Candidates are enrolled in the following coursework during clinical practice:
TED 530A Student Teaching (first 9 weeks)
TED 531A Student Teaching Seminar (first 9 weeks)
TED 530B Student Teaching (second 9 weeks)
TED 531B Student Teaching Seminar (second 9 weeks)
TED 530A/B
During student teaching, candidates work closely with a Site Support Provider and NU Support Provider who provide support throughout their student teaching experience. Candidates receive additional support through concurrent enrollment in the TED 531 A and B Student Teaching Seminar.
Student teaching is a full-time, Monday - Friday experience for a minimum of 80 instructional days. Candidates are expected to treat their student teaching assignment as if it was their full-time employment.
Candidates are expected to attend school each day school is in sesson and must be involved in full-day teaching experiences for the entire semester (80 days minimum). They have the same responsibility for good attendance and punctuality as that of a regularly employed teacher. Candidates are expected to follow the same schedule as contracted teachers at the school where they are assigned. Candidates are expected to attend staff meetings, workshops, and any other activity required of the contracted staff at that selected school. Occasionally, circumstances may arise which delay or prevent the timely arrival of a candidate at school. Should this occur, it is the candidate’s responsibility to immediately inform the Site Support Provider(s) as well as the USP and the school office. Three days is the maximum number of allowed absences during student teaching. These absences should only be used for illness or emergency. The Site Support Provider and the NUSP should be notified of an absence as soon as possible.
Grading processes for student teaching
The NU Support Provider assesses and evaluates the candidate’s performance using the Student Teaching Assessment and Evaluation form with timely and ongoing input provided by the Site Support Provider (classroom teacher). Satisfactory performance is demonstrated by visible growth from the beginning to the end of the student teaching cycle, with adequate application and integration of Teaching Performance Expectations in classroom practice.
Candidates receive a grade of Satisfactory (S) when their performance is considered to be at a level three (3) or above on the final assessment and evaluation of performance at the end of both the TED 530A and B terms. This assessment is intended to be cumulative over a period of time and not focused on just one observation. NU Support Providers observe over time and enter a score for each area listed within each domain at the designated assessment times.
The levels upon which student teachers are provided feedback are:
Beginning (1)—The candidate provides little or no evidence demonstrating the competency or competencies. Candidate’s practices demonstrate a preponderance of inappropriate, irrelevant, inaccurate or missing evidence. Evidence is unconnected across the TPE Domain.
Emerging (2)—The candidate provides partial evidence demonstrating the competency or competencies. Candidate’s practices demonstrate a preponderance of minimal, limited, cursory, inconsistent and/or ambiguous evidence. Evidence is weakly connected across the TPE Domain and may be inconsistent.
Applying (3)—The candidate provides clear evidence demonstrating the competency or competencies. Candidate's practices demonstrate a preponderance of appropriate, relevant, or accurate evidence. Evidence is connected across the TPE Domain.
Integrating (4)—The candidate provides clear, consistent, and convincing evidence demonstrating the competency or competencies. Candidate's practices demonstrate a preponderance of appropriate, relevant, accurate and clear or detailed evidence. The evidence is purposefully connected and reinforced across the TPE Domain.
Student Teaching Assessments and Evaluations
a. Four (4) NU Support Provider documented observations;
b. Formative evaluation and assessment at the end of the TED 530A term;
c. Summative evaluation and assessment at the end of the TED 530B term.
The NU Support Provider completes the Assessment and Evaluation of Multiple/Single Subject Teaching Performance Form at the end of TED 530A and TED 530B student teaching terms iwht input from the Site Support Provider. Candidates receive quantitative feedback on how they are meeting the Teaching Performance Expectations. Assessment and diagnosis provide information to the NUSP and SSP in order to guide focused support to the candidate.
Supervision Cycle
The supervision cycle provides a process for candidates to improve upon their teaching performance. It occurs in a supportive environment of open communication where the candidate, Site Support Provider, and NU Support Provider communicate clearly and honestly. Candidates are responsible for presenting formally observed lessons at an agreed upon time. The candidate is required to plan 4 lessons using the National University Lesson Plan for observation feedback during the term. The lesson plans are to be submitted to the NU Support Provider a minimum of 24 hours in advance of the observation. A copy of the lesson plan is provided on this website under Resources.
Candidates are expected to prepare daily lesson plans throughout their student teaching assignment. They may use the planning protocol of their Site Support Provider except for formal observations by the NUSP.
The supervision cycle involves observation, and post-conference.
TED 531A/B Student Teaching Seminar
Class sessions extending over a four-month period; 4.5 quarter units of graduate credit; or, an online seminar experience extending over a 4 month period.
This course provides candidates with a solid foundation regarding professional dispositions, school and classroom culture, classroom management systems, assessment, and differentiation of instruction. Emphasis is placed on the analysis and application of effective practices in the areas of developmentally appropriate and content-specific pedagogy, assessment, assessment adaptations, and differentiated instructional design. Candidates develop practitioner-level knowledge of how to best assess students, how to plan differentiated instruction, and how to become responsive to student needs in real-life contexts for teaching and learning in K-12 schools.
The seminar assignments demonstrate the candidates' knowledge, skills, and dispositions, reflecting the Teaching Performance Expectations (TPEs).
In order to earn a grade of Satisfactory in the Student Teaching Seminar, student teachers must have successfully passed the corresponding TPA Task.
TED 531A: Assessing Learning (Task 3)
TED 531B: Culminating Teaching Experience (Task 4)
Both of these tasks include:
Planning a lesson and an assessment (end of course check for understanding, quiz, test, project, etc.)
The assessment is to include adaptations for English learners and learners with special needs who are in the class.
Teaching the lesson and collecting student work that will be uploaded as part of the documentation.
Reflecting upon the lesson and responding to questions in TaskStream.
Uploading all necessary evidence.
Submitting the task for evaluation.
The Culminating Teaching Experience includes all of the above PLUS a 20 minute uncut video of the student teacher teaching.
More information about the requirements of each task can be found at
https://w.taskstream.com/ts/manager17/NUTPAModules
Student Teaching Work Stoppage Procedure
The work stoppage procedure applies to National University teacher education students enrolled in approved programs. It is intended to cover the situation in which an unexpected work stoppage occurs in a school and, in which a student has been assigned to complete student teaching or other field-based experiences.
Should a work stoppage occur at a PK-12 shool, student teachers will assume the role of neutral persons and will maintain an uninvolved status. A neutral role is defined as:
1) not reporting to their assignments
2) not crossing picket lines
3) not substituting in schools during the work stoppage
4) remaining on standby during the period of time when schools are closed until direction is received from the university.
Work stoppages of one week duration or less may not require any special arrangement, provided the student can successfully meet minimum certification and program requirements without undue stress. In the event the work stoppage continues for more than a week, the university may make arrangements for an extended experience or an alternate placement in another school.
University faculty and staff shall not engage in their normal supervisory activities in school sites during work stoppage actions. For that reason, any field-based experience accrued during a work stoppage will not be credited by the University.
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