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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:

Student Teaching Spring 2018


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Special Education
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General Education: Student Teaching

During the clinical experience, Student Teachers are enrolled in EDU 432, 3 credit hours, and EDU 458, 10 credit hours, for their General Education Student Teaching experience. The primary resource for the Student Teac​her and the Cooperating Teacher during the semester is the University Coordinator.  If at any time, as a Student Teacher you have any questions, concerns or need information, contact your assigned University Coordinator or your Center for Clinical Experiences Resource.    
  • 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 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. ​
  • Teacher Candidates should monitor their progress by regularly checking their Degree Progress page (formerly Advising Workbench) 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.  It is the student’s responsibility to work with the department.
  • 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.
  • One artifact in each of six standards in the ePortfolio prior to Student Teaching.
  • Electronic submission of Student Teaching Application and submission of all requirements by due date.​​​​​​
  • General Education Student Teachers must receive an Eligibility Notification via email from the Center Clinical for 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 Student Teacher.
  • The Director of the Center for Clinical Experiences, or designee, will coordinate and monitor assignments of all University Coordinator faculty and Student Teachers. 
  • Planning for Student Teaching begins a full semester prior to the expected Student Teaching semester. Teacher Candidates 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 centers for their Student Teaching assignment.  
  • After the application has been submitted the Student Teacher will be assigned a University Coordinator to oversee their clinical experience.  Student Teachers will be assigned to their University Coordinator by the Director of the Center for Clinical Experiences, or designee. The assignment of a University Coordinator may change due to variables that develop as the placements for Student Teachers 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 Student Teacher must write a description indicating their situation in the appropriate space on the Student Teaching Application.  Candidates whose answers establish 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 for Clinical Experiences, or designee, after the Student Teacher has interviewed with their assigned University Coordinator and completed the visitation at the school.  If a student teacher disagrees with the school and/or classroom placement made by the University Coordinator and a compromise cannot be found, the student teacher 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 student teacher 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 Student Teachers assigned to their center.  This interview may be in person or by phone.  After getting information from the Student Teacher, the University Coordinator then begins the placement process.  Every effort is made to secure placements within a 40-50 minute drive from the Student Teacher’s residence.  Teacher Candidates should complete an Interview Form prior to meeting with their University Coordinator.  Please see the "Forms and Resources" section 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 Student Teachers 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 Student Teacher.
  • Requirements for Specific Endorsements​
  • Early Childhood Development and Learning, ZS endorsement students 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
    3. Primary = kindergarten through third grade Early elementary through grade 3​
  • ​​Middle Level, ZL Endorsement, Grades 5-9 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.  The definition of “teaming”, a group of two to five teachers who have 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 being assigned in their minor.  Much depends on the nature of the school program, the needs of each individual Student Teacher, and the availability of a qualified Cooperating Teacher.    

