Substitute Teaching During ELE 590 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. Attendance Policy during ELE 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 on to the student teaching requirements. Student Teaching Seminar Course: ELE 590 This course combines a seminar with candidates’ field-based experiences. The seminar supports candidates as they implement a variety of planning models, formative and summative assessments, and instructional strategies to support student learning consistent with professional and curriculum standards. School-based and seminar experiences result in candidates advancing their understanding of environments that encourage a community of all learners and collegial relationships in the school. This course supports candidate efforts to meet licensure requirements. (6 Semester Hours) A minimum of 10 consecutive weeks is required to complete the program; however, additional weeks are sometimes requested by the cooperating school. Of the weeks, 2 must be completed as the ‘lead’ teacher of the full teaching load. The dates of student teaching depend on the school placement. In addition, the Student Teaching Seminar will meet for a minimum of five sessions plus exit conferences to be held with each candidate. Evaluating Student Teaching Performance Two formal evaluations (midterm and final) are conducted using the Competency Appraisal forms. Both the mentor teacher and university supervisor are required to complete a midterm and final evaluation for the student teacher. After the competency appraisal has been completed by all three parties (the university supervisor, mentor teacher, and student teacher), a conference to discuss the student teacher’s performance will be scheduled. During the conference, any steps needed for improvement and forward progress will be defined. As part of the appraisal, a grade is assigned (see scoring guide and grading policy below). The link to the competency appraisal is shared with the student teacher and seminar instructor. The NLU Elementary Education Student Teaching Competency Appraisal assessment instrument is an adaptation of Charlotte Danielson’s Framework for Professional Practice. In this framework, Danielson explains that typical early-career teachers are likely to have a mix of ‘basic’ and ‘proficient’ components to their practice; the ‘distinguished’ performance category, typically
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