Digital viewbook for international students looking to study on a F-1 visa at National Louis University in Chicago Illinois
NATIONAL COLLEGE OF EDUCATION AT NATIONAL LOUIS UNIVERSITY
Master of Arts in Teaching [MAT] Elementary Education
Practicum II/Student Teaching Handbook Grades K -6 202 5 - 202 6
Table of Contents
The Linked Practicum/Student Teaching Experience...............................................................1 Practicum II.............................................................................................................................. 1 Practicum II Requirements....................................................................................................... 2 Practicum II Supervision .......................................................................................................... 3 Student Teaching Orientation .................................................................................................. 3 On Campus Seminars ............................................................................................................. 4 Student Teaching Requirements.............................................................................................. 5 Student Teaching Supervision ................................................................................................. 6 Student Teaching Stages ........................................................................................................ 7 Focus on Roles During Student Teaching................................................................................8 For the Student Teacher .......................................................................................................... 8 For the Cooperating Teacher................................................................................................... 9 For the University Supervisor................................................................................................. 10 Evaluation of Student Teaching ............................................................................................. 12 Responsibility & Success (RaS) Plan ............................................................................... .... . 13 Lesson Plan Observation Form ............................................................................................. 1 7 Video Release Forms ............................................................................................................ 2 1
The Linked Practicum II/Student Teaching Experience Welcome to one of the most important and exciting phases of your career – Practicum II/Student Teaching. This experience will support your transition from being a teacher education candidate to becoming a professionally licensed teacher. As Elementary Education faculty, we understand the demands of this experience and are excited and confident knowing that you are ready to take on this task. We look forward to supporting you and helping you to continue to become a high achieving professional. We also hope to model the highest principles of progressive education that you will provide to those you teach now and in the future. The total Student Teaching experience actually begins in Practicum II. Candidates complete a minimum of 50 hours with one teacher in one classroom during the quarter they are enrolled in Practicum II. In most cases, the Practicum II elementary classroom will be the site where the MAT candidates complete the Student Teaching experience in what is referred to as a linked placement. Theory and practice come together in the Practicum II experience as teacher candidates lay the groundwork for their Student Teaching experience. Practicum II Welcoming Candidates to the Classroom In an effort to welcome and support the practicum candidates and student teachers, experienced cooperating teachers have offered the following suggestions: • Put the candidate’s name on the classroom door. • Assign adequate, personal workspace for the candidate’s use. • Introduce the candidate to the parents and families through a newsletter. • Introduce the candidate to school/district staff and the student teacher as a co-teacher. • Give the candidate a tour of the school building. • Explain school and classroom organization and their underlying philosophies. • Provide a copy of the class schedule, school calendar and work time expectations. • Acquaint the candidate with daily routines and procedures. • Involve the candidate with the students right away. • Exchange phone numbers, email addresses. • Set up daily/weekly conference times. • Establish a takeover schedule. • Share specifics about management expectations. • Aid the candidate in utilizing strategies for understanding the learning styles and needs of the students. • Discuss student data and what information is available and under what conditions or circumstances – make certain that the candidate has an understanding of FERPA. • Promote reflection on the multiple and complex decision-making activities. • Encourage the candidate’s development of self-evaluation and reflection skills.
