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] Secondary Education
Practicum/Student Teaching Handbook Grades 9-12 2025-2026 Edition
Table of Contents
The Linked Practicum/Student Teaching Experience .......................................................................... 1 Practicum................................................................................................................................................. 1 a. Welcoming Candidates to the Classroom ......................................................................................... 1 b. Practicum Requirements .................................................................................................................. 2 c. Practicum Supervision...................................................................................................................... 2 c. Calendar Dates for Field Placements ............................................................................................... 4 Student Teaching .................................................................................................................................... 5 a. On Campus Seminars...................................................................................................................... 5 b. Student Teaching Requirements ...................................................................................................... 5 c. Student Teaching Supervision.......................................................................................................... 6 d. Student Teaching Stages ................................................................................................................. 7 e. Focus on Roles During Student Teaching ........................................................................................ 8 For the Student Teacher .................................................................................................................... 8 For the Mentor Teacher...................................................................................................................... 8 For the University Supervisor ...........................................................................................................10 f. Responsibilities During Student Teaching ...................................................................................... 10 Evaluation of Student Teaching ........................................................................................................... 11 Teacher Candidate Support Plan: Field ............................................................................................... 15 Secondary MAT Competency Appraisal .............................................................................................. 16 Lesson Plan Observation Form............................................................................................................ 17
The Linked Practicum/Student Teaching Experience Welcome to one of the most important and exciting phases of your career – Practicum/Student Teaching. This experience will support your transition from being a teacher education candidate to becoming a professionally licensed teacher. As Secondary 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. Candidates complete a minimum of 40 hours with one teacher in one classroom during the quarter they are enrolled in Practicum II. In most cases, the Practicum secondary 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 experience as teacher candidates lay the groundwork for their Student Teaching experience. Practicum Welcoming Candidates to the Classroom In an effort to welcome and support the practicum candidates and student teachers, experienced mentor 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, and 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.
SEC Practicum/ST Handbook 2025-2026
1
Practicum Requirements Modifications for practice during the COVID pandemic are appropriate and will be negotiated by the mentor teacher, the university supervisor, and the practicum candidate. 1. Attendance and active participation in seminars that meet across the entire term. 2. Professional Demeanor : The faculty in Secondary 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. 3. Lesson Planning: Candidates will be expected to plan and teach a minimum of four [4] lessons while in the Practicum classroom and will be observed while teaching at least two lessons by a university Supervisor. 4. 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. 5. 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 and Student Teaching, the teacher candidate/student teacher, university supervisor, and mentor 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 SEC ED Student Materials page: https://nl.edu/national-college-of-education/current- students/program-handbooks-and-materials/sec-materials/ 6. In Practicum, 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 mentor teacher discuss the candidate’s progress. Evaluators post their documents on the Field Experience Module in SONIA. 7. Video Recording and Coaching : Practicum candidates are required to tape a lesson at the direction of the methods instructor. The video provides an opportunity for self-reflection for all candidates. Video coaching is designed to offer in-depth support and targeted feedback related to core teaching practices prior to student teaching. Practicum – Supervision Practicum Introductory Meeting: This is an introductory visit that should take place during the first two weeks of the term with the teacher candidate, Mentor 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 mentor teacher should arrange the first date for a formal observation visit.
SEC Practicum/ST Handbook 2025-2026
2
1. 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 mentor teacher. These conferences can be done separately if the classroom schedule prevents both the teacher candidate and the mentor teacher from participating at the same time. It is suggested that these observations occur during week 4 or 5 and week 7 or 8. 2. Evaluation Conference: In a linked Practicum/Student Teaching experience, an evaluation conference should take place at the end of the Practicum. The purpose of this conference is to discuss the Practicum experience, the Competency Appraisals, to explain the transition from Practicum to Student Teaching, and to ensure that all understand the NLU expectations of the Student Teaching experience. At this time, supervisors, teacher candidates, and the mentor teacher should arrange the first date for a formal observation visit for student teaching. Please note: Practicum students may not serve as a substitute teacher. If the mentor 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.
SEC Practicum/ST Handbook 2025-2026
3
Calendar Dates for Field Placements All courses requiring students to complete field-based clinical components follow the University calendar. Student teaching assignments begin and end on the dates indicated in the teacher candidate’s confirmation letter sent by the Office of Field Experiences. However, start and end dates for student teaching may need to be modified dependent on the needs of the school district and placement site. Upon confirmation of the placement, it is the responsibility of the student teacher to contact the mentor teacher and supervisor to determine a schedule for the experience. In all cases, a minimum of 10-weeks of full-day student teaching (not counting spring break) is required. The placement must end no later than the end of the university’s quarter. During Spring Quarter, the placement ends when the NCE/NLU quarter ends or the last day of the school year for the district where the placement site is located, whichever comes first.