    K-12 Endorsements:  Art, Music, Health, or Physical Education may be placed in both a secondary and elementary experience as they will be receiving K-12 endorsements on their certificates.
  • Placements are secured by the University Coordinator in cooperation with the School Superintendent or his/her designee.  Items listed below make up CMU’s placement policy. 
  • Student Teachers cannot pursue their own placements.
  • Student Teachers will not be placed in the high school from which they graduated.
  • Student Teachers will not be placed in schools where relatives attend or are a part of the staff.
  • Student Teachers, when placed in their assignment, will follow the school district’s calendar.
  • Student Teachers will be under the direct supervision of the school and will be subject to the school’s policies and regulations.
  • Student Teachers work every day that the Cooperating Teacher works, with the exception of seminar days.  That may mean weekends and nights.
  • Any change in the field experience will be made with the approval of the Principal, University Coordinator, and the Director of Clinical Experiences.
  • All costs related to a required background check by the school are the responsibility of the Student Teacher.​​​​
  • 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 Certification
  • Recommendation of the building Principal
  • The interview between the Student Teacher 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 Student Teacher will work well in the assignment, and the Student Teacher must feel comfortable with the assignment for the placement to be finalized.  Student Teaching is such an important learning experience in preparation for your ability to have your own classroom that compatibility between those who will be working together is essential.  No placement is considered final until after the prospective Cooperating Teacher, Principal and Student Teacher have completed the Visitation/Interview Day.   Student Teachers 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 Student Teacher and the Cooperating Teacher may discuss education issues including but not limited to: 
  • Classroom management and discipline;
  • Subject matter to be taught while the Student Teacher is in the classroom; 
  • Texts, supplementary materials;
  • Teaching methods that may be used in the classroom;
  • Basic information about the school rules and procedures;
  • The school calendar, school hours, report time;
  • Special skills or interests which will enhance the Student Teacher’s performance;
  • The Student Teacher 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, Student Teachers should go to the district's Central Office or Administration Building and find out from the main office what the fingerprinting procedure is for the district.  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 old model of weeks of sole teaching responsibility for the Student Teacher, many Student Teaching placements are embracing a teaming model that will benefit the Student Teacher, the Cooperating Teacher, and the students. Working as a team to meet each student’s needs places extra support for student success in the classroom. In this age of increased teacher evaluation, students highly benefit from this approach.
  • 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 most often is a gradual process.  The Cooperating Teacher will provide considerable guidance and direction as the Student Teacher’s responsibilities are increased.  The planning role would move from the Cooperating Teacher doing the planning, to collaborative planning, to the Student Teacher doing the planning.   In a collaborative classroom the Cooperating Teacher will be in the classroom, but will be transitioning the planning to the Student Teacher.  Always the main focus is on student learning.
  • ​A Student Teacher needs to observe the class and the Cooperating Teacher at all points throughout the experience, even toward the end, as the Student Teacher is more perceptive and knows what to look for in a lesson. This does not mean that the student teacher is only observing and not taking part in the classroom activities. The Student Teacher should be encouraged to take notes on what is observed.  The Student Teacher’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 Student Teacher is observing is exactly what the administrator, Cooperating Teacher, University Coordinator observes when they visit a classroom.  Those areas are identified below to help the student teacher identify what is important in an observation.
  • What can be learned from 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 that?
  • What provisions are made for individual differences? 
  • What disciplinary techniques does the teacher use? What ideas can the student 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 techniques the teacher uses to motivate the lesson activities in a particular area. 
  • 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.
  • How much of the lesson is review and how much is new work?​​​​​​​​​​​
  • How does the teacher make class drills interesting? ​
  • 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
  • Beginning about the middle of the second week the Student Teacher 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 Student Teacher in charge of the room for short and then increasingly longer periods of time, provided that the Student Teacher 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 Student Teacher 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.

  • Observations by the Cooperating Teacher
  • It is beneficial for the Cooperating Teacher to observe the student teacher 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
      • observe in other teachers' classrooms and reflect on lessons​
  • Surveys
    Michigan Department of Education (MDE) requires an end of student teaching survey that must be completed by the Student Teacher 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 student teachers to develop the skills, knowledge, and dispositions of a professional educator. 

  • The Center for Clinical Experiences will send an email to the Student Teachers to begin online evaluations.  Instructions for completing the evaluation will accompany the link to the evaluation form. The Student Teacher will begin the process by completing the top of the evaluation, including his/her name, school, district, etc. After the Student Teacher has completed his/her part, the evaluation is sent electronically via email to the Cooperating Teacher.

  • At the midpoint of the student teaching experience the Student Teacher, their Cooperating Teacher and University Coordinator will complete a detailed Progress Evaluation.  The completed Progress Evaluation sent electronically to the Student Teacher, their Cooperating Teacher and University Coordinator.  The Cooperating Teacher and Student Teacher should plan to meet with each other to discuss strengths, weaknesses, and to make a plan for future success.  Student Teachers should keep a copy of their evaluation for future use.  This process will be duplicated at the end of the student teaching experience where the Student Teacher, Cooperating Teacher and University Coordinator will complete a detailed Final Evaluation.


    • Students will receive CR/NC for EDU 458 and a letter grade for EDU 432. 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 subject matter weakness of secondary Student Teachers, the opinion of the Subject Matter Specialist may be sought. 

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

    • Addressing Instructional Issues of Student Teachers
      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 persists, an Action Plan may be developed.  Prior to developing a written 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 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 designated CCE Point of Contact (Pre-Student Teaching or Student Teaching), enlisting support and guidance as necessary, and sharing history of the issue and previous interventions, if any.