ELE MAT P2/ST Handbook 202 5 -202 6
1
Practicum II Requirements 1. Attendance and active participation in weekly on-campus seminars that meet across the entire term. 2. ELE Content Test (#305) must be passed prior to the start of Practicum II. However, a waiver will be allowed if the candidate meets specific criteria. 3. Professional Demeanor : The faculty in Elementary Education is dedicated to preparing skilled, caring future classroom professionals. Teacher candidates must demonstrate behaviors that support their own professional development as well as the high achievement of children in the classroom. These behaviors and dispositions must demonstrate commitment to high academic, professional, and ethical standards which includes wearing appropriate professional attire for school settings. 4. Lesson Planning: Candidates will be expected to plan and teach a minimum of four [4] lessons while in the Practicum II classroom and will be observed while teaching at least two lessons by a university Supervisor. 5. Reflective Journal : The purpose of maintaining a reflective journal is to provide an important record of candidate growth and to give the supervisor a greater understanding of what the candidate is experiencing. The supervisor will discuss his/her expectations regarding the content and format of the journal. Journal prompts are often provided by supervisors. 6. Competency Appraisal: Teacher candidates should be thoroughly familiar with the Competency Appraisal. This documents progress in the important skills of teaching and constitutes an important portion of the grade. In Practicum II and Student Teaching, the teacher candidate/student teacher, university supervisor, and cooperating teacher each fill out an online Competency Appraisal. Competency Appraisals are completed in SONIA. Directions will follow as a means to guide this assessment process. Additionally, word documents of the Competency Appraisals are found in ELE student materials pages: https://nl.edu/national-college-of- education/current- students/program-handbooks-and-materials/ele-materials/ In Practicum II, the Competency Appraisal is filled out at the end of the term. There is a school- based evaluation conference in which the teacher candidate, university supervisor, and cooperating teacher discuss the candidate’s progress. In Student Teaching, Competency Appraisals are completed at both the mid-term and the end-of-term points of the experience. At the end of the term, an ‘exit’ meeting takes place to review the final, end-of-term appraisal, with the candidate, supervisor and cooperating teacher in attendance. 7. Video Recording and Coaching 1 : All Practicum II candidates are required to videotape one lesson aligned with a core teaching practice assigned by the program. The video assignment provides an opportunity for self-reflection for all candidates. Practicum II supervisors will also review and provide feedback regarding the same lesson. Video coaching is designed to offer in- depth support and targeted feedback related to core teaching practices prior to student teaching.
1 If the parents have already signed a school-based video permission form, candidates do not need to collect the NLU video release form from them.
ELE MAT P2/ST Handbook 2025-2026
2
Practicum II - Supervision 1. Practicum II Introductory Meeting: This is an introductory visit that should take place during the first two weeks of the term with the teacher candidate, Cooperating teacher, and university supervisor. The purpose of this visit is to get acquainted, ensure that NLU expectations are understood by all, and for questions to be answered. At this time, the supervisor, teacher candidate, and cooperating teacher should arrange the first date for a formal observation visit. 2. Two Formal Observations: These observations each include a brief pre-observation conference, a 30–60-minute observation of the teacher candidate teaching a lesson, and a post-observation conference with the teacher candidate and the cooperating teacher. These conferences can be done separately if the classroom schedule prevents both the teacher candidate and the cooperating teacher from participating at the same time. It is suggested that the first observation is completed no later than Week 5 and the second observation is completed no later than Week 8. 3. One Video Coaching: Practicum II candidates are to upload one lesson on a Core Teaching Practice to be reviewed by the University Supervisor using a designated Feature Guide to provide targeted feedback. The teacher candidate will complete self-reflection prior to the supervisor providing detailed feedback using video coaching software. 4. Evaluation Conference: In a linked Practicum II/Student Teaching experience, an evaluation conference should take place at the end of Practicum II. The purpose of this conference is to discuss the Practicum II experience, the Competency Appraisals, to explain the transition from Practicum II to Student Teaching, and to ensure that the NLU expectations of the Student Teaching experience are understood by all. At this time, supervisors, teacher candidates, and the cooperating teacher should arrange the first date for a formal observation visit for student teaching. Student Teaching Orientation in Practicum II The purpose of the Student Teaching Orientation is to present a general understanding of the requirements of Student Teaching as well as to present ideas as to how to begin the experience. This session takes place during one of the Practicum II seminars. Students who are not taking Practicum II immediately prior to the Student Teaching term need to contact their previous Practicum II instructor or the leader of seminar for which they registered for current Student Teaching information. Please note: Practicum students may not serve as a substitute teacher when engaging in the required 50 hours of the ELE510 course. If the cooperating teacher is absent, the school must arrange for a qualified substitute teacher to be in the classroom at all times. Candidates are required to notify the seminar leader if a qualified substitute teacher is not in the classroom.
ELE MAT P2/ST Handbook 2025-2026
3
Calendar for Field Experiences 202 5 – 202 6
NLU Academic Calendar
Academic Term Dates
Fall Term Dates Sept 2 2 , 202 5 - November 30 , 202 5 Fall 2024 Sept 23 – Dec 1
Winter Term Dates Jan 1 9 , 202 6 - March 2 2 , 202 6 Winter 2025 Jan 13 - Mar 21
Spring Term Dates April 6 , 202 6 - June 1 4 , 202 6 Spring 202 6 March 17 - June 6
Field Experience Dates
Term Dates Classes Begin
Begin Experience
Second week of quarter
Second week of quarter
N/A
Practicum
End Experience
Friday, December 1
N/A
Friday, March 21
NOTE: For students moving into Spring Student Teaching, field hours will need to be completed by March 14 th .
