school in a teaming configuration in which a group of two to five teachers share the same students and have a common planning time in addition to individual planning time. 
    Elementary Certification Candidates
    • One sixteen-week placement in a middle level school in a teaming configuration  OR
    • One eight-week placement in a middle level school in a teaming configuration and one eight-week placement in grades 5 or 6 in an elementary school (usually self-contained)
    Secondary Certification Candidates
    • One sixteen-week placement in a middle level school in a teaming configuration (grades 7 and/or 8) OR
    • One eight-week placement in a middle level school in a teaming configuration and one eight-week placement in grade 9 in a high school subject area

    Secondary certification
    candidates, 6-12, may be placed in their major and minor for eight weeks, or in their major or minor for 16 weeks.  Often, one of these placements will be in a senior high and the other in a middle school.  In some cases, secondary candidates may receive half-day placements in their major for 16 weeks with the second half of the day in their minor.  Much depends on the nature of the school program, the needs of each individual Teacher Candidate, and the availability of a qualified Cooperating Teacher.    

    K-12 Endorsements:  Art, Music, Health, or Physical Education: Every effort is made to place Teacher Candidates seeking K-12 certification in both a secondary and elementary experience due to the nature of their certification.

  • Placements are secured by the University Coordinator in cooperation with the School Superintendent or his/her designee.  Items listed below outline CMU’s placement policy. 
  • Teacher Candidates cannot pursue their own placements.
  • Teacher Candidates will not be placed in the high school from which they graduated.
  • Teacher Candidates will not be placed in schools where relatives attend as students or where relatives are members of the school staff.
  • Teacher Candidates will be under the direct supervision of the school and will be subject to the school’s policies and regulations.
  • Any change in the field experience will be made with the approval of the Principal, University Coordinator, and the Director of the Center for Clinical Experiences.
  • All costs related to a required background check by the school are the responsibility of the Teacher Candidate.
  • The interview between the Teacher Candidate and the potential Cooperating Teacher(s) and principal(s) is a critically important procedure.  The Cooperating Teacher(s) and Principal(s) must feel that the Teacher Candidate will work well in the assignment, and the Teacher Candidate must feel comfortable with the assignment for the placement to be finalized.  No placement is considered final until after the prospective Cooperating Teacher, Principal and Teacher Candidate have completed the Visitation/Interview Day. Every attempt should be made to complete the visitation/interview prior to the end of the placement semester.  Teacher Candidates are to wear their CMU picture ID to this meeting and during student teaching.  Dress is business casual.
  • As part of the interview process the Teacher Candidate and the Cooperating Teacher may discuss education issues including but not limited to: 
  • Classroom management and discipline;
  • Subject matter to be taught while the Teacher Candidate is in the classroom; 
  • Texts, supplementary materials;
  • Teaching methods that may be used in the classroom;
  • Co-teaching planning and execution, if in a co-teaching placement;
  • Basic information about the school rules and procedures;
  • The school calendar, school hours, report time;
  • Special skills or interests which will enhance the Teacher Candidate’s performance;
  • The Teacher Candidate should also use this day to become familiar with the school community, such as: handbooks, parking, faculty workroom, media center, and office personnel. 
  • During the visit to the district to meet the Cooperating Teacher, Teacher Candidate should go to the district’s Central Office or Administration Building to determine the district’s background check/fingerprinting procedure.  The Teacher Candidate should follow those guidelines so that student teaching is not delayed.  All delayed starts or time out of the classroom due to failure to meet the district’s requirements will extend the student teaching experience.
  • Rather than approaching the clinical experience using the traditional model of assigning weeks of sole teaching responsibility for the Teacher Candidate, the Center for Clinical Experiences recommends that the Cooperating Teacher, and the Teacher Candidate implement a co-teaching model. Working as a co-teaching pair to meet each student’s needs and increase overall student success in the classroom.  In this age of increased teacher evaluation, both Teacher Candidates and P-12 students highly benefit from this approach and Teacher Candidates receive an increasingly mentored and supported clinical experience.
  • Getting Comfortable in the Classroom 
    During the initial stage, there is a need for the Student Teacher and the Cooperating Teacher to establish a personal working relationship. 
  • Assuming Responsibilities 
    Assuming greater responsibility for the classroom often is a gradual process.  The Cooperating Teacher will provide considerable guidance and direction as the Teacher Candidate’s responsibilities are increased.  The planning role would move from the Cooperating Teacher doing the planning, to collaborative planning, to the Teacher Candidate doing the planning.   In a collaborative classroom, the Cooperating Teacher will be in the classroom, but will be transitioning the planning to the Teacher Candidate.  Always the main focus is on student learning.
  • A Teacher Candidate needs to observe the class and the Cooperating Teacher at all points throughout the experience, even toward the end, as the Teacher Candidate is more perceptive and knows what to look for in a lesson. This does not mean that the Teacher Candidate is only observing and not taking part in the classroom activities. The Teacher Candidate should be encouraged to take notes on what is observed.  The Teacher Candidate’s job while observing is to learn something new every time and reflect on what they can integrate into their planning and management when they are planning and teaching a lesson in the future.  What the Teacher Candidate is observing is exactly what the administrator, Cooperating Teacher, or University Coordinator observes when they visit a classroom.  Those areas are identified below to help the Teacher Candidate identify what is important in an observation.
  • What can be learned by observing the Cooperating Teacher?
  • How does the teacher start the lesson? How does he or she capture the students’ interest? 
  • How does the teacher make the purpose and relevance of the lesson apparent? 
  • What procedures are incorporated into the body of the lesson?
  • What materials are used in the lesson? 
  • What is the teacher’s style of teaching? 
  • Is the lesson effective?  What evidence is used to determine the lesson effectiveness?
  • What provisions are made for individual differences? 
  • What disciplinary techniques does the teacher use?
  • How does the teacher end the lesson? Do the students summarize or does the teacher do the work?
  • What evaluation techniques are selected? List ways in which the teacher gives attention to the learning of each student during a discussion period. 
  • List examples of how the teacher steered the discussion back on track after a student comments or raised questions that temporarily sidetracked the discussion.
  • Identify the components of the lesson. 
  • What techniques are used to focus the attention of the learner? 
  • Identify ways that the teacher adapts the lesson to individual differences as the lesson progressed. 
  • What can be learned by observing the classroom?
  • To what extent do the students participate in the class?
  • Is there a balance between teacher-oriented and student-oriented activities?
  • Try to identify differences between and among students. 
  • Identify something positive about every student.

