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.

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
  • Fall 2016 Student Teaching Seminars
    • Weekly Seminars* All secondary and foreign language education teacher education programs hold a mandatory weekly seminar. Each student teacher should notify his or her cooperating teacher(s) and department chair of the specific day and time of this seminar, which may require early release to enable the teacher candidate to arrive at UIC on time.
    • Special Seminars* These three seminars are mandatory meetings for all secondary and foreign language education student teachers.
      • Classroom Management Seminar*
        • This seminar, which is held during one of your regularly scheduled weekly seminars, includes a video of a large group classroom management seminar presentation and a discussion within your cohort. It focuses on ideas and strategies for classroom management in high school settings.
      • Health Issues Seminar* – Wednesday, August 31, 4 to 5 p.m.; 1333 S. Halsted, Room 380
        • This seminar is intended to enhance any general information on health/wellness issues the teacher candidates may have learned earlier in the education curriculum. Presented by the director of UIC’s School Nurse Certificate Program, the seminar should enable candidates to identify, assess, and help resolve any health issues that arise during student teaching, or later as licensed professionals.
      • Licensure Seminar* – Wednesday, November 2, 4 to 6 p.m.; 1333 S. Halsted, Room 380
        • Information about the entitlement process will be distributed at this seminar.  Candidates will be provided with deadline dates, instructions for submitting required paperwork, and endorsement information.
    • Job/Career Fairs** Job fairs are typically held in the spring semester.  When job fairs are scheduled, we will post them on the CTE website and social media pages.

    *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.

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.