Monday, March 17 (see ** Note below)
Begin Experience
When school begins
When teachers report in January
Full-day Student Teaching
Minimum of 10 weeks based on placement site start dates (excluding fall break)
End Experience
Friday, June 6 (OR minimum of
Friday, March 21
(OR minimum of 10 weeks based on placement site start date, excluding spring break )
10 weeks based on placement site start date, excluding spring break) **NOTE : If schools end on May 23, student teachers begin on March 10
Please note: These dates are meant to be ranges for practicum and student teaching as every placement site is different. However, in all cases, a minimum of 10-weeks of full-day student teaching (not counting fall or spring breaks) is required. On Campus Seminars Although Practicum II seminars meet every week, during student teaching, there will be five seminars. The syllabus and course schedule will be shared during the orientation at the end of Practicum II. It is important that candidates check their NLU email accounts a few weeks before Student Teaching is scheduled to begin. Candidates need to communicate the schedule of seminars to their cooperating teachers and confirm the schedule with the university supervisors. Seminars are generally scheduled from 5:30-8:30p.m., and attendance is mandatory. Seminars offer many learning opportunities and are forums for sharing ideas and challenges from the field. Important information about classroom management, job applications, and the procedures for attaining licensure will be discussed.
ELE MAT P2/ST Handbook 2025-2026
4
Student Teaching Requirements 1. Attendance: Daily attendance at school is mandatory . Student teachers are expected to be at school all day every day that teachers are expected to be in attendance. Student teachers follow the school calendar rather than the university calendar for holidays. Appropriate arrival and departure times should be discussed with the cooperating teacher and the university supervisor. Additionally, since meetings are part of the real world of schools, student teachers should attend all those that the cooperating teacher attends: grade level team, staffing, district, and faculty. Candidates may not miss more than 3 days of classroom experience during student teaching. If candidates need to miss more than three days due to illness or family emergencies, then additional days equivalent to the days missed will be added to the student teaching term. If student teachers must be absent from school at any time, for illness, religious observances, or serious personal matters, their professional responsibility is to immediately contact the cooperating teacher and supervisor. The seminar leader should also be made aware of any absences. Please note that after three days of absence, arrangements to make up missed days must be discussed with the cooperating teacher, university supervisor, and seminar leader. 2. Substitute Teaching during ELE590 Substitute teaching will be limited to no more than 5 days in the student teaching placement classroom while the cooperating teacher is absent. Consent must be given by the program chair in consultation with the teacher candidate. Student teachers may not move or be hired in another classroom or building. 3. Reflective Journal : This continues in Student Teaching. Maintaining a reflective journal provides an important record of candidate growth and gives the supervisor a greater understanding of what the candidate is experiencing. The supervisor will discuss his/her expectations regarding the content and format of the journal. Journal prompts are often provided by supervisors. 4. Daily Planning : As a beginning teacher, development and competency in lesson planning is essential for teaching effectiveness and meeting goals. Teachers build lessons around relevant student experiences to encourage optimum student achievement and engagement, support student independent thinking, and develop student interest and love of learning. Please keep the following in mind: The university requires that candidates generate a formal lesson plan for every lesson taught (excluding some brief, daily routine activities). This starts with the very first lesson. The
ELE MAT P2/ST Handbook 2025-2026
5
specifics of lesson planning should be discussed with the supervisor and cooperating teacher. The required lesson plan format is provided in D2L. The cooperating teacher must review and initial each plan to signify approval and give feedback before and after the lesson. It is helpful if the feedback is written notes and not simply verbal. Student teachers are required to give supervisors a copy of the lesson plan for every lesson that is observed. Many supervisors request plans one or two days before the scheduled observation to provide feedback. During observation visits, supervisors will ask to review plans for all the lessons that have been planned and implemented, so the student teacher should collect and organize them in a way so they can be easily retrieved. Maintaining a notebook [3-ring binder] of lesson plans is suggested. 