  • How many students in the class begin work immediately upon receiving an assignment? How many “put off” the dreaded moment of beginning work? What techniques do they use to put off the work?

  • List evidences of incorrect or hazy concepts and brainstorm ways they might have been clarified or prevented.

  • Tally the number of times each student was called on during a period of time and the times the student voluntarily participated by asking a question or making a comment.

  • Observe one particular student who is interesting or puzzling and record what the student was doing each minute for a given period of time. Analyze the activity pattern of the student. How much time was spent in purposeful activity? Identify the ways in which the student misused his/her time.

  • Think about how you might group students for an activity with a partner or with a group of three students who will work together.

  • Taking on Responsibilities
  • During the middle of the second week the Teacher Candidate will begin moving from limited responsibility to eventually assuming the majority of the planning for the classroom, teaching load and related duties.  Of course, this is done with the Cooperating Teacher’s collaboration.  The Cooperating Teacher may leave the Teacher Candidate in charge of the room for brief and then increasingly longer periods of time, provided that the Teacher Candidate is demonstrating progress in the development of teaching and classroom management skills and the needs of the students are being met.  This model will likely incorporate the Cooperating Teacher in the classroom working with students.  It is beneficial for the Teacher Candidate to assume the lead role and the related responsibilities of a full-time educator in the classroom so they are prepared for their own classroom in the future. The Center for Clinical Experiences recommends a model of gradual release of responsibility, mutually agreed upon by the Cooperating Teacher and Teacher Candidate, in collaboration with the University Coordinator, as needed.  The following diagram is provided as a guide.


    ST-ExperiencePhases.png
  • Observations by Cooperating Teacher
  • It is beneficial for the Cooperating Teacher to observe the Teacher Candidate and provide feedback for continuing growth.  The Cooperating Teacher is in the classroom every day and the feedback provided is very helpful.
  • During the final few weeks of the field experience, there will be a gradual transition of responsibilities from the Student Teacher back to the Cooperating Teacher. This will allow time for the Student Teacher to:

      • complete all classroom teaching responsibilities
      • finalize all assignments and grading
  • Surveys
    Michigan Department of Education (MDE) requires an end of student teaching survey that must be completed by the Teacher Candidate as a part of Student Teaching requirements.  After graduation, CMU will survey teacher graduates to determine employment information and will send surveys to improve its program.  