    2.  Develop a written Action Plan with the Teacher Candidate and Cooperating Teacher identifying the concern, the goal for improvement, and action steps needed to achieve the stated goal. The Action Plan is a standardized CCE form.

    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 designated CCE Point of Contact (Pre-Student Teaching or Student Teaching).

    4.  Evaluate the Teacher Candidate’s progress by documenting actions taken and noting whether the goal has or has not been completed.  Teacher Candidates who have a valid concern relating to their placement or evaluation by their University.

  • Teacher Candidates who have a valid concern relating to their placement or evaluation by their University Coordinator/Placement Coordinator must contact the Center for Clinical Experiences to appeal the placement. Initiation of the appeal process is the Teacher Candidate’s responsibility.
    • A great place to look for employment opportunities is CMU’s Career Services website. Career Services has designed a site just for teaching positions.  Your resume is polished by the time you graduate, so now you are ready to load it to this website.  You will be entered in the database so that employers searching for specific endorsements can be sent your resume and will have a chance to review your credentials.  This is a great place for them to search for just the right person to interview for a position.  This site is also a great place for you to find openings in the state of Michigan, across the country, even international locations.
    • Questions?    
      Please contact Career Services & Central Michigan University
      Ronan 240 | p: 989.774.3068 | f: 989.774.6608  www.careers.cmich.edu​​​
    • Be on time. Find out when you are expected to be on the job and how long staff members are to remain after school. Be on time for all appointments and be eager to stay longer than what is expected.
    • Attendance should be perfect.   Find out procedures to be followed when illness or other emergencies prohibit you from being in the classroom. Always notify your Cooperating Teacher and your University Coordinator if you will be late or absent. You may be required to continue your student teaching placement to make up for days missed. You are expected to be at your placement every day and will follow the school calendar.
    • Cooperating Teacher expectations.  Discuss the way you will work together to impact student learning and give you experience that prepares you for your classroom.
    • Conduct yourself as a professional person.  Speak professionally about your students, school, colleagues, the university, its programs, etc.​
    • Be prepared.  Detailed lesson plans will be expected and will give you the confidence you will need to be a competent teacher.  The lesson plan content in the Instructional Theory Into Practice (ITIP) model is the model used by CMU.
    • Win the respect of your students through your competence.  Establishing a relationship with each of your students is essential for learning to take place. Being prepared, dressing professionally for them, planning exciting lessons, establishing rules and procedures, being fair, and finding something positive about each student will help you establish positive relations.
    • 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 are covered.  Pierced ears only; no other facial piercing.
    • Be a good listener.  Welcome feedback from the Cooperating Teacher and University Coordinator and use it to improve your teaching skills.  This is a rare time in your career when you have this experienced help.  Listen to your students and use the information to reach them in your lessons.
    • Become involved in extra-curricular activities.  Be available to assist the Cooperating Teacher, to help coach, supervise after school activities, or tutor. Get involved.
    • Student Teachers are a guest in the school.  The facilities and materials are there for professional use.   
    • 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 must have an SPE Major GPA of at least 2.70
    • Teacher Candidates are required to earn a C+ or higher in all methods courses. 
    • There will be one Mandatory Student Teaching Application meeting held at the beginning of each academic session for Teacher Candidates planning to participate in Special Education student teaching experience in the following semester. Candidates will receive valuable information at this meeting including the link to apply for Special Education Student Teaching and an overview of Special Education Student Teaching requirements. Teacher Candidates are required to have a device to access their Student Information 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
    • Documentation of attendance at the Mandatory Student Teaching Application Meeting.
    • 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.​​​​​​
    • Submit professional resume to the Center for Clinical Experiences. 
    • 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 Student Teacher.
    • The Director of the Center for Clinical Experiences, or designee, will coordinate and monitor assignments of all University Coordinator faculty and Student Teachers.  Special Education experiences takes place the semester prior to General Education Student Teaching.​