5. Competency Appraisal: In Student Teaching, the Competency Appraisal is filled out once at midterm and again before the final meeting between the student teacher, cooperating teacher, and university supervisor. Each time there is a school-based evaluation conference discussing the candidate’s progress. The midterm Competency Appraisal may be used to set goals for the remainder of the Student Teaching experience. Competency Appraisals are completed in SONIA. Student Teaching - Supervision 1. Two formal observations: These are similar to those that took place during the Practicum II experience. Student teachers need to present a printed copy of their lesson plan to the supervisor before each observed lesson. A pre-conference typically allows for discussion of areas where the student teacher would like feedback and what the supervisor should know about the lesson. There may also be a discussion of other areas: management, teaching, assessment, etc. After each observation of teaching, supervisors will set up a conference with the student teacher and with the cooperating teacher [together if possible] to discuss the experience and set goals for future lessons. The first two observations should be scheduled before Week 6 of a candidate’s Student Teaching schedule. The suggested timeline is completing the first observation in Week 2 or Week 3, and completing the second observation in Week 4 or Week 5. 2. Midterm Evaluation Conference : This is held at the school near the middle week of the experience. This is a three-way conference with the student teacher, supervisor, and cooperating teacher. Prior to the meeting, each needs to complete the online Competency Appraisal to assess and document the progress of the student teacher. At the conference, these will provide
ELE MAT P2/ST Handbook 2025-2026
6
the basis for a discussion of the student teacher’s development thus far. This is an appropriate time to set written goals for continued professional development during the remainder of the experience. 3. Final two formal observations : The same process as the first two observations is followed. These should be scheduled evenly during the last 5 weeks of Student Teaching; e.g., week 7 and week 9 or week 10. 4. Final Evaluation conference: This is also held at the school. The same procedures as midterm conference are followed – three-way conference, Competency Appraisals completed in advance, with discussion of success and development during the experience. The supervisor will ask the cooperating teacher for input on a placement grade for Student Teaching. 5. Exit Interview: This is held at NLU with the student teacher, the supervisor, and the seminar leader. The goal is to discuss the Student Teaching experience, including the Competency Appraisals and university requirements. The supervisor will offer input into the final grade. The seminar leader determines the grade for Student Teaching considering the requirements listed in the syllabus Student Teaching Stages Please understand that student teachers will not be doing everything that the cooperating teacher does right at the start; rather, they will be taking on teaching responsibilities gradually. The following is a sample ‘take over’ plan to consider: Week 1: This is the ‘Getting to Know Everything’ phase. Because most student teachers have been in the classroom a minimum of 50 hours during Practicum II, they already know something about the children, the cooperating teacher and other faculty and administration, the daily schedule, classroom curriculum, school and district standards, this is a continuation of their learning during Practicum II. It is very different being in the classroom every day, all day. This first week should be spent observing variations in the week-long experience while continuing to interact with the students in the classroom in positive and responsive ways. This is a time to ask lots of questions to ensure a successful Student Teaching experience. Just as in practicum, feel free to ‘jump in’ or ask to do anything that seems appropriate. It is always recommended to first check with the cooperating teacher. This is the time to work out a takeover schedule with the cooperating teacher. The supervisor should have a copy as soon as possible. A takeover schedule identifies the content areas or class periods being assigned as the responsibility of the student teacher. This schedule should increase the student teacher’s involvement over the quarter as responsibilities for instruction are assumed. Weeks 2 - 4 : This is the ‘ Gaining Confidence’ phase. The student teacher begins taking responsibility for teaching in one content area and adding a new content area every week as well
ELE MAT P2/ST Handbook 2025-2026
7
as other teacher responsibilities [e.g., escorting the children, planning and making bulletin boards, checking homework]. Weeks 5 – 9: This is the ‘ Fine Tuning’ phase. The student teacher continues to assume more responsibilities until taking over all of the classroom teaching. Sometime during weeks 5-10, student teachers must assume full responsibility for everything that happens in the classroom – planning, assessment, instruction, management, everything. Student teachers are required to have full responsibility for a minimum of 10 consecutive days. We strongly encourage student teachers to do more if possible. Weeks 10 - end of experience: This is the ‘ Transferring Back’ stage. The student teacher gradually returns responsibilities for teaching back to the cooperating teacher, following a reverse process. This is also a time when student teachers are encouraged to visit other classrooms and grade levels in their school. Student teachers are now able to look in classrooms with more experienced eyes. Focus on Roles during Student Teaching For the Student Teacher Theory and Practice are two concepts that are closely linked. These should be second nature to student teachers