Standard 9: The unit and each school partner must maintain an agreement that addresses:

(1) the expectations for the candidate during a clinical experience;

UED partners with several area districts and schools to provide teacher candidates with opportunities to view the entire scope of teaching in classroom settings and develop the knowledge, skills and professional dispositions necessary to positively impact all PreK-12 students' learning and development. Teacher candidates are placed in a variety of partnership school settings after being admitted to the UED and during student teaching. Updated written agreements with partner districts and schools address each of the subparts of this standard as described below following a template for such agreements written in summer 2022 by the Minnesota State system’s Office of General Counsel and several universities in the system. Securing these updated written agreements as early as possible in the 2022-23 school year to meet standards in new unit rule is the responsibility of the Director of Field Experiences, and agreements are signed by the UED Dean. Most partner  sites are clustered in the cities of Minneapolis and St Paul and inner-ring suburbs; however, some sites are located throughout the broader Twin Cities metro area if they meet UED’s geographic and demographic definition of “urban”. The list of approved school partner sites is maintained by the UED’s Office of the Director of Field Experience.

Expectations for the Candidate

The UED’s updated template agreement with school partners addresses the expectations for the candidate during a clinical experience in sections 1d (re: overall expectations), 1g (re: insurance) and 1h (re: background checks).  Section 1d states, “The University will inform the students participating in the experience of the University’s expectations of them and will share with the District the expectations for teacher candidates during their clinical field experiences.” The UED Director of Field Experiences sends both the teacher candidate and the cooperating teacher these expectations of the candidate (see Evidence linked below).

The UED is committed to preparing candidates for the teaching profession who reflect about their practice to promote high level learning for students they serve. To that end, and in order to meet licensure requirements and program accreditation standards, teacher candidates complete various field and clinical experiences in diverse settings as they progress through the program.

While there are some basic, common expectations of teacher candidates regardless of how far they have progressed in their program (e.g., “Arrive promptly on all of the scheduled days and adhere to the schedule agreement”), there are different expectations for early clinical experiences and advanced clinical experiences. While candidates complete field experiences throughout their programs in conjunction with field-based assignments in courses, early clinical experience teacher candidate expectations, experiences and hours are documented in Urban Teaching Practicum (EDU 311) course while advanced experience teacher candidate expectations, experiences and hours are documented in Advanced Urban Teaching Practicum (EDU 450) course. Overall, all UED teacher candidates are expected to complete at least 120 total hours of clinical experience in their licensure field and scope after gaining admission to the UED but prior to student teaching.

Table 9.1 Basic Expectations in EDU 311, EDU 450 and Student Teaching

Teacher candidates are expected to complete many tasks during clinical field experiences, including but not limited to helping with daily recordkeeping, preparing materials, grading papers, transitioning students, tutoring, working with small groups, teaching whole group lessons, reflecting on classroom management, helping at open houses and curriculum events, creating bulletin boards, participating in subject/grade level meetings and professional development, and special projects. All UED teacher candidates are expected to demonstrate practicing professional ethics including dedication, respect, intellectual integrity, positive outlook, and self-awareness when interacting with children, the children’s family, and colleagues.