    • Planning for Student Teaching begins a full semester prior to the expected Student Teaching semester. Teacher Candidates attend a Mandatory Student Teaching Application Meeting to begin the planning process.
    • After the application has been submitted the Student Teacher will be assigned a University Coordinator to oversee their clinical experience. Student Teachers will be assigned to their University Coordinator by the Director of the Center for Clinical Experiences, or designee. The assignment of a University Coordinator may change due to variables that develop as the placements for Student Teachers 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 Student Teacher must write a description indicating their situation in the appropriate space on the Student Teaching Application.  Candidates whose answers establish their needs according to the above criteria will be considered first for assignment to an area. 
    • All Teacher Candidate appeals related to student teaching placements will be addressed by the University Coordinator, the Director for Clinical Experiences, or designee, after the Student Teacher has interviewed with their assigned University Coordinator and completed the visitation at the school.  If a student teacher disagrees with the school and/or classroom placement made by the University Coordinator and a compromise cannot be found, the student teacher 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 student teacher 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 Student Teachers assigned to their center.  This interview may be in person or by phone.  After getting information from the Student Teacher, the University Coordinator then begins the placement process.  Every effort is made to secure placements within a 40-50 minute drive from the Student Teacher’s residence. Teacher Candidates should complete an Interview Form prior to meeting with their University Coordinator.  Please see the "Forms and Resources" section below. 
    • Certification
    • 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.​​
    • ​​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.​
    • ​Placements are secured by the University Coordinator in cooperation with the School Superintendent or his/her designee.  Items listed below make up CMU’s placement policy. 
    • Student Teachers cannot pursue their own placements.
    • Student Teachers will not be placed in the high school from which they graduated.
    • Student Teachers will not be placed in schools where relatives attend or are a part of the staff.
    • Student Teachers, when placed in their assignment, will follow the school district’s calendar.
    • Student Teachers will be under the direct supervision of the school and will be subject to the school’s policies and regulations.
    • Student Teachers work every day that the Cooperating Teacher works, with the exception of seminar days.  That may mean weekends and nights.
    • Any change in the field experience will be made with the approval of the Principal, University Coordinator, and the Director of Clinical Experiences.
    • All costs related to a required background check by the school are the responsibility of the Student Teacher.​​​​
    • 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 Student Teacher 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 Student Teacher will work well in the assignment, and the Student Teacher must feel comfortable with the assignment for the placement to be finalized.  Student Teaching is such an important learning experience in preparation for your ability to have your own classroom that compatibility between those who will be working together is essential. No placement is considered final until after the prospective Cooperating Teacher, Principal and Student Teacher have completed the Visitation/Interview Day. Student Teachers 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 Student Teacher and the Cooperating Teacher may discuss education issues including but not limited to: 
    • Classroom management and discipline;
    • Subject matter to be taught while the Student Teacher is in the classroom; 
    • Texts, supplementary materials;
    • Teaching methods that may be used in the classroom;
    • Basic information about the school rules and procedures;
    • The school calendar, school hours, report time;
    • Special skills or interests which will enhance the Student Teacher’s performance;
    • The Student Teacher 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, Student Teachers should go to the district's Central Office or Administration Building and find out from the main office what the fingerprinting procedure is for the district.  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. 
    • Expectations: During the first 6 weeks, Student Teachers are expected to: 
    • Record and maintain all attendance records for internship experience – obtain Cooperating Teacher signature weekly. 
    • 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.)
    • Expectations: During the first 6 weeks, Cooperating Teachers are expected to:
    • Sign attendance record provided by teacher candidate at the end of every week.
    • Conduct two evaluations of teacher candidate related to professionalism – one at the end of week three and one at the end of week five.

