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] Early Childhood Education
Practicum II/Student Teaching Handbook Birth-Grade 2 2025-2026 Edition
Table of Contents
The Linked Practicum/Student Teaching Experience................................................................................ 1 Practicum II ............................................................................................................................................... 1 a. Welcoming Candidates to the Classroom......................................................................................... 1 b. Practicum II Requirements ............................................................................................................... 2 c. Practicum II Supervision................................................................................................................... 2 d. Student Teaching Orientation ........................................................................................................... 3 Student Teaching ...................................................................................................................................... 4 a. On Campus Seminars...................................................................................................................... 4 b. Student Teaching Requirements ...................................................................................................... 5 c. Student Teaching Supervision.......................................................................................................... 6 d. Student Teaching Stages ................................................................................................................. 7 e. Focus on Roles During Student Teaching ........................................................................................ 7 For the Student Teacher .................................................................................................................... 7 For the Cooperating Teacher ............................................................................................................. 8 For the University Supervisor ............................................................................................................. 9 f. Responsibilities During Student Teaching....................................................................................... 10 Evaluation of Student Teaching ............................................................................................................... 11 Teacher Candidate Support Plan: Field ................................................................................................... 12 Lesson Plan Observation Form ............................................................................................................... 15 Support Services ..................................................................................................................................... 20
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 Early Childhood 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 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 early childhood 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. Materials to support the ECE580/ECE590 linked experience can be found on the ECE Student Materials page: https://nl.edu/national-college-of-education/current-students/program-handbooks-and- materials/ece-materials/ Practicum II Welcoming Candidates to the Classroom 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, 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 understands FERPA. • Promote reflection on the multiple and complex decision-making activities. • Encourage the candidate’s development of self-evaluation and reflection skills.
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ECE 580 Practicum II Requirements 1. Attendance and active participation in weekly on-campus seminars that meet across the entire term. 2. 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. 3. 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. 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. 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. Word documents of the Competency Appraisals are found on the ECE Student Materials page: https://nl.edu/national-college-of-education/current- students/program-handbooks-and-materials/ece-materials/. 5. 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. The teacher candidate collects the signed, hard copies of the Competency Appraisals and turns them into the seminar leader. As an alternative, a saved PDF of the completed competency appraisal may be collected. 6. Video Recording and Coaching : Practicum II candidates are required to tape a lesson of their own choosing. 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. We will be using GoReact to record/upload videos. Information regarding this video platform is in our D2L (Desire to Learn) course shell. 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
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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 these observations occur during week 4 or 5 and week 7 or 8. 3. 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. 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 cooperating 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. Please note: Practicum students may not serve as a substitute teacher. If the cooperating teacher is absent, the school must arrange for a qualified substitute teacher to be always in the classroom. Candidates are required to notify the seminar leader if a qualified substitute teacher is not in the classroom.
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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
Spring Term Dates April 6, 2026 - June 14, 2026 Spring 2026 March 16 - June 5
Term Dates Classes Begin
Field Experience Dates
Winter 2026 Jan 19 - Mar 20
Begin Experience
Second week of quarter
Second week of quarter
N/A
Practicum
End Experience
Friday, November 28
Friday, March 20 NOTE: For students moving into Spring Student Teaching, field hours will need to be completed by March 13 h .
N/A
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, March 20
Friday, June 5
(OR minimum of 10 weeks based on placement site start date, excluding spring break)
(OR minimum of 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. Student Teaching On Campus Seminars Although Practicum II seminars meet every week, during student teaching there will be seven 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 5:00-8:00pm and attendance is mandatory. Seminars offer many learning opportunities and are
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forums for sharing ideas and challenges from the field. Important information about completing, job applications, and the procedures for attaining licensure will be discussed. 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 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. 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. NOTE: 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 term. Substitute Teaching during ECE590 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. 2. 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 the content and format of the journal. Journal prompts are often provided by supervisors. 3. 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:
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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 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 in advance of 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. 4. 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 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. The student teacher is responsible for uploading forms into D2L. Student Teaching – Supervision 1. Two formal observations: These are like 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. 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 the basis
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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 the discussion of success and development during the experience. The supervisor will ask the cooperating teacher for input on a placement grade for Student Teaching. 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 weeklong 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 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 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
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responsibility for a minimum of 10 consecutive days. We strongly encourage student teachers to do more if possible. Week 10: 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 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 expectations 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 a minimum of three years of experience prior to 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.