during this capstone experience. Student teachers should continue to keep in mind the pragmatics of how theory and practice are experienced in school communities, how schools and districts, state standards, goals, and tests, and cultural and political factors influence the decisions that are made while interacting with children, families, colleagues, and the community. Student teachers and cooperating teachers have an essential relationship to develop as fully as possible. It is critical to communicate on a consistent basis before school, during school, and after school. This can be challenging as time is always at a premium. Student teachers will need feedback for collaborative learning, methods of teaching and assessment, and the use of state standards, school protocol, lesson ideas, and much more. In addition to one-on-one dialogues or team meetings, it is important to have genuine, meaningful communication with the cooperating teacher. Some will ask student teachers to write questions to be answered outside of the school day or continue discussions by e-mail. Constant communication plays a major role in all relationships and is extremely important in this experience. For example, ask questions for clarification no matter what the issue might be. Whether it is about a lesson plan, goal setting, or a puzzling remark heard, it is important to understand the expectations
ELE MAT P2/ST Handbook 2025-2026
8
clearly. Cooperating teachers understand the limited experience student teachers often bring but can best help when asked. This also lets the cooperating teacher know how highly motivated the student teacher is. For the Cooperating Teacher A major purpose of the linked Practicum/Student Teaching experiences is to provide the candidate with concrete experiences to help in the development of a realistic perception of self in the professional role of teacher and inappropriate relationships with others within the school organization. In this critical role, the cooperating teacher must hold a standard Professional Educator License with an endorsement in the grade level or middle level content area being taught and have at least three years of experience before working with a practicum candidate or a student teacher. We ask that cooperating teachers become familiar with the Practicum II/Student Teaching requirements as described in this handbook and assume the following responsibilities. 1. Provide oral and written feedback to the candidate on planning a. Articulate the school’s program goals and assist the candidate in creating appropriate learning experiences. b. Review and approve, by initialing, all lesson plans in advance of instruction. We recommend that this be done with enough time for the candidate to make suggested changes. c. Progress from team planning to monitoring the candidate’s individual planning. d. Invite the candidate to participate in department planning sessions, faculty meetings and professional conferences. 2. Provide oral and written feedback to the candidate on instruction a. Observe delivery of instruction on a daily basis. Give specific feedback on strengths and areas for growth in post-observation conferences and written commentaries. Discuss alternative strategies and techniques that have been successful as well as those that have not. b. Demonstrate effective teaching and assist the candidate in analyzing its effect on student learning. c. Encourage the candidate to develop a personal teaching style and to discuss self-evaluations and reflections. 3. Maintain regular contact with the university supervisor a. Attend the three-way post-observation conferences with the candidate and the university supervisor whenever possible. b. Discuss candidate development with the university supervisor on a regular basis. 4. Evaluate the teacher candidate a. Complete the online midterm and final Competency Appraisals with comments in advance of evaluation conferences. Note any concerns or goals on the midterm, if appropriate. b. Discuss insights regarding the candidate’s abilities and professional competencies in the classroom with the candidate and the university supervisor.
ELE MAT P2/ST Handbook 2025-2026
9
For the University Supervisor The university supervisor is the most direct link between the student teacher, the school and the university. The role of the university supervisor in the candidate’s development carries three major responsibilities. 1. Encourage and facilitate the professional growth of the candidate across the linked experiences. a. Help your candidate integrate theory and practice and develop self-analytical skills to become a critically reflective practitioner. b. Explain specific journaling schedules and formats and university requirements for lesson planning. Outline the takeover schedule. c. Observe and conference with your candidate and the Cooperating teacher in order to assist in the analysis of the teaching/learning process. 2. Evaluate the candidate’s performance. a. Evaluate the candidate holistically in consultation with the candidate, the cooperating teacher and others, when necessary, to determine the level of competence in the classroom. This needs to be communicated to the seminar leader throughout the experience. b. Maintain records of compliance with all NCE/NLU requirements for Practicum II and Student Teaching. c. Use the discussion questions for your post-observation conferences. d. Recommend a grade for Student Teaching to the seminar leader at the end of the exit interview.