  • Formative evaluation is a measure of how well a Teacher Candidate is doing on a day-to-day basis, while summative evaluation measures how well a person has done after a period of time. During student teaching the emphasis is on formative evaluation, but this process should provide the basis for summative evaluation at the end of student teaching. The major focus of all evaluations is to assist Teacher Candidates to develop the skills, knowledge, and dispositions of a professional educator.

    A Mid-Progress and Final Evaluation will be used as summative evaluations for teacher candidates during their student teaching experience. The evaluations are aligned with The Danielson Model and the InTASC Standards adopted by Michigan for teacher preparation. The evaluations focus on four areas: 1) Preparation and Planning; 2) Classroom Environment; 3) Instruction; and 4) Professional Responsibility. The evaluations will be completed at the mid-point and end of the teacher candidate’s student teaching experience. The evaluation will be completed in Taskstream™. The Teacher Candidate, the Cooperating Teacher, and University Coordinator will complete the evaluation.

    The Center for Clinical Experiences will send an email to the Teacher Candidate with instructions for completing the evaluations along with an accompanying a link to Taskstream. The candidate will begin the process by completing a self-evaluation. After the Teacher Candidate has completed his/her part, the Cooperating Teacher will receive a link and instructions to complete their evaluation. The Teacher Candidate will send a separate link to the university coordinator so they can complete the evaluation independently.

    At the midpoint (week 8) of the student teaching experience the Teacher Candidate, their Cooperating Teacher, and University Coordinator will complete the Mid-Progress Evaluation. The completed Mid-Progress Evaluation can be viewed in Taskstream by the Teacher Candidate. The Cooperating Teacher and Teacher Candidate should plan to hold a Student Teaching Conference with each other to discuss strengths, weaknesses, and to make a plan for future success. This process will be duplicated at the end of the student teaching experience where the Teacher Candidate, Cooperating Teacher and University Coordinator will complete a detailed Final Evaluation (week 16).

    • Students will receive CR/NC for EDU 458/SPE 456/458 and a letter grade for EDU 432/ SPE 522/581.  Both courses must be passed successfully (EDU 458 with “CR” and EDU 432 with C+ or better) in order to earn credit for either course. Five grades are possible for the student teaching field experience at Central Michigan University:   

      (C) Credit
      (NC) No Credit
      (W) Withdrawal
      (I) Incomplete
      (Z) Deferred


      The University Coordinator assigns the grade based on the joint evaluations of the University Coordinator and the Cooperating Teacher.  In the event of the availability of a subject matter specialist for secondary Teacher Candidates, the opinion of the Subject Matter Specialist may be sought. 

      (*See: Undergraduate Grading System in the Undergraduate Bulletin.)

  • Should instructional issues arise in the classroom during student teaching the University Coordinator, Cooperating Teacher, and student teacher will develop a “Plan of Action” and submit the plan to the Director of Clinical Experiences. The University Coordinator, Cooperating Teacher and the Student Teacher will work collaboratively to resolve the issues at hand.

  • 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 student teaching website.  The development of an Action Plan includes the following steps:

