Roles and Responsibilities

Field Experience Student Expectations

Field experience students must complete a required number of hours in the field experience classroom for each course.  The number of classroom hours varies for each experience.  The CSS student is expected to contact the cooperating teacher as soon as they have been placed in the teacher's classroom to arrange a schedule for classroom visits.  The CSS student is expected to communicate any course requirements for the field experience to the cooperating teacher at the beginning of the experience and arrange with the cooperating teacher when these activities will be completed.

The field experience student is expected to:

  • Successfully complete all field experiences and meet all requirements as described in the appropriate field experience syllabus.
  • Become familiar with the rules and regulations of the school, and the policies and procedures of the cooperating teacher.
  • Show a willingness to assist the classroom teacher(s) with both instructional and non-instructional tasks.
  • Adhere to the Code of Ethics for Minnesota Teachers (see Licensure Materials & Teaching Standards in program binder).
  • Welcome feedback from the cooperating teacher(s) and college supervisor, and work to implement suggestions for improvement.
  • Avoid situations that are outside the responsibility of the field experience as described in the appropriate field experience syllabus.
  • Model appropriate speaking and writing skills, and professional behavior.
  • Pay particular attention to these specifics:
    • learn the names of your students
    • dress professionally and maintain a well-groomed appearance
    • show interest, initiative, enthusiasm, and resourcefulness
    • be friendly, cooperative, and considerate of EVERYONE
    • use equipment and materials responsibly and carefully
  • Maintain a professional relationship with the cooperating teacher(s).
  • Have regular attendance and be punctual. Cooperating teacher must be contacted prior to a scheduled visit if the student is not able to attend.  Missed classroom hours are expected to be made up at a time arranged with the cooperating teacher.

Student Teaching Expectations

The purpose of student teaching is to provide a significant, practical teaching experience in an elementary, middle school, and/or high school, under the supervision of a licensed teacher. Student teaching is a minimum of 10 weeks (at least 50student contact days) of continuous full time teaching for graduate licensure students and 13 weeks for undergraduate students. Student teachers are expected to make up absences.

This experience can be extended by CSS faculty depending on the student teacher's skill and proficiency. The experience includes formal observation, planning of teaching units, participation in school activities, working with students with diverse learning needs, communicating effectively with parents/guardians, and working with school support personnel. Student teachers are supervised and observed by college faculty.

In addition to the actual student teaching experience, students must also register for and attend student teaching seminars . The purposes of the seminars are; (1) to help students reflect on and deal with situations encountered in their student teaching experience, (2) to help students prepare for a job search and apply for their Minnesota teaching license.

The Student teacher is required to:

  • keep (as a minimum) the same hours at school as the cooperating teacher.
  • call the cooperating teacher at home if you cannot go to school because of illness or an emergency. Call as soon as possible. In most circumstances, you will be required to make up the absence. Please e-mail your college supervisor so she/he is aware of your absence. Be sure to inform the classroom teacher of the lessons you were responsible for teaching that day, and ensure she/he has all the materials needed to successfully teach the lesson(s).
  • be in school any time it is in session even if the college is not.
  • participate in institutes, in-services, and parent/student programs that occur while you are student teaching.
  • visit other classrooms during your experience.
  • become familiar with your school's media center, assist with or observe co-curricular and extra-curricular activities, attend faculty meetings, and become familiar with the special education program in your school.
  • have lesson plans available, and to share these with your cooperating teacher.

It is the responsibility of student teachers to:

  • Be professional in appearance, behavior and attitude.
  • Acquaint themselves with the mission and philosophy of the schools in which they are placed.
  • Become involved in the schools in which they are placed. Take the initiative and seek out information, experiences and people who will contribute to their growth as teachers.
  • Be prepared, organized and flexible in the planning and implementation of lessons, units, and classroom routines.
  • Engage in self-evaluation and reflection daily, the purpose being to develop, modify and improve their practices.
  • Make a commitment of both time and energy during the student teaching experience and not allow their personal lives to interfere or compete with their professional development.
  • Maintain open communication between the college and the school, as well as communication within the school, parents, faculty, support staff, and administration.
  • Apply in the classroom a variety of theories, philosophies, methods, and ideas learned through college coursework.

It is the responsibility of the college supervisor to:

  • Communicate the College's goals, expectations, and criteria for a successful student teaching experience.
  • Observe the student teacher periodically and provide feedback on his/her progress.
  • Encourage and foster the application of theories, philosophies, methods and ideas presented through college coursework.
  • Emphasize reflection on the part of the student teacher; this includes more asking and less telling when evaluating student teacher performance.
  • Be approachable and open to both student teachers and cooperating teachers.
  • Conference with the student teacher and cooperating teacher at the beginning, middle, and end of the student teaching experience.