3. Serve as liaison between NCE/NLU and the local school
a. Work collaboratively with the candidate, the cooperating teacher and school administrators. b. Interpret the Practicum II/Student Teaching program and policies and serve as a resource person for all school personnel. c. Work closely with the seminar leader to support candidates d. Work collaboratively with the seminar leader to support the success of the experience for the candidate
ELE MAT P2/ST Handbook 2025-2026
10
Responsibilities During Practicum II and Student Teaching
The cooperating teacher is responsible for fulfilling the following requirements:
• Provide written and oral feedback on planning • Provide written and oral feedback on instruction. • Conduct daily and weekly conference with the student teacher • Approve all lesson plans in advance of teaching • Maintain regular contact with the university Supervisor • Complete the final Competency Appraisal for Practicum • Complete midterm and final Competency Appraisal for Student Teaching with comments • Participate in the school-based evaluation conferences
The university Supervisor is responsible for fulfilling the following requirements:
• Conduct an introductory visit when Practicum begins • Complete two observations/conference visits during Practicum • Complete one video observation during Practicum II aligned with a core teaching practice • Arrange and participate in a final evaluation with the practicum candidate and the cooperating teacher • Conduct one introductory visit for Student Teaching, preferably at the Practicum II evaluation conference • Complete four observation/conference visits during Student Teaching with written reports from each experience • Arrange for and participate in two evaluation conferences with the student teacher and the cooperating teacher using the online Competency Appraisals • Verify the student teacher’s professional demeanor, attendance, journaling, and daily planning • Maintain regular contact with the seminar leader • Attend and participate in the exit interview with the seminar leader and student teacher The seminar leader is responsible for fulfilling the following responsibilities:
• Discuss Practicum II/Student Teaching and other NCE/NLU policies • Prepare candidates for success in the field • Provide licensure information • Host exit conference • Assign the final grade after consultation with the university supervisor
ELE MAT P2/ST Handbook 2025-2026
11
Evaluation of Student Teaching Inasmuch as Student Teaching is comprised of many parts, the assessment of this experience is a cooperative process, both formative and summative in nature. It encompasses various components as described below. The seminar leader will be responsible for assigning the grade for Practicum II and Student Teaching. The grading for both experiences will be detailed in the syllabi posted in D2L. 1. Achieving Competency in the Classroom Regular and ongoing communications among the practicum/student teacher, the cooperating teacher, and the university supervisor are the primary method of assessing continuous professional growth in the classroom and in the broader educational community. The Competency Appraisal is an evaluation implement used to measure this growth. This form provides indicators of those skills considered important for effective teaching and includes anecdotal comments to support the performance levels. The teacher candidate, the cooperating teacher, and the university supervisor each complete a separate Competency Appraisal at the end of Practicum II and a second Competency Appraisal at the midpoint in the Student Teaching experience. These performance indicators and comments serve as a diagnostic tool to identify strengths and areas for continued development. The Competency Appraisal form is completed at the midpoint and at the end of the Student Teaching term to serve as a formative and summative evaluation of classroom performance. The selected indicators and comments are shared and discussed during the scheduled midterm and final three-way evaluation conferences at the school. 2. Meeting NCE/NLU Requirements Contributing to the evaluation of the Practicum and Student Teaching experiences is appropriately fulfilling all university requirements as outlined at the beginning of this Handbook. The university supervisor maintains records to verify instruction, daily planning, journaling, professional demeanor, and attendance. These documents are presented to the seminar leader at the exit interview for Student Teaching. 3. Final Grade for Practicum II and Student Teaching The final grades for Practicum II and Student Teaching are determined by the seminar leader after consultation with the university supervisor. Grades must be supported by observation notes and Competency Appraisals. The ELE 510 and ELE 590 syllabi will provide more specific information and requirements for grading.