Calendar for Field Experiences 2025-2026
NLU Academic Calendar
Academic Term Dates
Fall Term Dates Sept 22, 2025 – November 30, 2025 Fall 2025 Sept 22 – Nov 28
Winter Term Dates Jan 19, 2026 - March 22, 2026 Winter 2026 Jan 19 - Mar 20
Spring Term Dates April 6, 2026 - June 14, 2026 Spring 2026 March 16 - June 5
Field Experience Dates
Term Dates Classes Begin
Begin Experience
Second week of quarter
Second week of quarter
N/A
Practicum
End Experience
Friday, November 28
N/A
Friday, March 20
NOTE: For students moving into Spring Student Teaching, field hours will need to be completed by March 13 h .
Monday, March 16 (see ** Note below)
Begin Experience
When the school district begins in August Minimum of 10 weeks based on placement site start dates (excluding fall break)
When teachers report in January
Full-day Student Teaching
End Experience
Friday, June 5 (OR minimum of
Friday, March 20
(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 22, student teachers begin on March 9, 2026.
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.
SEC Practicum/ST Handbook 2025-2026
4
Student Teaching – Online Seminars Practicum student teaching seminars (SEC 590) provide synchronous, asynchronous and online instruction for every week of the term. Candidates need to communicate the schedule of seminars to their mentor teachers and confirm the schedule with the university supervisors. Seminars are generally scheduled from 5:30-8:30 p.m.; attendance is mandatory. Seminars offer many learning opportunities and are forums for sharing ideas and challenges from the field. Important information about procedures for attaining licensure will be discussed.
Session 1 Synchronous online Session 2 Synchronous online Session 3 Synchronous online (content area instructors with candidates)
Session 4 Asynchronous online Session 5 Synchronous online Session 6 Asynchronous online Session 7 f2f Session 8 Asynchronous online Session 9 f2f Session 10 Asynchronous online Session 11 Synchronous online
Student Teaching is a quarter-long experience. Student teachers typically spend a minimum of 10 weeks in the classroom, depending on the district calendar for their placement school. Refer to the
calendar for MAT field experiences. 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 mentor teacher and the university supervisor. Additionally, since meetings are part of the real world of schools, student teachers should attend all those that the mentor teacher attends: grade level team, staffing, district, and faculty. 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 mentor 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 mentor teacher, university supervisor, and the seminar leader. If withdrawal from Student Teaching is needed, a written request stating reasons for this withdrawal is required. The request must be submitted to the OFE, the university registrar, seminar instructor, the university supervisor, and to the principal at the school placement site, and the mentor teacher. Substitute Teaching during SEC590 Substitute teaching will be limited to no more than 5 days in the student teaching placement classroom while the mentor 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.
SEC Practicum/ST Handbook 2025-2026
5
Attendance Policy during SEC 590 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.
Reflective Journal : This continues in Student Teaching. 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 content and format of the journal. Journal prompts are often provided by supervisors. 2. 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, to support student independent thinking, and to 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 specifics of lesson planning should be discussed with the supervisor and mentor teacher. The required lesson plan format is provided in D2L. The mentor teacher must review each plan 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 in advance of the scheduled observation in order 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. 3. Competency Appraisal: In Student Teaching, the Competency Appraisal is filled out once at midterm and again before the final meeting between the student teacher, mentor teacher, and university supervisor. Each time there is a school-based evaluation conference in which the candidate’s progress is discussed. 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 Modifications for practice during the COVID pandemic are appropriate and will be negotiated by the mentor teacher, the university supervisor, and the practicum candidate. 1. Two formal observations: These are similar to those that took place during the Practicum II experience. Student teachers need to present a 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.
