Student Teaching

Student teaching is the culminating phase of a teacher candidate’s course of study at UIC that takes place in the final semester of the program. Most student teachers spend 14 weeks or more (12 weeks for MEd in Secondary Science student teachers), full-time, in an area school. With the help and support of cooperating teachers, university field instructors, peers, and other professionals at both the school and university, student teachers apply and extend their knowledge of teaching and learning.

During student teaching, student teachers are observed several times by a university field instructor. This instructor is the liaison between the student teacher, the cooperating teacher and other individuals at the school and university.

 Student teachers participate in a weekly student teaching seminar. The seminar instructor focuses on particular aspects of teaching and learning, provides guidance, and offers you opportunities to discuss your experiences. The instructor assigns the student teaching grade, taking into account candidates’ seminar performance, the cooperating teacher’s evaluation, the university field instructor’s evaluation, and other assignments during student teaching, including the edTPA.

Steps to Completing the Student Teaching Application Process

  1. Be admitted to Candidacy.
  2. Complete the Council on Teacher Education Student Teaching Application (http://apply.cte.uic.edu).
  3. Complete all steps to the Chicago Public Schools Student Teacher Registration. (http://cps.edu/careers/Pages/StudentTeaching.aspx).  This process requires a criminal background check and TB testing.  It also requires a Chicago Public Schools Student Teacher Online Application.
  4. Check your UIC email account for further communication from the CTE and CPS.

Education Job Fair 2016

Student Teaching Application Documents

COMING SOON

Student Teaching Evaluations
  • Student Teaching Evaluation – online (preferred) or pdf
    • The student teaching evaluation can/should be completed at the time of midterms and as a final evaluation.
    • It can/should be completed by the student teacher, the cooperating teacher and the field instructor.
    • At the time of submission, you will have the opportunity to save a pdf of the evaluation.
  • DECA-UT (for BA in Urban Education Program only)
Student Teaching Seminar Information

Seminars held during Student Teaching Spring 2016

Below are seminars held during student teaching.  All secondary and foreign language education student teachers are expected to attend. When possible, all efforts will be made to schedule meetings for the night of the regular secondary education weekly seminar, which, for most secondary education programs, is on Wednesdays. However, some mandatory meetings may be held at other times. If that occurs, each program faculty will decide if this special seminar is in lieu of or in addition to the regularly scheduled seminar.

  • WEEKLY SEMINAR* all secondary education teacher education programs hold a mandatory weekly seminar. To assist in long-range planning, each student teacher will apprise his or her cooperating teacher(s) (and department chair) of the specific day and time of this, which may require early release to enable the teacher candidate to arrive at UIC on time.
  • SPECIAL SEMINARS* are mandatory meetings, required for all secondary and foreign language education student teachers. If not already scheduled, the date/time/room of meeting will later be announced in the weekly seminar or to your UIC email.
  • CLASSROOM MANAGEMENT SEMINAR* held during one of your regularly scheduled seminars within your cohort, facilitated by and on a date selected by your seminar instructor. This seminar will include a video of a large group classroom management seminar presentation from past semester, followed by a discussion within your cohort. It will focus on learning about and sharing ideas and strategies for classroom management in high school settings.
  • LEGAL AND HEALTH ISSUES SEMINAR* Wednesday, March 16, 2016 4:30–6:30pm.
    Daley Library, LIB 1-470

This seminar is intended to enhance any general information on legal and health/wellness issues the teacher candidates may have been exposed to earlier in the education curriculum. Presented by the director of UIC’s School Nurse Certificate Program and an attorney with experience representing educators. This seminar should enable candidates to identify, assess, understand resources, realize implications, and/or help resolve any legal and health issues arising from situations they might encounter during student teaching, and later as professionals.

  • LICENSURE SEMINAR* Wednesday, April 6, 2016 4:00-6:00pm. Daley Library, LIB 1-470

Candidates will be given licensure information necessary to apply for and receive entitlement for the teaching license. Candidates will be provided with deadline dates, instructions for submitting required paperwork, and endorsement information.

  • JOB/CAREER FAIRS** Thursday, March 3, 2016 2:00-5:00pm. UIC Student Center East, Illinois Room 3rd floor, 750 S. Halsted Street. Visit the Career Services website here or call 312-996-2300 for more information.