ELE MAT P2/ST Handbook 2025-2026
12
Student Responsibility & Success (RaS) Plan
Dear National Louis University (NLU) and the National College of Education (NCE) are bound by our state’s licensing agency, Illinois State Board of Education [ISBE], to uphold a commitment to you and all of our teacher candidates. We are committed to you graduating and possessing the required knowledge, skills, and dispositions of professionals entering the field of Education. Concerns regarding your professional dispositions and/or academic behaviors have been brought to the attention of the Chair of your MAT program and/or the Director of the School of Teacher Preparation. Statement of Expectations: NCE’s School of Teacher Preparation, along with all MAT licensure programs, are charged with the dual task of nurturing the development of preservice teachers and ensuring quality educators. In order to fulfill these dual responsibilities, faculty must evaluate teacher candidates based on their academic, professional, and personal skills and dispositions. A teacher candidate’s progress in the program may be interrupted for failure to comply with academic and executive functioning standards or if a candidate’s interpersonal or emotional status interferes with being able to provide ethical services to students. In order to ensure proper training, a teacher candidate must abide by relevant academic standards, ethical codes, and demonstrate professional knowledge, technical and interpersonal skills, professional attitudes, and professional character. Teacher candidates should demonstrate the ability to accept and integrate feedback, be aware of their impact on others, accept personal responsibility, and be able to express feelings effectively and appropriately. These factors are evaluated based on a candidate’s academic performance and professional disposition while engaging with students, classmates, staff, and faculty.
Candidates may appeal academic decisions through the Academic Appeals process. Candidates interested in appealing academic decisions should review the reasons for an academic appeal, and if one of the reasons for appeal is met, the candidate may choose to submit the appropriate form on the Let Us Know page: https://nl.edu/legal/let-us-know/
Dispositions Assessment
Culturally Responsive Teaching & Leading Standards
InTASC Teaching Standards
Form 1 Documentation of Initial Concern
Date:
Course #:
Initiated by:
Role:
Candidate Name:
NLU ID:
Program:
Candidate Strengths
A. Concern(s)
B. Standard(s)
C. Expectations & Candidate Responsibilities
D. Timeline/Date
Dispositions Assessment
Culturally Responsive Teaching & Leading Standards
InTASC Teaching Standards
Form 2 Responsibility & Success Plan
Date: The table below is designed to outline a plan for success and to clarify our expectations and your responsibilities, if you are to continue to pursue a MAT in your program for licensure at NLU. Course #: Initiated by: Role: Candidate Name: NLU ID: Program:
(If applicable) School:
District:
Grade Level:
Seminar Instructor:
University Supervisor:
Academic Advisor:
Cooperating Teacher:
A. Concern(s)
B. Standard(s)
C. Expectations & Candidate Responsibilities
D. Timeline/Date
Dispositions Assessment
Culturally Responsive Teaching & Leading Standards
InTASC Teaching Standards
MAT Teacher Candidate Decision: The above expectations, including outcomes and dates, are required for continued progression towards a MAT in . The timeline towards possible graduation will be delayed and is dependent upon this Responsibility and Success plan. Courses will be available per the typical NLU course schedule offerings. Selecting not to sign this document by , 20 , at PM indicates the teacher candidate’s unwillingness to meet the expectations of this opportunity for success plan, thus documenting the student’s intention to discontinue seeking a MAT in as of that date. Statements of Understanding: • I have discussed this success plan with my RaS Team. I understand that failure to complete this plan in the time allowed may result in dismissal from the program. _______ (Initial here) • I understand that, like all MAT teacher candidates, I am subject to ongoing evaluation of my skills, personal qualities, and professional dispositions as they relate to becoming a competent educator. _______ (Initial here) • I understand that, if awarded, my candidacy will remain conditional pending successful completion of the RaS plan and may remain conditional based on progress in other coursework. _______ (Initial here) • I understand that successful completion of all items on this document will not guarantee graduation from my program. Graduation remains conditional on the completion of this opportunity for success plan and meeting all expectations per university graduation requirements. _______ (Initial here) I accept the terms of this Responsibility and Success plan and understand it is not a guarantee for progression, graduation, or degree attainment; it is, rather, an avenue, if all expectations are met, through which progression may occur. Student Signature: __________________________________________ Date:
Step Level
RaS Team Member
1 2 3 4
Signature
Course Instructor/Seminar Leader Program Chair University Supervisor (field concerns) Academic Advisor School Director
Dispositions Assessment
Culturally Responsive Teaching & Leading Standards
InTASC Teaching Standards
Lesson Plan Observation Form National College of Education/ National Louis University School of Teacher Preparation Observation Form
Please mark the experience being observed
Practicum III ☐ Student Teaching
☐
Practicum I ☐
Practicum II ☐
☐
Internship
Date
Program
Teacher Candidate
Seminar Leader
Cooperating/ Mentor Teacher
University Supervisor
Grade/Content Area
Visit #
School
Use the space below to record Observation Notes . Document evidence of lesson design and implementation including areas such as: opening, procedures, closure, student engagement, questioning and discussion strategies, assessment and differentiation. Refer to the InTASC standards cross-walked to the Danielson Framework on page 2 to record additional comments/evidence. Attach a copy of the lesson plan.