    1.   Communicate the need for an Action Plan to the appropriate 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.
    • A great place to look for employment opportunities is CMU’s Career Services website. Career Services has designed a site exclusively for teaching positions.  Teacher Candidates may revise and polish their resumes and upload to this website.  Teacher Candidates are then added to the database so that employers searching for specific endorsements can be sent appropriate resumes.  This site also offers candidates a place to search teaching job openings in the state of Michigan, across the country, and international locations.
    • Questions?    
      Please contact Career Services at Central Michigan University
      Ronan 240 | p: 989.774.3068 | f: 989.774.6608 | www.careers.cmich.edu
    • Be on time. Teacher Candidates are responsible for understanding the start time of their day and how long staff members are to remain after school.  They are to be on time for all appointments and express a willingness to stay longer than what is expected.
    • Attendance should be perfect.   Teacher Candidates are expected to be at their placement every scheduled day and to follow the school calendar.  Teacher Candidates should determine the procedures for absences due to illness or other emergencies.  Teacher Candidates may be required to extend their placements to make up for time missed.
    • Cooperating Teacher expectations.  .  Teacher Candidates are expected to work collaboratively with their Cooperating Teacher to positively impact student learning and develop as a pre-service teacher in preparation for their future classrooms.
    • Demonstrate professional conduct.  Teacher Candidates should speak professionally about students, their assigned school, colleagues, the university, its programs, etc.
    • Be prepared.  Detailed lesson plans will be expected and provide Teacher Candidates with the confidence necessary to present themselves as competent teachers.
    • Dress in good taste.  Wear clean clothes that are acceptable in the classroom.  No flip flops, low tops, tight clothing, tummy skin, t-shirts, hats, or jeans.  Shirts are tucked into pants.  Business casual is the acceptable dress.  Clean body and hair is a must.  Tattoos and piercings are covered or minimized from distraction.
    • Be a good listener.  Teacher Candidates are expected to welcome feedback from the Clinical Faculty, Cooperating Teacher and/or University Coordinator. Additionally, students may also provide pertinent feedback that can assist the Teacher Candidate in connecting with students and forwarding their learning.
    • Become involved in extra-curricular activities.  Teacher Candidates are encouraged to extend their availability to assist the Cooperating Teacher, to help coach and supervise after school activities, or to tutor students as needed.
    • Teacher Candidates are guests in the P-12 schools.  Teacher Candidates are encouraged to remember that the school’s facilities and materials are for professional use and to act as good stewards.   
    • Recognize that all teachers have different philosophies of education.  Teacher Candidates are in field experiences learning to be reflective practitioners, not evaluators of teachers. Negative criticism and opinions are not a part of the fieldwork experience.
    • Seek the respect of students through competence.  Establishing a relationship with every student is essential for learning.  Being prepared, dressing professionally, planning engaging and relevant lessons, establishing rules and procedures, being fair, and finding something positive about each student assists the Teacher Candidate in establishing positive relationships with students and demonstrating competence as a developing pre-service teacher.
    • Working and/or taking a class is highly discouraged.  The Student Teacher’s first commitment is to their students and their classroom.  This is the most important semester in preparation for the profession.
    • Know that Snow Day decisions are based on the safety of the students that travel to school. If seminar is scheduled on the day of a snow day the University Coordinator will inform student teachers if there will be a class based on the road conditions at the time of seminar. Be prepared to go into school if your teacher goes into school.  

    Special Education: Student Teaching

    During the Special Education clinical experience, Teacher Candidates will be completing an advanced practicum (SPE 522/581) of 6 weeks prior to their student teaching experience of 10 weeks. Satisfactory completion of the SPE 522/581 course with a C+ or better is required in order to begin the ten week clinical.  Special Education Student Teachers will be in a classroom placement within a sixty-mile radius of Mount Pleasant for both the six-week practicum and the ten-week clinical experience.
    • Grade Point Requirements
    • Teacher Candidates must have an overall GPA of at least 2.70.
    • Teacher Candidates are required to complete a core of Professional Education courses with a C+ or better. Teacher Candidates must complete SPE 504 with a C+ or higher
    • Teacher Candidates are required to earn a C+ or higher in all methods courses. 
    • Teacher Candidates must maintain an overall 2.7 GPA or higher in all teachable majors and minors. SPE majors must have a GPA of at least 2.70. Departments may require additional documentation or a higher GPA.
    • Departmental Approval
    • Removal of all incompletes
    • There are two Mandatory Student Teaching Application meetings held at the beginning of each academic session for Teacher Candidates planning to student teach in the following semester.  Candidates will receive valuable information at this meeting including the link to apply for Student Teaching, an overview of Student Teaching requirements and department approval requirements.  Teacher Candidates are required to have a device to access their SI sheet or a printed copy for the meeting.  
    • Students with EI Endorsements will register themselves for three (3) credits of SPE 581 and six (6) credits of SPE 456.  Students with CI Endorsements will register themselves for three (3) credits of SPE 522 and six (6) credits of SPE 458. 
    • Overall GPA of 2.7
    • Overall GPA of 2.7 in SPE major
    • Completion of Professional Education Courses with a C+ or higher
    • SPE Departmental Approval
    • Departmental Approval
    • Removal of all incompletes
    • Documentation of attendance at the Mandatory Student Teaching Application Meeting.
    • SPE 504 must be completed with a C+ or higher.
    • No open legal issue.  Do not apply to special education student teaching if you have an open legal issue.  You must report any legal issue within two business days to Center for Student Services (CSS). 
    • No University probation of any kind.
    • Passing of Bloodborne Pathogens tutorial and test.
    • CPR/FA certification with a Michigan Department of Education (MDE) approved provider.
    • Successful completion of Pre-Student Teaching.
    • ICHAT permission to CSS by required date for each semester, if applicable.
    • Electronic submission of Student Teaching Application and submission of all requirements by due date.  
    • Special Education Student Teachers must receive an Eligibility Notification via email from the Center for Clinical Experiences Office prior to entering the classroom to begin their Special Education Student Teaching field experience.
    • A Teacher Candidate will be put on a “Hold” List if a candidate does not have a 2.7 overall GPA or required departmental approval from the Special Education department.  Student Teaching placement will not be pursued until the 2.7 requirement is met.  
    • The delay in eligibility due to low GPA may result in a delay in Special Education student teaching if a placement cannot be found.   
    • It is always the district's decision to accept a Teacher Candidate.
    • The Director of the Center for Clinical Experiences, or designee, will coordinate and monitor assignments of all University Coordinator faculty and Teacher Candidates.  The Special Education clinical experience will be completed the semester prior to the General Education clinical experience. The general education experience will be your final field experience before graduation.