*Mandatory meetings/seminars: Student teachers should share mandatory meeting schedule with host school department chair and cooperating teacher(s) early enough to plan for any necessary early releases or absences.

**Attendance at meetings/seminars that are not mandatory: For seminars at which attendance is not required, cooperating teachers are encouraged to consider the benefit to their student teacher, but it is always at the discretion of the cooperating teacher whether or not to release the student teacher to participate in a seminar that is not mandatory.

(updated for Spring 2016)

 

Students with Disabilities

UIC strives to ensure that classes are accessible for students with disabilities. Reasonable accommodations can be arranged for students with various types of disabilities, such as documented learning disabilities, vision or hearing impairments, and emotional and physical disabilities. If you have a documented disability, you may receive appropriate accommodations by working with the Disability Resource Center.

UIC Non-Discrimination Policy

Roles and Responsibilities

Student Teacher

  • Devote yourself full-time to the student teaching experience
  • Know the requirements and responsibilities for student teachers
  • Focus on student learning
  • Challenge existing ideas and values
  • Try new ideas
  • Shape a pedagogical framework
  • Develop collaborative skills
  • Routinely seek feedback from your cooperating teacher and UIC field instructor
  • Reflect on your performance and growth as a teacher
  • Participate in the assessment process by reviewing the “Student Teaching Evaluation Form” completed by your cooperating teacher and UIC Field Instructor and by conducting a self-evaluation
  • Participate in the weekly student teaching seminar
  • Be well-prepared with lesson and unit plans and materials
  • Complete the TaskStream Assessments (edTPA, Exit Survey, Technology Survey)

Cooperating Teacher

  • Know the student teacher’s requirements and responsibilities
  • Honor the course load and transition plan required by the student teacher’s program
  • Facilitate the transition into the classroom
  • Help develop the student teacher’s understanding of good teaching
  • Be a resource for both subject-area and general teaching issues
  • Enhance the student teacher’s awareness of student learning and developmental influence on learning
  • Provide constructive feedback and guidance to the student teacher
  • Build upon the student teacher’s strengths and interests
  • Encourage new ideas
  • Communicate with the UIC Field Instructor, as necessary, regarding the student teacher’s performance
  • Complete the Student Teaching Evaluation Form (interim evaluation suggested; final evaluation required)
  • Discuss the evaluation with the student teacher and the UIC Field Instructor

University Field Instructors

  • Know the student teacher’s requirements and responsibilities
  • Act as a liaison among all participants
  • Facilitate the transition into the school by conducting an early orientation visit
  • Be a resource for both subject-area and general teaching issues
  • Help to develop the student teacher’s understanding of good teaching
  • Enhance the student teacher’s awareness of student learning and developmental influences on learning
  • Model professionalism
  • Observe the student teacher during the student teaching experience
  • Assess progress of the student teacher
  • Provide constructive feedback and guidance to the student teacher
  • Communicate with the cooperating teacher as necessary regarding the student teacher’s performance
  • Complete the Student Teaching Evaluation Form (interim evaluation suggested; final evaluation required)
  • Discuss the evaluation with the student teacher and the cooperating teacher
  • Communicate with the Program Coordinator about problems concerning the relationship between the cooperating teacher and the student teacher, as necessary

University Student Teaching Seminar Instructors

  • Know the student teacher’s requirements and responsibilities
  • Be a resource for both subject-area and general teaching issues
  • Provide opportunities during seminar to discuss lesson and unit planning
  • Provide safe environment for open discussions during the seminar
  • Facilitate interactive discussions to enable student teachers to share and benefit from each other’s experiences
  • Coordinate the evaluation forms from the Cooperating Teacher and the University Field Instructor and submit them to the CTE by the end of the semester
  • Award a final Student Teaching grade

Host School’s Building Administrators and Department Chairs

  • Welcome the student teacher and facilitate requisite administrative details including paperwork, reporting instructions, tours, ID tags, etc. in a timely manner
  • Provide direction to the student teacher regarding the host school’s guidelines and requirements
  • Invite the student teacher to new teacher orientations, faculty professional development meetings, etc.
  • Ensure that the student teacher is engaged appropriately; student teachers should not be asked to serve as substitute teachers nor given responsibilities usually assumed only by established practitioners.
  • Honor the transition plan required by the student teacher’s program.
  • Act as liaison between the cooperating teacher and the student teacher and/or the host school and the university as needed.