1 7
ELE MAT P2/ST Handbook 2025-2026
Comments/Evidence
InTASC Standards/Danielson Framework for Teaching Planning and Preparation Planning for Instruction : The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Learner Development : The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. Classroom Environment Learning Environment : The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning and self-motivation. Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. Instruction Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
17
ELE MAT P2/ST Handbook 2025-2026
Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem-solving related to authentic local and global issues .
18
ELE MAT P2/ST Handbook 2025-2026
Post Observation Conference Notes and Goal Setting Please use your observations to capture summarizing notes, citing specific examples about the strengths you see in the candidate’s practice, as well as specific areas of growth.
Specific strengths:
Specific Areas for future development along with suggestions about how a candidate can continue to develop their practice:
Standards and framework used for the basis of the Observation Form linked to the Competency Appraisal inTASC: https://www.ccsso.org/resource-library/intasc-model-core-teaching-standards-and-learningprogressions-teachers-10 Daniel son Framework: https://www.danielsongroup.org/framework/
19
ELE MAT P2/ST Handbook 2025-2026
Re: Obtaining Permissions for Video Recording
Dear School or District Administrator,
We appreciate your willingness to host a NLU student teacher in preparation to become a licensed professional. In order to fulfill requirements for the NLU Teacher Preparation program leading to the Professional Educator License (PEL) in Illinois, teacher candidates complete a performance assessment during full-day student teaching. This performance assessment requires that candidates document a series of lessons using video recordings. These requirements were sent to the school when the placement was confirmed. PLEASE NOTE: NLU also uses videotaping as a tool to have candidates engage in self-assessment. This also provides a platform where clinical educators/faculty can provide targeted lesson feedback during the clinical experience. We find the use of video reflection and feedback a valuable tool that supports our candidates’ growth as they build their competencies and confidence as beginning teachers. If permission to videotape is required, the video release form is provided below. Please note that a school- provided release can also suffice for this permission requirement.
Sincerely,
Dr. Jamillah Gilbert Director
School of Teacher Preparation National College of Education National Louis University
20
ELE MAT P2/ST Handbook 2025-2026
Release Form for P-12 Student Participation Teacher Performance Assessment and/or Approval for Videotaping of Teacher Candidates in Practicum II Dear Parent/Guardian: I am enrolled in the Teacher Preparation program at National Louis University and am currently student teaching in your child’s classroom. My program requires that I complete a minimum of one videotaped lesson in my Practicum II experience. In the course of recording my teaching, your child may appear on the video. I will gather samples of student work to submit as evidence of my teaching practice, which may include some of your child’s work. This is not an assessment of your child’s performance. This is an assessment of the instruction required for me to obtain a teacher’s license. No student’s name will appear on any materials that are submitted, and materials will be kept confidential at all times. The video recordings and student work I submit will not be made public in any way. The materials submit will be reviewed by my program at National Louis University. This form is a request for your consent to include both your child in the video and his or her class work. Please complete the bottom half of this page and retain the top for your reference. If you have any questions about the use of this video or your child’s class work, please contact my NLU seminar leader, ], at or (email). (phone)
Thank you for your consideration.
Teacher Candidate Name:
Date:
RELEASE FORM FOR STUDENT PARTICIPATION Student’s name: Student’s school:
I am the parent or legal guardian of the child named above. I have read and understand the project description given in the letter provided at the top of this form, and agree to the following (please check the appropriate line below): I DO give permission for my child to appear on video recordings and my child’s class work to be used in the Teacher Performance Assessment of [ (Teacher candidate name]. I understand that my child’s name and any other personally identifiable information about my child will not appear on any of the submitted materials. I DO NOT give permission for my child to appear on video recordings and my child’s class work to be used in the Teacher Performance Assessment of [Student Teacher] and understand that my child will be seated outside of the recorded activities. Signature of Parent or Guardian: Date:
21
ELE MAT P2/ST Handbook 2025-2026
Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24Powered by FlippingBook