      Successful completion of the Special Education student teaching must occur before General Education student teaching placements can begin. (Special Education students interested in participating in a General Education Global Experience may appeal the sequence of their clinical experiences in order to participate in the Global Experience.)
    • Planning for Student Teaching begins a full semester prior to the expected Student Teaching semester. Teacher Candidates must attend a Mandatory Student Teaching Application Meeting to begin the planning process. Because Central Michigan University has more Teacher Candidates than can be placed for Student Teaching in or near Mount Pleasant, several other Student Teaching Centers have been developed in various parts of the state.  When candidates submit their on-line Student Teaching Application, they must identify three potential centers for their Student Teaching assignment.  

      After the application has been submitted the Teacher Candidate will be assigned a University Coordinator to oversee their clinical experience.  Teacher Candidates will be assigned to their University Coordinator by the Director of Clinical Experiences, or designee. The assignment of a University Coordinator may change due to variables that develop as the placements for Teacher Candidates are sought.

      If there are special circumstances, such as eligibility for ADA accommodations, single parent, parent, military obligations, or established residency of 10+ years, the Teacher Candidates must write a description indicating their situation in the appropriate space on the Student Teaching Application.  Candidates whose written narrative establishes their needs according to the above criteria will be considered first for assignment to a center.  

      All Teacher Candidate appeals related to student teaching placements will be addressed by the University Coordinator, the Director of Clinical Experiences, or designee, after the Teacher Candidate has interviewed with their assigned University Coordinator and completed the visitation at the school.  If a Teacher Candidate disagrees with the school and/or classroom placement made by the University Coordinator and a compromise cannot be found, the Teacher Candidate must submit a rationale in writing for changing the placement with the Director of Clinical Experiences.  The Director of Clinical Experiences will meet with the Teacher Candidate and University Coordinator to resolve the issue.  The decision of the Director of Clinical Experiences is final.  
    • Once the Teacher Candidate has been assigned to a Center, the assigned University Coordinators will interview the Teacher Candidates assigned to them.  The University Coordinator will then begin the placement process.  Every effort is made to secure placements within a 40-50 minute drive from the Teacher Candidates’ residence.  Teacher Candidates should complete an Interview Form prior to meeting with their University Coordinator.  Please see the Forms and Resources section of the CCE website below. 
    • Placements are secured by the University Coordinator in cooperation with the School Superintendent or his/her designee.  Items listed below outline CMU’s placement policy. 
    • Teacher Candidates cannot pursue their own placements.
    • Teacher Candidates will not be placed in the high school from which they graduated.
    • Teacher Candidates will not be placed in schools where relatives attend as students or where relatives are members of the school staff.
    • Teacher Candidates will be under the direct supervision of the school and will be subject to the school’s policies and regulations.
    • Any change in the field experience will be made with the approval of the Principal, University Coordinator, and the Director of the Center for Clinical Experiences.
    • All costs related to a required background check by the school are the responsibility of the Teacher Candidate.
    • Master’s degree or Bachelor’s degree with significant progress toward completion of a Master’s Degree
    • Interest in working with the Student Teacher
    • Minimum of three years successful teaching experience
    • Holder of a Professional Teaching Certificate
    • Recommendation of the building Principal
    • The interview between the Teacher Candidate and the potential Cooperating Teacher(s) and principal(s) is a critically important procedure.  The Cooperating Teacher(s) and Principal(s) must feel that the Teacher Candidate will work well in the assignment, and the Teacher Candidate must feel comfortable with the assignment for the placement to be finalized.  No placement is considered final until after the prospective Cooperating Teacher, Principal and Teacher Candidate have completed the Visitation/Interview Day. Every attempt should be made to complete the visitation/interview prior to the end of the placement semester.  Teacher Candidates are to wear their CMU picture ID to this meeting and during student teaching.  Dress is business casual.
    • As part of the interview process the Teacher Candidate and the Cooperating Teacher may discuss education issues including but not limited to: 
    • Classroom management and discipline;
    • Subject matter to be taught while the Teacher Candidate is in the classroom; 
    • Texts, supplementary materials;
    • Teaching methods that may be used in the classroom;
    • Co-teaching planning and execution, if in a co-teaching placement;