    • 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 6-week practicum.
    • Expectations: During weeks 7-16, Student Teachers 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.
    • Expectations: During weeks 7-16, Cooerpating 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 student teachers to develop the skills, knowledge, and dispositions of a professional educator.
  • The Center for Clinical Experiences will send an email to the Student Teachers to begin online evaluations.  Instructions for completing the evaluation will accompany the link to the evaluation form. The Student Teacher will begin the process by completing the top of the evaluation, including his/her name, school, district, etc. After the Student Teacher has completed his/her part, the evaluation is sent electronically via email to the Cooperating Teacher.

  • At the midpoint of the student teaching experience the Student Teacher, their Cooperating Teacher and University Coordinator will complete a detailed Progress Evaluation.  The completed Progress Evaluation sent electronically to the Student Teacher, their Cooperating Teacher and University Coordinator.  The Cooperating Teacher and Student Teacher should plan to meet with each other to discuss strengths, weaknesses, and to make a plan for future success.  Student Teachers should keep a copy of their evaluation for future use.  This process will be duplicated at the end of the student teaching experience where the Student Teacher, Cooperating Teacher and University Coordinator will complete a detailed Final Evaluation.

    • ​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. 
    • Addressing Instructional Issues of Student Teachers
      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 persists, an Action Plan may be developed.  Prior to developing a written 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 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 designated CCE Point of Contact (Pre-Student Teaching or Student Teaching), enlisting support and guidance as necessary, and sharing history of the issue and previous interventions, if any.

    2.  Develop a written Action Plan with the Teacher Candidate and Cooperating Teacher identifying the concern, the goal for improvement, and action steps needed to achieve the stated goal. The Action Plan is a standardized CCE form.

    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 designated CCE Point of Contact (Pre-Student Teaching or Student Teaching).

    4.  Evaluate the Teacher Candidate’s progress by documenting actions taken and noting whether the goal has or has not been completed.  Teacher Candidates who have a valid concern relating to their placement or evaluation by their University.

  • Teacher Candidates who have a valid concern relating to their placement or evaluation by their University Coordinator/Placement Coordinator must contact the Center for Clinical Experiences to appeal the placement. Initiation of the appeal process is the Teacher Candidate’s responsibility.
    • A great place to look for employment opportunities is CMU’s Career Services website. Career Services has designed a site just for teaching positions.  Your resume is polished by the time you graduate, so now you are ready to load it to this website.  You will be entered in the database so that employers searching for specific endorsements can be sent your resume and will have a chance to review your credentials.  This is a great place for them to search for just the right person to interview for a position.  This site is also a great place for you to find openings in the state of Michigan, across the country, even international locations.
    • Questions?    
      Please contact Career Services & Central Michigan University
      Ronan 240 | p: 989.774.3068 | f: 989.774.6608  www.careers.cmich.edu
    • Be on time.  Find out when you are expected to be on the job and how long staff members are to remain after school.  Be on time for all appointments and be eager to stay longer than what is expected.
    • Attendance should be perfect.   Find out procedures to be followed when illness or other emergencies prohibit you from being in the classroom.  Always notify your Cooperating Teacher and your University Coordinator if you will be late or absent.  You may be required to continue your student teaching placement to make up for days missed.  You are expected to be at your placement every day and will follow the school calendar.
    • Cooperating Teacher expectations.  Discuss the way you will work together to impact student learning and give you experience that prepares you for your classroom.
    • Conduct yourself as a professional person.  Speak professionally about your students, school, colleagues, the university, its programs, etc.​
    • Stay organized. You are expected to keep up with due dates and deadlines for the seminar classes and with your requirements for in the classroom.  Keep a planner or a list of what assignments are due when, and expectations from your cooperating teacher.
    • Maintain Confidentiality. Your field experiences are an important part of your learning and you will be discussing them in your courses.  Just as teachers are expected to respect the privacy and dignity of the children and families with whom they work, we expect student teachers to do the same.  When discussing classroom situations in class, do so carefully by using a pseudonym or removing student names.  In interviews and assignments always use a pseudonym
    • Win the respect of your students through your competence. Establishing a relationship with each of your students is essential for learning to take place.  Being prepared, dressing professionally for them, planning exciting lessons, establishing rules and procedures, being fair, and finding something positive about each student will help you establish positive relations.
    • 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 are covered.  Pierced ears only; no other facial piercing.
    • Be a good listener.  Welcome feedback from the Cooperating Teacher and University Coordinator and use it to improve your teaching skills.  This is a rare time in your career when you have this experienced help.  Listen to your students and use the information to reach them in your lessons.
    • Become involved in extra-curricular activities.  Be available to assist the Cooperating Teacher, to help coach, supervise after school activities, or tutor. Get involved.
    • Student Teachers are a guest in the school.  The facilities and materials are there for professional use.   
    • Know that Snow Days 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