SEC Practicum/ST Handbook 2025-2026
6
After each observation of teaching, supervisors will set up a conference with the student teacher and with the mentor teacher [together if possible] to discuss the experience and set goals for future lessons. 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 mentor 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 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 mentor 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 mentor 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: However, the candidate and mentor teacher may adjust the plan, based on the candidate’s readiness. The number of classes to take over during weeks 1-5 can be altered based on class load, schedule type (block vs. regular), and special circumstances specific to your school, as long as the candidate spends at least six weeks as a “lead” teacher in all assigned classes. Week 1: The candidate actively helps co-plan for all classes, and observes planning, delivery, and assessment practices of the mentor teacher. By the end of the week, the candidate takes over one class. Also, the teacher candidate completes first draft of Context for Learning for the Sequential Learning Segment. Week 2 : By Wednesday of this week, the candidate takes over another class. If possible, one of these classes should be the class selected to do the teacher candidate’s learning segment. Week 3: The candidate continues to actively help co-plan for all classes, and observes planning, delivery, and assessment practices. By the end of this week, the candidate acts as a “lead” teacher in the 4-6 your classes (whatever was agreed upon with our Office of Field Experience when confirming the placement) with support, guidance, and feedback from the mentor teacher. Week 4: The candidate plans her/his learning segment (Task One). Week 5: The candidate finishes Task One of the Sequential Learning Segment and has received appropriate feedback from you, the mentor teacher and seminar professor. A guide to the types of question and feedback that are
SEC Practicum/ST Handbook 2025-2026
7
appropriate is in the document “Discussion Questions for Supervisors and Mentor Teachers,” which may be found on the SEC ED student materials page. Week 6: At the latest, the teacher candidate, you and the cooperative teacher have completed and shared with one another the electronic midterm competency appraisal and have a meeting to discuss strengths and areas for our teacher candidate to work on for the rest of her/his student teaching experience. You are asked to email a link to both your and the mentor teacher’s midterm and final assessments to the candidate’s Seminar Instructor. Weeks 7: Either week 6 or week 7, the teacher candidate teaches the Sequential Learning Segment, videotapes those lessons, and makes copies of appropriate student work, making sure there are no names or other identifying marks on these copies. Weeks 8-9: The candidate continues teaching a “full load” of classes. Week 10: The candidate begins to “give back” classes to the mentor teacher. Near the end of week 10, the teacher candidate, mentor teacher, and you complete and share the electronic final competency appraisal and the three of you have a meeting to celebrate our teacher candidate successfully completing her/his student teaching experience. The competency appraisals provide topics for discussion. 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 mentor 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 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 mentor 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 expectations clearly. Mentor teachers understand the limited experience student teachers often bring but can best help when asked. This also lets the mentor teacher know how highly motivated the student teacher is. For the Mentor 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 mentor teacher must hold a standard Professional Educator License with an endorsement in
SEC Practicum/ST Handbook 2025-2026
8
the grade level or middle level content area being taught and have a minimum of three years of experience prior to working with a practicum candidate or a student teacher. We ask that mentor teachers become familiar with the Practicum/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.
SEC Practicum/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 schedule and formats and university requirements for lesson planning and Learning Segment development. Outline the takeover schedule. c. Observe and conference with your candidate and the mentor 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 mentor 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 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 mentor teacher and school administrators. b. Interpret the Practicum/Student Teaching program and policies and serve as a resource person for all school personnel. c. Work collaboratively with the seminar leader to support the success of the experience for the candidate. Responsibilities During Student Teaching The mentor 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 conferences 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 school-based evaluation conferences. The university Supervisor is responsible for fulfilling the following requirements:
SEC Practicum/ST Handbook 2025-2026
10
• Conduct an introductory visit when Practicum begins. • Complete two observations/conference visits during Practicum • Arrange and participate in a final evaluation with the practicum candidate and the mentor teacher. • Conduct one introductory visit for Student Teaching, preferably at the Practicum 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 mentor 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/Student Teaching and other NCE/NLU policies. • Provide licensure information. • Host exit conference. • Assign the final grade after consultation with the university supervisor. 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 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 mentor 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 mentor teacher, and the university supervisor each complete a separate Competency Appraisal at the end of the Practicum 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 in 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.
SEC Practicum/ST Handbook 2025-2026
11
3. Final Grade for Practicum and Student Teaching The final grades for Practicum and Student Teaching are determined by the seminar leader after consultation with the university supervisor. Grades must be supported by the observation notes and Competency Appraisals. The syllabi for SEC 510-524 and SEC 590A-F will provide more specific information and requirements for grading.
SEC Practicum/ST Handbook 2025-2026
12
TEACHER CANDIDATE SUPPORT PLAN For teacher candidates experiencing difficulties at a placement site
National College of Education When difficulties arise at the placement site, the teacher candidate will meet with the university supervisor and the mentor teacher to discuss the concerns. This meeting may be initiated at the request of the teacher candidate, the mentor teacher, the university supervisor, the seminar leader, and/or the school principal. This process is used to openly discuss any concern[s], provide assistance, and facilitate a decision regarding the concern[s]. A written teacher candidate support plan will be created to reflect the results of the meeting. See Step 1. Please Note: If a principal/administrator requests that a teacher candidate be removed from a field placement, the program chair will be contacted and the process will move immediately to Step 3. Step 1 – Classroom Level – School A specific, written Teacher Candidate Support Plan will be developed by the seminar leader and/or course instructor, after consultation with the program chair, to clarify the nature of the concern[s], the agreed upon outcome[s], and the timeline for implementation. Most difficulties can be resolved at the classroom level through open and professional levels of communication. A copy of the written teacher candidate support plan is posted online with access for the academic advisor, seminar leader and/or course instructor, the program chair, and the Director of Teacher Preparation. Step 2 – Classroom Level – University If the matter remains unresolved, intensifies, or is not able to be resolved without intervention from the university, the university supervisor , the mentor teacher , the teacher candidate , and the seminar leader and/or course instructor will meet to discuss the concern[s] and review relevant information and documentation. In some cases, the principal may also be involved. Prior to a decision being made regarding continuation in the current placement, an additional observer [the seminar leader and/or course instructor, program chair, or a different NLU supervisor] may be asked to complete an observation to contribute to the record. One of the following options will then be made regarding continuation in the current placement: Option A – The teacher candidate will continue in the current placement. A new written teacher candidate support plan will be developed that outlines the continued concern[s], the agreed upon outcome[s], and the timeline for implementation. The impact of the problem[s] on the grade for the field experience will be discussed and documented in writing by the seminar leader and/or course instructor. The seminar leader and/or course instructor will inform the program chair about the concerns raised and will post a copy of all written documentation online for access by the Director of Teacher Preparation and academic advisor Option B – The teacher candidate will be removed from the current placement. If the matter warrants a change in placement or other action, the matter is referred to the program chair and moves to STEP 3. The program chair will notify the academic advisor, the Director of Teacher Preparation, the Director of Field Experiences, and the dean’s office in writing of the teacher candidate’s removal from the placement.