    • Basic information about the school rules and procedures;
    • The school calendar, school hours, report time;
    • Special skills or interests which will enhance the Teacher Candidate’s performance;
    • The Teacher Candidate should also use this day to become familiar with the school community, such as: handbooks, parking, faculty workroom, media center, and office personnel. 
    • During the visit to the district to meet the Cooperating Teacher, Teacher Candidate should go to the district’s Central Office or Administration Building to determine the district’s background check/fingerprinting procedure.  The Teacher Candidate should follow those guidelines so that student teaching is not delayed.  All delayed starts or time out of the classroom due to failure to meet the district’s requirements will extend the student teaching experience.
    • The Special Education student teaching experience is unique in that it combines a six-week practicum with a 10-week internship for a combined total of 16-weeks of classroom experience. 
    • During the first 6 weeks, Teacher Candidates are expected to: 
    • Gradually assume responsibility for opening and closing activities (calendar, daily schedule, attendance, organization, end of day routines, etc.)
    • Co-plan and co-teach whole group lessons (when appropriate).

    • Co-plan and independently teach small group lessons (to be evaluated by field supervisor).

    • Collaborate with ancillary staff.

    • Attend IEPs when appropriate (they are not expected to write or actively participate in the meetings).

    • Attend all meetings with Cooperating Teacher.

    • Collect student data for course assignments (access to student IEPs, MET reports, behavior plans, academic achievement data, etc.)
    • During the first 6 weeks, Cooperating Teachers are expected to:
    • Conduct two evaluations of teacher candidate related to professionalism – one at the
      end of week three and one at the end of week five (see appendix).
    • Introduce teacher candidate to faculty and staff.
    • Engage teacher candidate in planning, organizing, and implementing lessons for small groups of students.
    • Develop a consistent schedule for providing feedback to teacher candidate and planning for instruction.
    • Communicate expectations and assist teacher candidate in developing sound instructional practices based on student needs.
    • Invite teacher candidate to sit in on IEPs when appropriate.
    • Assist teacher candidate in accessing student records for collecting data for completion of course requirements.
    • Communicate weekly with University Coordinator to provide updates on teacher candidate’s progress and share any concerns.
    • Provide a tentative daily class schedule to assist University Coordinators in scheduling observations (two required during this phase).
    • Complete a Mid-Term teacher candidate evaluation prior to the end of the 8-weeks. (See appendix).
    • During weeks 7-16, Teacher Candidates are expected to:
    • Co-plan and implement small and whole group lessons independently.
    • Video record one instructional lesson for self-reflection.
    • Participate in all professional development opportunities.
    • Attend all meetings with the Cooperating Teacher.
    • Continue collecting student data for completion of course requirements.
    • Attend at least one IEP meeting with the Cooperating Teacher.
    • Begin independently planning and implementing small and whole group lessons.
    • Collaborate with ancillary staff to meet the needs of all students.
    • Communicate with families regarding student progress (phone calls, newsletters, P/T conferences, etc.).
    • Conduct observations of other special education programs within the district (1- day).
    • Meet weekly with Cooperating Teacher to discuss progress and engage in self- reflection.
    • Schedule four face-to-face observations with his/her University Field Supervisor in collaboration with the Cooperating Teacher.
    • Record and maintain all attendance records during internship.
    • During weeks 7-16, Cooperating Teachers are expected to:
    • Sign the weekly attendance record provided by the teacher candidate.
    • Conduct informal observations of teacher candidate to provide feedback on his/her instruction, classroom management, organization, etc.
    • Schedule weekly meetings to provide feedback to teacher candidate.
    • Support teacher candidate in development of instructional lessons, classroom management, etc.
    • Provide teacher candidate access to student records for completion of course assignments.
    • Invite teacher candidate to attend meetings and professional development.
    • Allow teacher candidate to attend IEP meetings when appropriate.
    • Conduct two evaluations of teacher candidate professionalism – one at week four and one at week eight.
    • Complete a final evaluation of teacher candidate to be submitted prior to the end of the semester.
  • Formative evaluation is a measure of how well a Teacher Candidate is doing on a day-to-day basis, while summative evaluation measures how well a person has done after a period of time. During student teaching the emphasis is on formative evaluation, but this process should provide the basis for summative evaluation at the end of student teaching. The major focus of all evaluations is to assist Teacher Candidates to develop the skills, knowledge, and dispositions of a professional educator. 