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b. Review and approve, by initialing, all lesson plans 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 daily. 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. 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.
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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. Observe and conference with your candidate and the Cooperating teacher 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. 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 collaboratively with the seminar leader to support the success of the experience for the candidate Responsibilities During 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 conferences with the Student teacher • Approve all lesson plans for 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
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• 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 • Provide licensure information • Host exit conference • Assign the final grade after consultation with the university supervisor Evaluation of Student Teaching Since 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 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.
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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 syllabi for ECE580 and ECE590 will provide more specific information and requirements for grading.
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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 cooperating teacher to discuss the concerns. This meeting may be initiated at the request of the teacher candidate, the cooperating teacher, the university supervisor, the seminar leader, and/or the school principal. This process is used to openly discuss any concern[s], aid, 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. The teacher candidate support plan becomes part of the candidate’s NCE record. 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 cooperating 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.
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Step 3 – Program Level 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 ECE Student Materials Page https://nl.edu/national-college-of-education/current-students/program-handbooks-and-materials/ece- materials/
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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 implications for grade and/or placement. Brief description of the nature of the concerns
Agreed upon solution
Timeline for implementation
Signatures as required Teacher Candidate
1 ∆
2 ∆
3 ∆
Cooperating Teacher
∆
∆
University Supervisor
∆
∆
∆
Seminar Leader/Course Instructor
∆
∆
∆
Program Chair
∆
∆
∆
* Copy to Director for Teacher Preparation Handbook offers more information related to Practicum II/Student Teaching Experiences.
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Lesson Plan Observation Form National College of Education/ National Louis University School of Teacher Preparation Observation Form Please mark the experience being observed
Practicum I
Practicum II
Practicum III
Student Teaching
Internship
Date
Program
Teacher Candidate Cooperating/ Mentor Teacher Grade/Content Area
Seminar Leader
University Supervisor
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.
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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 ensure 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 .
Comments/Evidence
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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/
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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. 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 Professor Director, School of Teacher Preparation National Louis University Jgilbert11@nl.edu
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Release Form for P-12 Student Participation Teacher Performance Assessment– and/or Approval for Videotaping of Teacher Candidates in Practicum/Student Teaching
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. As well, Illinois requires performance assessments of its teacher candidates. This means that to complete my student teaching assignment, I must complete a performance assessment called the Teacher Performance Assessment. This assessment includes submitting a video of me teaching a series of lessons in the classroom and examples of student work completed. While 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 always be kept confidential. The video recordings and student work I submit will not be made public in any way. Materials I submit will be reviewed by my program at National Louis University, and they may also be used by test developers under secure conditions for development and implementation, including scorer training. They may also be used for local evaluation by faculty 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 (phone) or (email). 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:
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Support Services available to all teacher candidates: Learning Support
The mission of NLU's Office of Learning Support is to offer proactive assistance for students by providing in-person/online tutoring in math and writing, cooperating with faculty to support student learning, and advocating for equitable educational access Learning support. https://nl.edu/learning-support/ Tech support Contact a technician for Tech support here: https://live-support.nl.edu/ Telehealth Services https://nl.edu/student-services/counseling-and-wellness/student- resources/telehealth/ NLU provides unlimited mental and behavioral health services through Virtual Care Group. Telehealth is the delivery of health care by a physician to a patient using interactive video technology when distance separates doctor and patient. Telehealth is part of telemedicine, a term that involves the use of additional technologies other types of health providers and distance education
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