Step 3 – Program Level
13
SEC Practicum/ST Handbook 2025-2026
When a teacher candidate has been removed or leaves a placement, the matter is referred to the program chair. The teacher candidate will meet with the university supervisor, the seminar leader and/or course instructor, and the program chair to discuss the concern[s], relevant information, and all documentation. This discussion must occur within 5 to 10 business days of the notification of removal by the seminar leader. A decision will be made regarding the options available to the teacher candidate. The teacher candidate will be notified of the program level decision in writing within 5 business days after the meeting. The program chair will also notify the academic advisor, the Director of Teacher Preparation, the Director of Field Experiences, and the dean’s office of the decision in writing. One of the following options will be followed: Option A – If there were special conditions, circumstances, or situations that may have encumbered the teacher candidate, the candidate will be required to withdraw from the Student Teaching course in which they are registered and register for a new experience, when ready, with the approval of the program faculty and Director of Teacher Preparation. A new teacher candidate support plan will be written and will stipulate the conditions for receiving a new placement during a later enrollment term. New applications for placement are required. Placements are arranged by the Office of Field Experiences for the following term or date designated by the program chair. A maximum of two classroom placements may be made. However, teacher candidates are not guaranteed a second placement (see Option B). Option B – If it is the combined judgment of the university supervisor, the seminar leader and/or course instructor, and the program chair that the teacher candidate is unable to assume the roles and responsibilities of a classroom teacher, the teacher candidate will not be assigned another placement. The teacher candidate will be required to withdraw from the field experience placement and course and will be advised to reconsider career goals. Due to this decision, the teacher candidate is automatically ineligible for program continuation and progress towards licensure is also terminated. Step 4 – College Level Teacher candidates who wish to appeal the decision at Step 3 must submit a petition to the NCE Academic Policies Committee within 15 business days of the receipt of the written decision. Teacher candidates must contact their academic advisor for assistance in submitting the petition. Some programs may have additional requirements. Please see the specific program handbook . The NCE Teacher Candidate Support Plan form can be found on the SEC Tools Page. .
14
SEC Practicum/ST Handbook 2025-2026
TEACHER CANDIDATE SUPPORT PLAN For teacher candidates experiencing difficulties at a placement site
National College of Education Date Candidate Name:
BA ☐ MAT ☐
NLU ID #
Course:
School:
Grade Level:
District # Initiated by:
Role:
Step 1, 2, & 3: Attach written documentation. Include implication for grade and/or placement. Brief description of the nature of the concerns
Agreed upon solution
Timeline for implementation
1 □
2 □
3 □
Signatures as required Teacher Candidate
Mentor Teacher
□
□
University Supervisor
□
□
□
Seminar Leader/Course Instructor
□
□
□
Program Chair
□
□
□
* Copy to Director for Teacher Preparation
15
SEC Practicum/ST Handbook 2025-2026
MAT Candidate Handbooks The Office of Field Experiences section of the Master of Arts in Teaching Candidate Handbook also offers information related to Practicum/Student Teaching Experiences Secondary Ed MAT Competency Appraisals https://nl.edu/national-college-of-education/current-students/program-handbooks-and-materials/sec- materials/
16
SEC Practicum/ST Handbook 2025-2026
Lesson Plan Observation Form
National College of Education/ National Louis University School of Teacher Preparation Observation Form Please indicate experience being observed ☐ Student Teaching ☐ Internship Date Program Teacher Candidate Seminar Leader Mentor/ 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.
17
SEC Practicum/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. 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
SEC Practicum/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-learning- progressions-teachers-10 Danielson Framework: https://www.danielsongroup.org/framework/
19
SEC Practicum/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 21Powered by FlippingBook