    A Mid-Progress and Final Evaluation will be used as summative evaluations for teacher candidates during their student teaching experience. The evaluations are aligned with The Danielson Model and the InTASC Standards adopted by Michigan for teacher preparation. The evaluations focus on four areas: 1) Preparation and Planning; 2) Classroom Environment; 3) Instruction; and 4) Professional Responsibility. The evaluations will be completed at the mid-point and end of the teacher candidate’s student teaching experience. The evaluation will be completed in Taskstream™. The Teacher Candidate, the Cooperating Teacher, and University Coordinator will complete the evaluation. 

    The Center for Clinical Experiences will send an email to the Teacher Candidate with instructions for completing the evaluations along with an accompanying a link to Taskstream. The candidate will begin the process by completing a self-evaluation. After the Teacher Candidate has completed his/her part, the Cooperating Teacher will receive a link and instructions to complete their evaluation. The Teacher Candidate will send a separate link to the university coordinator so they can complete the evaluation independently. 

    At the midpoint (week 8) of the student teaching experience the Teacher Candidate, their Cooperating Teacher, and University Coordinator will complete the Mid-Progress Evaluation. The completed Mid-Progress Evaluation can be viewed in Taskstream by the Teacher Candidate. The Cooperating Teacher and Teacher Candidate should plan to hold a Student Teaching Conference with each other to discuss strengths, weaknesses, and to make a plan for future success. This process will be duplicated at the end of the student teaching experience where the Teacher Candidate, Cooperating Teacher and University Coordinator will complete a detailed Final Evaluation (week 16).
    • Students will receive a letter grade for SPE 522/581 and SPE 456/458.  SPE 522/581 courses must be passed successfully in order to continue in your student teaching course, SPE 456/458. The University Coordinator assigns the grade based on the joint evaluations of the University Coordinator and the Cooperating Teacher. The student teaching observations conducted by the University Coordinator along with the professionalism checklists completed by the Cooperating Teacher represent 50% of your course grades. 
  • Should instructional issues arise in the classroom during student teaching the University Coordinator, Cooperating Teacher, and student teacher will develop a “Plan of Action” and submit the plan to the Director of Clinical Experiences. The University Coordinator, Cooperating Teacher and the Student Teacher will work collaboratively to resolve the issues at hand.
  • 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 ____________.  The development of an Action Plan includes the following steps:

    If needed, a written Action Plan may be initiated.  The development of an Action Plan includes the following steps:

    1.   Communicate the need for an Action Plan to the appropriate 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.
  • Suggested Structure for CI Endorsements
    Teacher Candidates must have a kindergarten placement and may be placed in a 1st – 3rd grade for the second clinical experience. Teacher Candidates can be placed in any K-12 Special Education classroom for student with cognitive impairments.

    Suggested Structure for EI Endorsements
    Teacher Candidates must have a kindergarten placement and may be placed in a 1st – 3rd grade for the second clinical experience. Teacher Candidates can be placed in any K-12 setting for students with Emotional Impairments. 

    Recognize that ALL Special Education candidates MUST be placed in a general education classroom for state certification purposes. This will provide you with the well-rounded experience of building rapport and collaboration with all colleagues.

    After a Teacher Candidate graduates, they must apply for a Provisional Teaching Certificate through Michigan Online Educator Certification System (MOECS) at http://www.michigan.gov/mde/0,4615,7-140-5683_57223---,00.html. MDE will forward your MOECS application to CMU for confirmation of all program requirements.  For more information on the certification process, see the Center for Student Services website.
    • A great place to look for employment opportunities is CMU’s CMU’s Career Services website. Career Services has designed a site exclusively for teaching positions.  Teacher Candidates may revise and polish their resumes and upload to this website.  Teacher Candidates are then added to the database so that employers searching for specific endorsements can be sent appropriate resumes.  This site also offers candidates a place to search teaching job openings in the state of Michigan, across the country, and international locations. 
    • Questions?    
      Please contact Career Services at Central Michigan University
      Ronan 240 | p: 989.774.3068 | f: 989.774.6608 | www.careers.cmich.edu
    • Be on time.  Teacher Candidates are responsible for understanding the start time of their day and how long staff members are to remain after school.  They are to be on time for all appointments and express a willingness to stay longer than what is expected.
    • Attendance should be perfect.  Teacher Candidates are expected to be at their placement every scheduled day and to follow the school calendar.  Teacher Candidates should determine the procedures for absences due to illness or other emergencies.  Teacher Candidates may be required to extend their placements to make up for time missed.
    • Cooperating Teacher expectations. Teacher Candidates are expected to work collaboratively with their Cooperating Teacher to positively impact student learning and develop as a pre-service teacher in preparation for their future classrooms.
    • Demonstrate professional conduct.  Teacher Candidates should speak professionally about students, their assigned school, colleagues, the university, its programs, etc.
    • Be prepared. Detailed lesson plans will be expected and provide Teacher Candidates with the confidence necessary to present themselves as competent teachers.
    • Dress in good taste.  Wear clean clothes that are acceptable in the classroom.  No flip flops, low tops, tight clothing, tummy skin, t-shirts, hats, or jeans.  Shirts are tucked into pants.  Business casual is the acceptable dress.  Clean body and hair is a must.  Tattoos and piercings are covered or minimized from distraction.
    • Be a good listener.  Teacher Candidates are expected to welcome feedback from the Clinical Faculty, Cooperating Teacher and/or University Coordinator. Additionally, students may also provide pertinent feedback that can assist the Teacher Candidate in connecting with students and forwarding their learning.
    • Become involved in extra-curricular activities.  Teacher Candidates are encouraged to extend their availability to assist the Cooperating Teacher, to help coach and supervise after school activities, or to tutor students as needed.
    • Teacher Candidates are guests in the P-12 schools.  Teacher Candidates are encouraged to remember that the school’s facilities and materials are for professional use and to act as good stewards.
    • Recognize that all teachers have different philosophies of education.  Teacher Candidates are in field experiences learning to be reflective practitioners, not evaluators of teachers. Negative criticism and opinions are not a part of the fieldwork experience.
    • Seek the respect of students through competence.  Establishing a relationship with every student is essential for learning.  Being prepared, dressing professionally, planning engaging and relevant lessons, establishing rules and procedures, being fair, and finding something positive about each student assists the Teacher Candidate in establishing positive relationships with students and demonstrating competence as a developing pre-service teacher.   
    • Working and/or taking a class is highly discouraged.  The Student Teacher’s first commitment is to their students and their classroom.  This is the most important semester in preparation for the profession.
    • Know that Snow Day  decisions are based on the safety of the students that travel to school. If seminar is scheduled on the day of a snow day the University Coordinator will inform student teachers if there will be a class based on the road conditions at the time of seminar. Be prepared to go into school if your teacher goes into school.
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    ​For more information

    Center for Clinical Experiences
    College of​​ Education and Human Services
    Central Michigan University
    421 Education Building​
    Mt. Pleasant, MI 48859

     ​989-774-7662 ​​
     ehscce@cmich.edu​​​​​​​​​​​​​​
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    College of Education and Human Services | Central Michigan University | ehs@cmich.edu | 195 Ojibway Ct | EHS 426 | Mt. Pleasant, MI 48859 | (989) 774-3079